Diagnostics of the mental development of children. Techniques and methods for diagnosing the development of preschoolers
Bardina R.I., Bulycheva A.I., Dyachenko O.M. , Lavrentieva T.V., Kholmovskaya V.V.
DIAGNOSTICS OF MENTAL DEVELOPMENT OF SENIOR PRESCHOOL AGE (from 5 to 6 years old)
Moscow. Series "Psychological Diagnostics"
The proposed manual contains a description of methods for diagnosing the level of mental development of children from five to six years old in the course of a group examination. It presents the main indicators of this development, the results of experimental verification of methods and their standardization. The appendix contains diagnostic materials and rating scales in "raw" and standard glasses. The manual is a practical material for organizing and conducting a group diagnostic examination of children from five to six years old. The survey results can be used for pedagogical purposes. Designed for specialists in the field of child psychology and pedagogy.
FOREWORD
This collection is a manual for organizing and conducting a group psychological examination of children 5-6 years old, aimed at diagnosing the level of their mental development and the level of development of arbitrariness (the ability to follow a given rule). It sets out the course and results of a collective study devoted to the development and testing of methods for such a survey.
The work is based on the materials presented in the book "Diagnostics of the mental development of preschoolers", ed. L.A. Wenger and V.V. Kholmovskaya, 1978. A special place in this book is occupied by the description of the so-called printed techniques, intended for children 6-7 years old, allowing to identify the features of mental development in the process of group examination. It is a group examination that allows a specialist in a fairly short time (12-15 children can be examined in 1-1.5 hours) to navigate the level of development of individual children and the group as a whole. It should be noted that it is precisely the "printed" methods that have become most widespread among practical psychologists.
At present, the question of the need to develop a compact system for examining the mental development of 5-6 years old children has arisen with particular urgency. This is due to such trends in domestic education as the transition to teaching children from six years old and differentiation of education. Therefore, the authors of the collection set themselves a special task of developing a set of standardized techniques that would reveal the most significant trends in the mental development of 5-6 years old children in the process of group examination.
The descriptions and samples of diagnostic materials described in this manual, as well as instructions for conducting an examination, can be used for practical diagnostics. It should be borne in mind that a diagnostic examination requires an absolutely accurate reproduction of diagnostic materials and full compliance with the instructions. A qualified examination can only be carried out by a specialist - a practical psychologist.
It should also be borne in mind that the methods are standardized for children attending Moscow kindergartens. The assessment received by a child brought up in other conditions speaks only of the ratio of the level of his mental development to the level of development of his peers from kindergartens in Moscow and does not have absolute significance. The standard scale presents the assessments of the spring examination of children, that is, children 5-6 years old who graduate from the senior group of kindergarten.
The stated tasks should not be used as educational material, hoping in this way to increase the level of the child's mental development: diagnostic tasks are designed for the child to independently find ways to solve them and only under these conditions correspond to the mental capabilities of preschool children. The use of the developed methods cannot lead to a diagnosis of a child with subsequent organizational and practical measures and does not allow making an accurate long-term prognosis. This is only a "cut", a preliminary orientation in the level of development of each child and the group as a whole, followed by, if necessary, a deeper psychological examination, allowing to establish the causes of certain features of the child's development. The outlined methods make it possible to determine the comparative level of the child's mental development, that is, its compliance with a certain average level established for children of a given age group or deviation from this average level in one direction or another.
The value of diagnostic methods, the possibilities and limits of interpretation of the results obtained with their help depend primarily on their content, on which aspects of the child's mental development are used as indicators of the level of this development. The content of diagnostics, in turn, is determined by the general theory of mental and, in particular, mental development of a child, from which the authors of diagnostic systems proceed. In other words, to determine the content of diagnostics of mental development, a theoretical model of this development is necessary, reflecting its patterns and age stages. In such a model, first of all, the main, central mental formations that determine the remaining moments of development should be represented. The formation of such formations can become a reliable indicator of development.
This diagnostic system is based on the concept of mental development of preschoolers, developed by L.A. Wenger and his collaborators on the basis of theoretical positions and research results of L.S. Vygotsky, A.N. Leontyev, A.R. Luria, A.V. Zaporozhets, D.B. Elkonin. According to this concept, the basic unit of mental development is an orienting action, which is performed using the means of mental activity existing in culture. Approximate actions are aimed at examining objects and phenomena, clarifying and capturing their properties and relationships.
On each age stage the child masters cognitive actions of a certain type. Mental development acts as a natural process that has its own logic, which is ultimately determined by the more general logic of the development of the child's personality as a whole, a change in the place it occupies in the system of relations with other people, a change in types of activity, within which cognitive actions develop.
For the first time, a global orientation in the environment begins to acquire a certain dismemberment at an early age (from 1 to 3 years). Here, for the first time, actions aimed at examining and identifying the external properties of objects (actions of perception) and actions that reveal connections and relationships between objects, allowing the child to solve new problems (mental actions), are differentiated.
Studies on the development of perception (A.V. Zaporozhets, L.A. Venger, V.P. Zinchenko, A.G. Ruzskaya and others) have shown that the development of perception includes two interrelated aspects: on the one hand, the formation and improvement ideas about the varieties of properties of objects that perform the function of sensory standards (existing in the culture of samples of such properties of objects as color, shape, size); on the other hand, the development and improvement of the perceptual actions themselves, necessary for the use of standards in the analysis of the properties of real objects. There are three types of perceptual actions. The first type - identification - examination of the properties of an object that fully coincide with the available standards. The second type - equating to a standard - is the use of a standard sample to identify and characterize the properties of objects that deviate from this sample, that is, close to it, but do not coincide with it. The third type - perceptual modeling - involves correlating the properties of the object being examined not with one standard, but with their group, building its "reference model". The most meaningful indicators of the level of development of perception in older preschool children is the degree of mastery of such perceptual actions as reference to a standard and perceptual modeling.
With regard to the development of the child's thinking, in numerous studies (A.V. Zaporozhets, G.I.Minskaya, L.A. Venger, N.N. figurative and logical thinking. The difference between them lies in the nature of the actions performed by the child.
The actions of visual-figurative thinking can be characterized as actions for the construction and application of schematized images that reflect the connections and relationships of real things. The schematized images are of a generalized nature and make it possible to single out in a given situation the content that is significant for solving the problem. The child acts according to the "logic" of the reality being replaced, in accordance with the connections and relationships that exist between real objects.
In the case of logical thinking, the child performs actions with signs in accordance with fixed rules (mathematical operations, logical reasoning, etc.). The essence of the actions of logical thinking is to highlight and correlate the essential parameters of the object.
Thus, the most characteristic characteristics of mental development for older preschool children is the level of mastering the actions of referring to the standard, perceptual modeling, figurative and logical thinking.
An additional most important characteristic of not only mental, but also mental development in general of the child is the development of his volition, that is, the ability to follow a given rule. Arbitrariness is one of the most important prerequisites for the development of educational activity, an important indicator of a child's readiness to learn at school.
These indicators of development were the content of the developed diagnostic system. At the same time, its development also required the establishment of compliance with the formal requirements for diagnostic techniques.
First of all, a standardization group of children (100 people) of the corresponding age was selected (in random order), on which an experimental verification and standardization of the text was carried out. The grades received by each child for solving all the problems of this method were summed up and the overall assessment was given in "raw" glasses. The set of such estimates, derived for all children included in the standardization group, was the initial material for further statistical processing and verification of the quality of the method.
Next, the weighted arithmetic mean (M) of the marks received by all children was calculated. This is the most rough indicator of the suitability of a method in terms of its compliance with the capabilities of children of a given age. Too high an average mark indicates excessive ease of the method, too low - excessive difficulty.
The next moment, essential for substantiating the methodology, is the degree of diversity of the assessments received by children, which is expressed by the value of the standard deviation. With the same average, this degree can be very different. A sufficient breadth of the range of estimates is necessary to ensure the discriminability of the method, that is, the ability to use it to identify a wide range of differences between children. However, the discriminability of the methodology is revealed not only in the variety of assessments, but also in the nature of their distribution, which should be close to normal.
However, since it is practically impossible to obtain a really normal distribution of estimates when examining the standardization group, artificial normalization of the resulting distribution was carried out, bringing it to a form corresponding to the normal curve. Normalization was carried out by converting the resulting scale of "raw" assessments into a normalized standard scale.
The scale with M = 10 and = 3 was used as a normalized standard scale (D. Wechsler, 1967). The translation of the data obtained during the mass check into this scale not only leads to the possibility of comparing the assessments received by children using different methods, and the possibility of their summation, but also serves as an additional means of testing the discriminability of the methods.
The main criterion for the quality of the developed methods is the degree of their reliability and validity. Reliability is understood as the degree of stability, repeatability of the results obtained using this technique. The reliability of the methodology depends on the homogeneity of the tasks, their focus on identifying the same mental quality of the child. Decreased reliability indicates a significant influence of unaccounted for random factors on the problem solving process.
The reliability of the technique was verified by calculating the reliability factor (r). The reliability coefficient was calculated by dividing the tasks included in the methodology into two halves (mostly even and odd tasks were taken) and calculating the linear correlation between the estimates received by the same children for each half. In practice, test development is considered to be sufficient r = 0.8-0.9. However, in many tested tests for preschoolers (D. Wechsler, 1967; Snijders-Oomen, 1966, etc.), certain methods have lower reliability (r = 0.5-0.7).
This collection is a manual for organizing and conducting a group psychological examination of children 5-6 years old, aimed at diagnosing the level of their mental development and the level of development of arbitrariness.
A special place in this book is occupied by the description of the so-called printing techniques. intended for children 6-7 years old and allowing to identify the features of mental development in the process of group examination.
The authors of the collection set themselves a special task of developing a set of standardized techniques that would reveal the most significant trends in the mental development of 5-6 year old children in the process of group examination. This set of techniques is a modification of the printed techniques intended for children 6-7 years old.
The authors point out that the use of the developed methods cannot lead to a diagnosis of the child, it is only a "cut", followed by a deeper psychological examination, if necessary.
This diagnostic system is based on the concept of mental development of preschoolers, developed by L.A. Venger and his collaborators on the basis of theoretical provisions and research results of L. S. Vygotsky, A. P. Leontiev, A. R. Luria, A. V. Zaporozhets , D.B. Elkonin.
Diagnostics of the level of development of perception: correlation of properties of objects with standards
The diagnostics of the degree of mastery of the actions of attributing the properties of objects to the given standards was carried out on the basis of children's perception of the shape of objects. The authors argue that form is much more closely related to the use of objects and their function than other signs.
When the authors developed a methodology for children of the older group (5-6 years old), the material of the methodology for children of the preparatory group for school (6-7 years old) was changed. It was a notebook of 8 sheets; on each of which were depicted 8 objects and under them - one of the reference samples. Every two pages showed different pictures, but the same reference. On each page of the notebook, the child had to mark those pictures that were similar in shape to a reference figure.
Older preschoolers were divided by the authors into four groups according to the characteristics of the task.
The first group included children who, when completing the task, were guided not by the similarity of the object with the standard, but by external side signs.
The second group included children with syncretic orientation. These children, on the basis of highlighting one detail or, conversely, without taking into account the characteristic details of the contour, mistakenly referred the entire object as a whole to any of the standards.
The third group included children with a mixed type of orientation that changed depending on the complexity of the object. Simple objects, the details of which are within the general outline, children unmistakably refer to the desired standard. When analyzing objects with details protruding beyond the contour, these children develop a syncretic type of orientation.
The fourth group included children with adequate orientation.
This version of the methodology gave a distribution of quantitative and qualitative indicators suitable for diagnostic purposes.
Diagnostics of the level of development of perception: perceptual modeling
The authors write that the function of the perceptual modeling action is to build a holistic image of the perceived object based on the coordinated implementation of the analysis and synthesis of its external properties, their differentiation and integration into structures.
When choosing tasks that diagnose the level of development of perceptual modeling, the authors settled on the visual "construction" of a certain figure from the elements offered to choose from.
The methodology for children 5-6 years old is a certain modification of the methodology for children 6-7 years old, which includes 12 diagnostic tasks. First of all, its reduction was carried out, 8 tasks were left. In the course of revision, the authors made changes to the graphic material of the assignments and the form for submitting instructions. The elements from which the selection of parts for the construction of the sample was made were partially replaced by others, subtle differences in their contours and sizes were removed, conditions that provoke children to unjustifiably re-select the same figures in new tasks were eliminated. The instructions were introduced by the authors, together with the children, consideration of the parts into which the graphic sample was dismembered, and the demonstration every the child on his sample of the location of the elements selected by him by drawing a line with a pencil connecting these elements with their place on the sample.
As a result of the analysis of quantitative and qualitative data obtained in the course of standardization of the methodology, all the children who participated in it were distributed by the authors into 5 groups.
To the first group children were assigned who, under the conditions of our methodology, found a complete inability to perform modeling perceptual actions.
To the second group included children who did not overcome the syncretic type of perception of the conditions of the problem.
To the third group included children who own the action of perceptual modeling and are able to carry out all its main operations, but in the conditions of solving the most simple tasks of the methodology.
To the fourth group Included were children who had sufficient command of the entire system of operations. necessary to perform a modeling perceptual action in the conditions of our assignments. However, this action is not yet sufficiently precise and flexible.
To the fifth group children were assigned who, in the conditions of our methodology, showed a high degree of mastery of the action of perceptual modeling.
Diagnostics of the level of development of imaginative thinking: actions of schematization
The authors argue that the development of a diagnostic technique aimed at identifying the degree of mastery of the actions of visual-figurative thinking was based on the characteristics of the structure of such actions. According to this characteristic, the actions of visual-figurative thinking include the construction of schematized images and their correlation with reality.
For the children of the preparatory groups, a technique was developed aimed at identifying the possibility of using a schematic image when orienting in space.
The principle of constructing the tasks consisted in the fact that the child was offered a spatial situation, including a branched system of paths with a house at the end of each branch. In addition, he was given a schematic representation of the path to the desired house, which included in some cases an indication of the directions of movement, and in others - a system of landmarks, using which you can find the desired house.
When developing a methodology for a group examination of older preschool children (from 5 to 6 years old), the authors raised the question of modifying it in accordance with the age capabilities of children. Instead of 10 tasks, the children were offered 7. The authors also decided to change (expand) the instructions. The instruction, as before, was given before solving each subsequent problem. However, now, in tasks N 3 - N 7, it was decided to give it in more detail, specifically pointing out the difference between these tasks from the previous ones.
The study of the ways of solving the entire set of diagnostic problems by these children, the elements that they were guided by in the solution process, allowed the authors to divide the subjects into the following 5 groups.
First group- a group of inadequate forms of orientation. This includes children who accept the task of finding a house, but their choice is random, most often they take into account only individual elements of the "letter" and the clearing.
For the second group an incomplete orientation to one sign is characteristic. In children. belonging to this group, for the first time, the methods of work necessary for the execution of the assignment appear. They divide the task into stages.
Third group- completed orientation to one feature. This includes children who can correlate the instructions of the "letter" with the images in the clearing to the end, in some of them they can successfully use only landmarks, and others - only the image of the directions of the path.
Fourth group- incomplete orientation in two parameters. Usually, children assigned to this group solve the first 4 problems correctly. They solve the last 3 tasks, taking into account only one or two combinations of turns of the path and the desired landmark, in other cases they again slip into account of only one parameter.
Fifth group- detailed correlation with simultaneous consideration of two parameters.
Diagnostics of the level of development of logical thinking: actions of systematization The authors argue that the main logical actions performed by children in the process of solving problems are the classification and serialization of objects.
Setting themselves the task of developing a methodology for diagnosing the level of development of logical thinking in children of the senior group of kindergarten, suitable for group work, the authors took as a basis the methodology of N.B. Wenger for children of the preparatory group for school, making a number of changes.
As a result, the material of the methodology is a notebook of 7 pages with the image on each of them of the same matrix. The matrix consists of 30 cells. In the upper row there are 5 decreasing triangles, in the lower row there are 5 circles. The left column of the matrix is filled with large geometric shapes. This is a triangle, trapezoid, square, pentagon, hexagon, circle. On the right - the same geometric shapes of the smallest size. The middle of the table is empty. Below the table, on each page, two shapes are drawn, which should be placed in the empty cells. Each possible shape is offered once. The order and combination of the shapes are randomly selected. The first page of the notebook is educational. For the two figures shown on it, the places in the matrix are already marked.
From the point of view of qualitative features (mastering the method) of performing tasks, the authors identified 5 types of solutions.
First type- the performance of tasks by children without taking into account both serial and classification relations. This may also include decisions that indicate that the children did not accept the assignment.
Second type-solution of tasks taking into account the classification relations, however, classification errors may be made by more than one row. Serial relationships are ignored.
Third type- solving problems taking into account the classification relations, however, there are classification errors between a square and a trapezoid and between a pentagon and a hexagon. Serial relationships begin to be taken into account, but, as a rule, only the edges of the table are filled.
Fourth type- classification relations are taken into account almost without error (1-2 errors are allowed in the classification between neighboring elements, explained as random), when establishing serial relations, shifts by one position are possible.
Fifth type- absolutely unmistakable establishment of classification relations, 1-2 errors in the establishment of serial relations (shift one position to the right or left).
Diagnostics of the level of development of arbitrariness (action according to the rule)
The authors argue that the arbitrariness of behavior initially develops as the subordination of actions to the verbal instructions of an adult, later turning into the ability to consistently realize one's own intentions.
The material for the main three series was geometric figures arranged in two rows. The top row consisted of squares, the bottom row consisted of circles. There were 10 squares, and 9 circles. Thus, the circles were in the spaces between the squares. In addition, the assignment included a “test” sheet for training, containing a sample of the pattern and material similar to the one described.
The child was given the task of drawing a pattern. The child's actions consisted in the fact that he had to connect squares and circles, using a certain rule: when connecting squares and circles, the line of the pattern must not be interrupted, that the line must not go back to the previous figures. At the same time, he followed the dictation given by the experimenter and in which it was indicated which figures should be chosen for connection.
- Violation of the sequence of connection of elements.
- Wrong selection of connection elements.
- Extra connections.
- The omissions of the named connections.
- The gaps between the correct connections that correspond to the dictation.
- The so-called decoration of the pattern, when the entire row is filled with compounds of the same type.
The authors' quantitative analysis of the new version of all methods showed its compliance with the requirements for standardized diagnostic methods (in terms of discriminability, reliability, diagnostic and prognostic validity).
This manual includes samples of diagnostic materials, instructions for conducting the survey, a description of the assessment of the results, as well as recommendations for organizing and conducting the survey.
Done by student N.B. Solovyova.
Ecological and pedagogical work with children during school year gives clear results in every age group. An experienced educator notices them "by eye", but a specially carried out diagnostics makes it possible to more objectively, more thoroughly and accurately record shifts in the ecological upbringing of each child. What and how is it advisable to check with diagnostics?
In the program "Young Ecologist" the main categories are two - "environmental knowledge" and "attitude", while the leading and broader is the second. "Attitude" accumulates knowledge and emotions at the same time, contains intellectual and sensory components. In the preschool age, knowledge is important not so much in itself, but as a means of forming an attitude. Diagnostics should be aimed at identifying both components in children. You should not reveal only one knowledge, since they do not always determine the behavior of a person, they often come into conflict with it. Sometimes a child has certain knowledge, can formulate them, but behaves differently, not in accordance with them.
How do knowledge and attitude manifest themselves? How to find them in the diagnostic procedure?
Knowledge (realized) is always verbal. They are easy to find by asking children questions or showing them pictures, objects that they must name, combine, decompose in some specific way, and then explain what and how they did, why they performed these particular operations. You can organize a verbal didactic game, the reactions of children in which will be a reflection of their knowledge.
Attitude is more difficult to identify, since it manifests itself in different ways: in experiences (and they can be hidden), in positive and negative emotions, in individual actions, systematic behavior and verbally (in questions, messages, in the readiness to listen to the explanations of adults, in reading books). The most striking manifestations of attitudes are behavioral, which combine practical actions or deeds, statements, emotions. Such a palette of relationships can be identified, as a rule, only in real life situations.
Therefore, the methodology for diagnosing attitudes towards nature should be close to real life. It can be constructed in the form of a natural experiment - specially organized situations in the usual living environment of children, as well as in the form of diagnostic observation of the real behavior of preschoolers over a period of time (from one to three weeks).
Diagnostics of knowledge should be carried out on the example of those objects and natural phenomena that surround children and are familiar to them, with which they were in long-term contact, with which various types of activities were repeatedly organized during the school year.
A sample list of questions about the inhabitants of a corner of nature may be as follows:
Who lives in our aquarium? What conditions do fish need so that they feel good and do not get sick? How do we care for the aquarium and its inhabitants?
What houseplants of our group do you know? Show them, name them. What conditions do these plants need in order for them to grow, bloom, and be beautiful? How do we care for them?
Who lives in the cage? What is the name of our bird? What conditions are needed for her to feel good and to make us happy? How do we care for her? What food should she be given so that she is full and does not get sick?
Who lives in this cage? What is the name of the animal (or animal)? What conditions do we create for him so that he feels good and does not get sick? What cannot he do without? How do we care for him?
Which of the inhabitants of the corner of nature do you especially like? Who do you love the most? Why do you love him (them)? What are you doing for him (them)?
These questions can be asked starting with the middle group. The difference in answers will reflect (in addition to differences in speech development) the different volume and content of knowledge that children acquire at each age. With older preschoolers, such diagnostics can be carried out in the form of a game of "Excursion to a corner of nature": the child becomes a guide for a new person or doll.
The list of questions on the kindergarten site is approximately as follows:
What's growing on our site? What trees and shrubs do you know? Show and name them. What herbs and flowers do you know? Show and name them. What conditions do all the plants on our site need? Why are they growing so well here? What plants do you like more than others? Why? What are we doing to make the plants even better?
What birds fly into our site? What are their names? What are they doing on our site? How do we care for birds in winter? How can these birds be called in one word? Why should people help birds in winter?
How do we determine the weather? What is the weather like? What is winter? What phenomena occur in winter? What happens to plants in winter - trees, grass? How do they look? Why don't plants grow in winter? What conditions do they lack?
What do different animals do in winter? Do all birds stay for the winter? Where are the butterflies, beetles, mosquitoes? What do forest animals do in winter?
The questions can be limited to this list, but they can cover two more topics worked with children: "Vegetables-fruits" and "Pets". In this case, the survey is based on those objects that were presented to preschoolers more than once. If the kindergarten is located near a forest, pond, meadow and children often visit these ecosystems, then you can find out their knowledge in this area. For example, about a forest, you might ask the following: what is a forest? Who lives in it? What's growing in it? Do you like to go to the forest? Why? How should each person behave in the forest? Why should you follow the rules of conduct in the forest?
Revealing the attitude of children to nature, the teacher can conduct, in addition to long-term observations, a natural experiment, for example, in the form of a specially organized situation "Out of food", which consists of four stages and is designed for a whole day. Someone from the administration (for example, the head or senior educator) participates in her "acting out"
1. In this situation, it is necessary to carefully observe the children, to record in detail their reactions and manifestations at all stages, then the adults will have an objective impression of the level of ecological education of the group as a whole and of each of the children.
Diagnostics is associated with the obligatory fixation of the results obtained. To do this, the teacher starts a special notebook in which he enters the children's answers, features of their behavior, and various emotional manifestations. With long-term observation, these are daily detailed diary entries; when questioning, a table in which the teacher marks the children's answers with pluses and minuses. It is advisable to carry out diagnostics of the ecological upbringing of children (individually or frontally) twice a year: in the first weeks of September and the last weeks of May. The recorded and described in detail the result allows us to analyze what happened to the children at the beginning of the year and what they became at the end of the year, how the system of ecological-pedagogical work influenced them. Based on the results of diagnostics, the head and educators adjust their activities, plan the next stages in the environmental education of preschoolers, in work with their parents, take into account individual peculiarities in the development of children,
Topic 3.14. Planning of ecological and pedagogical work with preschoolers
The importance of planning. Content and forms of planning. Types of documentation, requirements for its design. The role of long-term and scheduling planning, which allows to systematically and consistently solve the problems of environmental education of preschool children. Basic planning requirements.
(Planning based on the regional calendar of nature, formulating tasks and selecting material in accordance with the program for a certain period of time, taking into account the experience of children). Establishing a relationship when planning two classes with the work on environmental education of preschoolers in everyday life.
To expand children's ideas about the available phenomena and objects of nature, a variety of games are used: didactic (a wonderful bag, Find a matryoshka), mobile (Birds in nests), creative (Vegetable store).
In games, children accumulate sensory experience, creatively master the acquired knowledge.
Didactic games
V didactic games ah children clarify, consolidate, expand existing knowledge. Many games lead children to generalize and classify. Didactic games contribute to the development of memory, attention, observation, activate various mental processes. When acquainting children with nature, they use: didactic games with objects (Tops and roots, Whose children are on this branch), board-printed games (Zoological Lotto, Botanical Lotto, Four Seasons), word games(Who flies, runs, jumps).
Methodology for conducting didactic games in different age groups
Junior (4 years) - the teacher plays the game with the children. Along the way, he communicates one rule and immediately implements it. When playing again, the teacher informs additional rules.
Wed (5 years) - First, the teacher tells the content of the game, pre-calculates two important rules, in the course of the game he emphasizes these rules again, shows the game actions, gives additional rules. At the next stage, children play on their own, the teacher observes the game, corrects mistakes. When interest in the game wanes, the teacher suggests a new option.
Senior (6 years) - The teacher explains the rules (if any of the children knows the games, then he can explain the rules). The teacher monitors the correct implementation of the rules, corrects errors, resolves conflicts. If interest in the game subsides, then the teacher offers other options for the game.
Play exercises and occupation games.
Game exercises (Find a tree on a leaf, Find out to taste, Bring a yellow leaf), help to distinguish objects by qualities and properties, develop observation. They are conducted with the whole group, or with part of a group of children.
Activity games (Wonderful Sack, Vegetable Shop, Flower Shop) have certain programmatic content.
Use activity games in younger group(4 years old) and middle groups (5 years old), In the older group (6 years old) give as part of the lesson.
Outdoor games.
Outdoor games of a nature study are associated with imitation of the habits of animals, their way of life, some reflect the phenomena of inanimate nature.
"Mother Hen and Chickens", "Mice and Cat", "Sun and Rain", "Wolf and Sheep".
Children, imitating actions, imitating sounds, in these games assimilate knowledge deeper, and an emotionally positive attitude contributes to a deepening of their interest in nature.
Creative games:
In the game, children reflect the impressions received in the course of classes, excursions, everyday life, assimilate knowledge about the work of adults in nature.
Enriching the creative role-playing caviar of natural history, the educator expands and deepens the knowledge of children about the work of adults on excursions, walks, showing filmstrips, reading books.
One of the types of creative games is construction with natural material: sand, clay, pebbles, cones. In them, children learn about the properties and qualities of materials. In each age group, conditions are created for playing with natural materials: sandy yards, sets of molds for playing with sand and snow, equipment for making colored ice.
PLAN AND METHODOLOGICAL INSTRUCTIONS FOR THE PERFORMANCE OF LABORATORY EXERCISES
PAGE_BREAK - DIAGNOSTICS OF THE LEVEL OF DEVELOPMENT OF PERCEPTION: CORRELATION OF PROPERTIES OF OBJECTS WITH STANDARDS.
The diagnostics of the degree of mastery of the actions of attributing the properties of objects to the given standards was carried out on the basis of children's perception of the shape of objects. This was dictated by the fact that the development of such actions in preschool childhood is most clearly traced precisely when mastering the form.
Form is much more closely related to the use of objects and their function than other signs. It is necessary to take it into account in many types of activities of preschoolers: drawing, modeling, designing and in the process of everyday orientation in the environment. At the same time, the child constantly faces the need to refer the entire variety of forms to a number of samples, which ensures successful recognition of objects and their display in productive activities.
The great importance of mastering perceptual actions in the use of generalized standards in the development of children's drawing, design, modeling is shown in a number of psychological and pedagogical studies (N.P.Sakulina, 1965; N.N. Poddyakov, 1965; V.S. Mukhina, 1973; L A. Wenger, 1965, etc.). In studies of the development of children's perception (A.V. Zaporozhets, 1963; L.A. Venger, 1969, etc.), it has been shown that starting from the age of 3, geometric figures appear for children as the standards used in the perception of the shape of objects. these are only the main types of figures, then also their varieties.
For children of the preparatory group for school (6-7 years old), a special version of the methodology was developed, adapted for group examination. The material for this version of the methodology was a four-sheet notebook. On each sheet, 16 objects were depicted and under them was one of the reference samples. All sheets depicted the same objects, but different standards. The child had to mark on each sheet with a pencil the objects, the shape of which corresponds to the standard underneath. This option was standardized and its full description is given in the book "Diagnostics of the mental development of preschoolers", 1978.
When developing a methodology for children of the older group (5-6 years old), the question arose of modifying this methodology in accordance with the age capabilities of children. First of all, the material itself was changed. For children 5-6 years old, it was a notebook of 8 sheets; on each of which were depicted 8 objects and under them - one of the reference samples. Every two pages showed different pictures, but the same reference. That is, in fact, each page with pictures of the material intended for the examination of children 6-7 years old was divided into two independent pages. On each page of the notebook, the child had to mark those pictures that were similar in shape to a reference figure. There were 2 such pictures on each page. The tasks on each of the pages were of approximately the same degree of difficulty.
The need to change the material of the methodology was due to the fact that during the first trial examinations of children 5-6 years old, when they were offered the material in the form in which it was given to children 6-7 years old, the younger children made a significant number of errors associated with the difficulties of visual analysis a large number of units of perceived space. The most common mistake was to skip the required picture, which was clearly due to the fact that the children simply let all the pictures out of the analysis field.
After such a change in the material, the method was tested on 25 children of the older group of nursery-kindergarten No.
The results of such a survey showed that children accept the task and play with it. The following quantitative data were obtained: with a maximum score of 32 points, M = 17.9; σ = 2.7. These data showed that the technique meets the basic requirements and can be approved for mass verification. However, when analyzing the system for evaluating the results, some inaccuracies were revealed, which were especially clearly manifested when processing the results of children of the older group.
The development of a grading system for children of the preparatory group was based on putting down points taking into account the mistakes made by the children. It proceeded from the fact that if a child mistakenly marks one image instead of another, then he actually makes two mistakes: he does not mark the necessary one and marks the unnecessary one. Such errors can exist separately, but then they are, as it were, half the size. Therefore, each mistake was estimated at one minus point, and each correct decision - two plus points. The maximum score that a child could receive if the task was completed without errors was, therefore, 32 points (16 x 2), and the score was deduced by subtracting from it the penalty points awarded for unmarked or incorrectly marked images. So, if the child did not mark 7 pictures (on all 4 pages) and incorrectly noted 10, then his score is 32 - (7 + 10) = 15.
Children 5-6 years old, in contrast to children 6-7 years old, found a more pronounced tendency on some pages to mark pictures without reference to a standard, just everything. However, when using the previously used rating system, such a child received a negative assessment, and his data and the data of children who noted some of the pictures did not differentiate, which manifested itself in an insufficient value of o. In this regard, the grading system has been changed.
Under the new system, the child was given 3 points for each correctly marked picture. The number of incorrectly marked pictures was subtracted from the amount of points received for correctly marked pictures (1 point for each incorrectly marked picture). Thus, a child who marked all pictures in a row received 0 points: 48 points for correctly marked pictures (2 pictures on each of 8 pages), from which all mistakenly marked pictures were subtracted (6 on each page). Such an assessment allowed for a more differentiated assessment of the results obtained. After the appropriate revision of the material, instructions and the assessment system, the methodology was standardized. It was carried out on 100 children of older groups from kindergartens Nos. 515, 1505, 592, 1182,
In the general set, this technique has number 2.
In its standard version, the technique has the following characteristics.
Continuation
--PAGE_BREAK - Material
The material of the technique is a notebook consisting of 8 pages, each of which is half a printed page in size. Each page contains 8 pictures. The pictures show various items. The sets of pictures are repeated on every two pages. In addition to pictures, a figure is depicted on each page, which is a standard for analyzing the shapes of objects drawn in pictures. On every two pages, the reference figure is repeated and then changed. In total, 4 reference figures are used.
Instructions for conducting
A notebook with material is placed in front of the child, the child examines the first page of it, and he is told: “Look carefully on this page all the pictures, one after another, and the figure under them.
Choose those pictures that most resemble this figure and mark them (you can just cross out such pictures with a cross). When you have marked all the pictures that look like a figurine, turn the page and on the next page also mark all the pictures that look like the same figurine. And then look carefully - the figure will already be different. But on each page it is necessary to mark all the pictures that look like the figure below them. "
While the children are completing the assignment, their attention should be paid to the analysis of the shape of the reference figures ("Look carefully at the figures under the pictures") and to the analysis of the shapes of the objects shown in the pictures ("Look at all the pictures") in order to avoid random selection of pictures.
After completing the task, you should check if there are marked pictures on each page. If the child missed any page, you should ask him to carefully examine the pictures and the figure on this page and mark those pictures that look like the figure under them. As a result of execution, there should be marked figures on each page. At the same time, the correctness of the task and the number of marked pictures are not discussed with the child.
The following pictures are correctly marked:
To page 1 - boot, dog;
Go to page 2 - car, stroller;
Go to page 3 - cup, mushroom;
Go to page 4 - hat, basket;
Go to page 5 - pear, light bulb;
Go to page 6 - matryoshka, guitar;
Go to page 7 - pyramid, matryoshka doll;
Go to page 8 - carrots, acorns.
Evaluation of results
For each correctly marked picture, the child receives 3 points. For each incorrectly marked picture (which does not look like a reference figure), the child is awarded a "penalty" point. The actual score of each child is equal to the difference between the scores received for correctly marked pictures and the "penalty" points for incorrectly marked pictures. For example, if a child correctly marked 12 pictures on all 8 pages and incorrectly marked 5 pictures, then his score will be 36 - 5 = 31. The maximum score that a child can receive is 48 (for all 8 pages).
Protocol to method 2. Table 1.
Number and location of the child care institution _____________________________
Group ____________________________________________________________
Date of check ______________________________________________________
Reviewer ______________________________________________________
First and last name of the child ______________________________________________
Standards
Total points _____________________________________________
Standard glasses __________________________________________________
Quality Assurance Team _______________________________
After carrying out diagnostic examinations and processing the results, the raw glasses were converted to standard glasses according to the D. Wechler scale. For standard points at n = 100, σ = 2.8 - The coefficient of variability (CV) is 2.8%, which fully meets the requirements for standardized diagnostic methods (the table for converting raw glasses into standard ones is given in Appendix 2).
The reliability of the method was checked by comparing the data obtained by subtests. For this, the results obtained by each child on even and odd tasks were separately calculated (individual pages of a notebook with reference figures and pictures marked by the child were used as subtests) and the correlation coefficient between them was calculated (linear correlation according to Spearman). Analysis of the data obtained showed that this version of the method has a fairly high degree of reliability: r = 0.74 (for the entire test, R = 0.85 at p< 0,001).
Then the diagnostic and prognostic validity of this technique was checked. First of all, the diagnostic validity was carried out by comparing the results obtained by children when performing this methodology and the assessments of educators for each child. The assessments were given according to a specially developed questionnaire, which included three groups of such assessments: ease of assimilation of the material; the level of mastery of knowledge, skills and abilities; diligence, attention. The comparison of the results showed that the results of this technique have a fairly pronounced agreement with such an indicator as the ease of assimilation of the material (r = 0.41 at p< 0,05). Этот факт свидетельствует о том, что данная методика действительно выявляет существенные моменты в развитии восприятия ребенка, так как в усвоение нового материала, который в дошкольном возрасте носит в основном наглядный характер, с необходимостью включается его зрительный анализ.
Further, the validity was checked by comparing the results of the methodology with the results obtained by the children on the Ranen test. Such a comparison showed that these results are practically unrelated to each other (r = 0.09). This fact indicates that the compared methods are aimed at identifying various mechanisms of the child's mental activity, the development of which is not unambiguously connected with each other. Indeed, the Raven test is aimed at identifying the level of development of the child's mental actions (identifying the elements of logical thinking on visual material), while the analyzed methodology is aimed at identifying the level of development of one of the perceptual actions - correlating an object with a standard. The low level of the correlation coefficient for these methods shows that these groups of mental actions can develop in a child relatively independently of each other.
The third step in checking the diagnostic validity of the method was to compare its results with the total result obtained by children using all the methods of this diagnostic system aimed at determining the level of mental development of the child. Such a comparison showed that the methodology aimed at determining the level of development of actions of correlating an object with a standard reveals significant aspects of the child's mental development, since its results are sufficiently related to the results of other methods (r = 0.65 at p< 0,001).
Thus, we can say that the developed technique has a sufficient degree of diagnostic validity.
To assess the prognostic validity, a comparison was made between the results obtained by children in the preliminary examination according to this variant of the method (22 people) with the results obtained by the same children according to the variant of the method for children of the preparatory group.
This comparison showed a significant relationship (r = 0.5 at p< 0,05) между результатами детей, полученными по двум различным вариантам методики. Подобный факт указывает на значительную прогностическую валидность методики, а также является дополнительным показателем ее диагностической валидности.
So, the conducted quantitative analysis of the new version of the method showed its compliance with the requirements for standardized diagnostic methods (in terms of discriminability, reliability, diagnostic and prognostic validity).
The next task was to compare the quantitative assessment received by children for completing the task with the qualitative characteristics of their actions in correlating the shape of objects with the given standards. These qualitative features were identified on the basis of an analysis of the mistakes made by the children, which made it possible to judge with sufficient confidence what particular features of the objects the child was guided by when performing the task.
A qualitative analysis of the methodology was carried out on the material of 100 protocols of the assignment by the children of the standardization group. Senior preschoolers were divided into four groups according to the characteristics of the task.
The first group included children whose orientation can be called pre-standard. When completing the assignment, the children were guided not by the similarity of the object with the standard, but by external side signs. Such an external sign was, first of all, the configuration of the filling of the marks of the pictures. Children marked either all the pictures in one row, or generally all the pictures in a row (an example of such a task is shown in Fig. 1). The second sign that was insignificant for solving the problem of analyzing the shape of an object was the content side of the image. Thus, a child could mark two matryoshka dolls, different in shape, as suitable for the same standard on the basis of their object similarity. This group included four children with an average grade of 3.7.
Continuation
--PAGE_BREAK - Fig. one
The second group included children with syncretic orientation. Children with this type of orientation, on the basis of highlighting one detail or, conversely, without taking into account the characteristic details of the contour, mistakenly referred the entire object as a whole to any of the standards. So, for example, images of a guitar or a pear are referred to by children as an angle-shaped standard based on one detail - a notch on the side. Or, conversely, the guitar is often referred to as a cigar-shaped standard based on the general direction of the contour line, without regard to characteristic details. This group included 30 children with an average score of 8.7. An example of performing a task with a similar type of orientation can be seen in Figure 2.
The third group included children with a mixed type of orientation that changed depending on the complexity of the object. Simple objects, the details of which are within the general contour (for example, images of a shoe or a dog's head), children unmistakably refer to the desired standard. When analyzing objects with details protruding beyond the contour (for example, an image of a basket or a cup with a handle), these children develop a syncretic type of orientation. This group included 57 children with an average score of 12.4. An example of how children perform a task with this type of orientation is shown in Fig. 3.
The fourth group included children with adequate orientation. Children included in this group, when analyzing the shape of an object, are guided by the ratio of the general outline and individual details, which allows them to accurately compare the object with the standard. Children in this group usually make 1-2 random mistakes. This group included 9 children with an average score of 15.2. An example of a task performed by a child of this group is shown in Figure 4.
Thus, this version of the technique gave a distribution of quantitative and qualitative indicators suitable for diagnostic purposes.
When carrying out this technique, you should draw the attention of children to the standard under the pictures, direct them to mark the pictures in accordance with the standard. No additional assistance is provided during the technique. Sometimes children find it difficult to work with the first page, as children find it difficult to mark the picture purely technically. It should be said that you can mark as the children want: crosses, one line, check marks. It is important to help each child mark the pictures in such a way that when processing the results it is quite obvious which pictures the child has marked. During the examination, all notebooks are signed, and after the completion of work with the notebook they are collected.
DIAGNOSTICS OF THE LEVEL OF PERCEPTION DEVELOPMENT: PERCEPTIVE MODELING
The choice of perceptual actions of the modeling type as an object of diagnostics was due to the concept of mental development of a child adopted in the study (author L.A. Wenger), which served as a theoretical justification for the validity of this indicator of mental development and the possibility of its application in the methodology.
According to this concept, mastering the actions of perceptual modeling is an important stage in the development of children's perception and plays an essential role in the general genesis of the mental activity of a preschooler. With their help, the difficulties of perception inherent in the previous stages of development (syncretism and schematism of images, their globality, indivisibility, inclusion of random background features in the image, etc.) are overcome, and the ground is prepared for the development of more complex actions - modeling thinking, with the help of which cognition occurs "Internal" properties of things, hidden from observation of connections and dependencies.
The function of the perceptual modeling action is the construction of a holistic image of the perceived object based on the coordinated implementation of the analysis and synthesis of its external properties, their differentiation and integration into structures. This action reveals the main feature of perception, which S.L. Rubinstein characterizes it as follows: “… for perception, the unity of the whole and its parts, the unity of analysis and synthesis, are essential”… “Perceived can be grouped and united,“ structured ”in the very process of perception” (1940, p. 202, 203). The process of structuring a whole image, its "gathering from fragments", according to the figurative expression of A.N. Leont'ev, is carried out on the very object of perception, its “external substratum” (Notebooks, 1986).
In accordance with its function, a modeling perceptual action, while examining an object (be it an object, melody, word, etc.), builds its model image from individual private images - substitutes for the external parameters of the object, correlating them with each other. As an integral structure, the model image assumes in its composition the presence of parts, components, individual features, that is, overcoming globality in the reflection of the object. The creation of an image is based on certain reference points - ideas about the reference characteristics of the revealed properties, which are connected to perception and regulate the process of its implementation.
The role of mediation in the processes of formation and implementation of perceptual actions was experimentally traced in studies devoted to the development of children's perception (A.V. Zaporozhets, 1963, 1965, 1967; L.A. Venger, 1965, 1967, etc.). It was found that this process is closely related to the assimilation of funds by children. cognitive activities accumulated in human culture and existing in it in the form of so-called sensory standards and their systems, representing in a generalized form samples of the external qualities of objects. Their assimilation takes place in various types of children's activities by using these means for identifying the object of activity, orientation in its properties, which is carried out first by means of an external, practical comparison of the object with a standard, then - in terms of ideas, that is, a form emancipated from external action ... Complex actions of perception also arise and develop under the influence of the inclusion in the activities of children of a wide range of reference means that allow them to regulate and carry out these actions.
Experimental data on the features of the development, structure and functioning of systemic perceptual formations were obtained in the study of the genesis sensory abilities (
Among the actions of perception that develop in preschool childhood, modeling are the most complex systemic formations in their structure. They begin to develop especially intensively in older preschool age. They include relatively simple perceptual actions aimed at identifying individual external features of an object, its sensory qualities by identifying them with others or referring to a standard, and more complex operations aimed at correlating and combining individual features with each other using orientation to reference ways of structuring objects. In their developed, well-developed form, such actions function simultaneously, qualitatively, without auxiliary external procedures with the object, aimed at clarifying the image. At lower levels of development, they are carried out in a slow and expanded manner, using the means and methods of external orientation, trying and practical actions, with errors in the execution of the entire action as a whole or its individual operations.
Summarizing the above general ideas about the features of the actions of perceptual modeling, the following can be noted:
1. These actions are a fairly universal mechanism for constructing images of perception of different modality.
2. They characterize a certain stage in the development of perception - the stage of a model, integral-dismembered reflection of the external parameters of real objects and can serve as an indicator of the onset of this stage.
3. In the period of senior preschool age (from 5 to 6 years), this perceptual action goes through a number of stages of development, which can be characterized by certain qualitative indicators, such as the completeness and accuracy of the perceptual action (and, consequently, the image of the perceived object); the nature of the sensory means and operations used by the child (their focus on highlighting a certain property); the degree of development and interiorization of the action.
Received by us general characteristics the actions of perceptual modeling allows us to talk about the validity of this indicator of the level of development of perception and the possibility of its use for diagnostic purposes.
At the next stage of the work, the types of tasks and materials were determined that could be used in the development of a diagnostic technique.
When developing tasks aimed at establishing the level of development of modeling perceptual actions in children of five or six years of age, pedagogical and psychological studies devoted to the study of the mechanisms of implementation of these actions and the ways of their formation (Z.M. Boguslavskaya, 1966; L.A. . Wenger, 1965; S. Kaur, 1970; N.P. Sakulina, 1963, 1965; V.P. Sokhina, 1962, 1963; N.N. Poddyakov, 1965). These studies examined the formation of perceptual actions necessary to analyze the complex shape of objects. According to the researchers, these actions are of a modeling nature, since in the process of their implementation an integral model of the object's shape is created from several of its particular reference characteristics, such as the spatial arrangement of parts, the shape of their contour, proportions, etc.
As studies have shown, the creation of such a reference model of the form presupposes the participation in the examination of the subject of a complex systemic orientational action, which includes not one, but several coordinated sensory operations, which, on the one hand, dismember this complex property into separate components by comparing them with the corresponding partial sensory standards, on the other hand, the synthesis of these components into a complex integral system.
In addition, it was found that favorable conditions for the formation of these perceptual actions are formed with a certain organization of the practical activity of preschoolers, especially of the productive type. In particular, the works of N.P. Sakulina and N.N. Poddyakov, conducted in connection with teaching preschoolers to draw and design, clearly showed that in the process of mastering these types productive activities children develop the ability to consistently inspect the depicted objects and samples of structures, highlight the component parts of a complex shape and establish their relative position. In the studies of L.A. Wenger, S. Kaur, V.P. Sokhina found that such an examination is precisely carried out with the help of modeling perceptual actions, and this way of perceiving the form, taking shape in the process of mastering productive activities (drawing, designing, application, etc.), in turn is used by children to regulate the process of implementation these activities. Therefore, the study of the features of modeling perceptual actions available to a child is possible when setting tasks of a productive type for him. In the experiments of L.A. Wenger for obtaining specific data on the composition of sensory operations included in general structure modeling perceptual action aimed at the perception of a complex shape, productive tasks were used to redesign a multi-element plane figure according to a given pattern. Due to the fact that the conditions of the problem did not allow us to restrict ourselves to a superficial, global orientation in the shape of a figure and required the replacement or displacement of its structural elements based on their correlation with the sample, a set of sensory operations was identified that regulated the process of reconstructing the entire shape of an object according to the sample. As part of the modeling perceptual action, the following components were identified: operations to determine the shape of each individual element of the figure, to establish the angle of asymmetric elements, to identify the spatial relationship of elements with each other and their spatial position in the whole figure. All operations were performed on the basis of comparison of a figure with an external sample, in which the means necessary for perceptual orientation (standards of the desired shape, spatial reference points) were presented in a complex. The material used in the assignments was easy to use and made it possible to trace the entire system of orienting operations carried out by the children through the system of external actions with it.
In the work of S. Kaur, such tasks were used to clarify the possibilities and conditions for mastering such actions in preschool childhood. It was found that, in its genesis, a modeling perceptual action aimed at perceiving a complex form goes through the stage of expanded, trying orienting actions, which, under the influence of certain conditions, is replaced by the stage of visual, perceptual orientation.
This experimental material formed the basis for the development of diagnostic methods designed for an individual examination of the perceptual development of children from three to six years old. For children of preparatory groups for school (from 6 to 7 years old), tasks of this type turned out to be too simple and were replaced by work with graphic images of figures. Children had to “mentally”, purely visually reconstruct the proposed images into the figure given in the sample. (These techniques are presented in the book "Diagnostics of the mental development of preschoolers" under the editorship of L.A. Wenger and V.V. Kholmovskaya, M.,
In connection with the current trend towards the inclusion of 5-6 years old children in the school education system, there is a need to create a portable diagnostic technique suitable for group examination of the possibilities for children to perform perceptual modeling actions.
When choosing tasks for this purpose, we settled on the visual "construction" of a certain figure from the elements offered to choose from. The principle of constructing such tasks was borrowed by us from the experimental studies of A.R. Luria (
Specific tasks offered to children in the work of V.P. Sokhina, consisted in the selection of the required number of planar elements of various shapes (from the set) to fill the outline of the building. Children who had formed a modeling perceptual action were able to make such a selection in a purely visual way, before the actual filling of the contour began. Similar results were obtained in our experiments when children reproduced volumetric structures according to their contour model. Children often encounter this kind of tasks in productive activities and have some experience in performing them.
When developing a diagnostic technique, tasks were used to compose a sample figure from the corresponding smaller parts of different configurations and sizes. In contrast to the experiments discussed above, in the conditions of diagnostics, it was assumed to exclude the possibility of external orientation in the material of tasks by practical placement of parts of the reproduced figure on the contours of its sample. The purpose of the diagnostics was to register the structure of the perceptual modeling action that the child has. This goal was consistent with the inclusion of children in work with graphic images of a figure and its parts located on one sheet of paper. This arrangement of the task material did not allow for any other movements, except for visual ones. The use of auxiliary external means for replacing the drawn figures, their "tearing" from the sheet and practical comparison was not offered to children.
Various variants of tasks of this kind and their whole batteries were previously experimentally tested by us in the course of work on a diagnostic technique for children of the preparatory group for school (from 6 to 7 years old).
Children were offered one or another set of stitched drawings, each of which contained an image of a geometric sample-sample (circle or square), and under it or around it, images of several parts of this figure. The child marked with a pencil those of them that, in a certain combination, form a figure identical to the sample.
Each problem had its own set of parts. For different tasks, it quantitatively varied from four to eight. The figures in the figures in their shape, position and perspective were set in such a way that in order to select and correlate them with each other when visually “filling” the outline of the sample, it was necessary to perform the following operations: select and correlate with the sample the shape of the selected elements, give them “in mind »The appropriate angle (rotation) and position relative to each other, determine the overall dimensions of the figure collected from them and its compliance with the given sample. At the same time, it was required to keep the already performed operation in the view and take it into account in the course of further comparison of the selected parts.
The tasks included in the sets, as a rule, varied in complexity, which was due to the number and nature of the elements required to reproduce a given figure. In accordance with this, the conditions for the implementation of perceptual orientation also changed. Based on the results of the fulfillment of the entire set of tasks, it was possible to judge about the qualitative and structural features of the child's modeling perceptual action, that is, about the range, accuracy, and stability of the radii included in his composition.
The experience of developing such tasks, their experimental verification and standardization formed the basis for the creation of a new version of the methodology, specially designed for preschoolers from five to six years old. This option is a certain modification of the methodology, which includes 12 diagnostic tasks of the type described above. It is designed to examine children 6-7 years old before they enter school and is described in the 1978 book on the diagnosis of mental development of preschoolers.
To determine the main directions of the processing of this technique, it was necessary to conduct its preliminary testing on children of the older age group of the kindergarten (up to 6 years old). We were interested in the degree of difficulty for children of this age of the entire set of tasks and each task separately, their understanding of the instructions, the ability to be guided by it when performing all the tasks included in the methodology, the possibility of reducing the set of tasks and the examination procedure, the expediency of using the accepted form of assessing the child's performance.
Such preliminary testing of the tasks was carried out on 25 children who attended the older age group of nursery / kindergarten no.
One of the statistical criteria for the diagnostic suitability of tasks and the reliability of information about the child's development obtained with their help, its independence from random factors is the compliance of the methodology with the standards adopted in testology in terms of the solvability of the tasks included in it. Test batteries are considered suitable for diagnostics, in which about 66% of tasks are successfully solved by an appropriate sample of subjects (S. Buhler,
In our experiment, five-year-old children successfully coped with only half of the tasks of the methodology (51.5%), designed for a different age (6-7 years). The decrease in its diagnostic value in the conditions of examination of children from 5 to 6 years old prompted us to find out the difficulties that children of this age face in the process of working on its tasks, and to outline ways to further change the methodology, its adaptation to the age capabilities of children attending older age groups of preschool institutions.
The following conditions were identified as conditions that create certain difficulties in working with children according to the method: a large amount of tasks, the duration of the examination procedure, and insufficient specificity of instructions. The consequence of these conditions was the rapid fatigue of the children, the weakening of their attention, the difficulty of keeping the instruction throughout independent work, the appearance of random solutions. The analysis of children's mistakes also revealed their dependence on the nature of the graphic material and the degree of its repetition in different tasks. So, in a number of cases, errors arose when it was necessary to make an accurate selection of the desired element from figures similar in shape, but differing from each other in proportions, sizes, and contour fragments. Children preferred to ignore the subtle differences in figures. Sometimes the presence of identical elements in the material of tasks that followed directly one after another provoked children to re-select the same figures without taking into account their suitability for solving a new task. In particular, this effect of the "aftereffect" of the material used in the course of mastering the instruction manifested itself in many children when solving the first problem.
These data determined the main directions of processing of the tested method. First of all, it was reduced. Out of 12 problems, 8 were left. This was preceded by the creation of two reduced versions of the methodology based on the tested one. Each of them included 4 problems of medium difficulty, 2 simple and 2 more difficult. The first set included tasks 3-10, the second - 1, 2, 5-8, 11, 12. The effectiveness of the tasks is seen in Fig. 5. The number of correct solutions to problems in relation to their total number in the set (with n = 25) is 58% in the first abbreviated version of the methodology and only 47% in the second. This indicates that the 1st reduced set of tasks in terms of their solvability by children of the older age group (up to 6 years old) is closer to the generally accepted standards in diagnostics than the 2nd and even more complete set of 12 problems we used. In addition, the results of the 1st shortened version of the methodology correlate well both with the data of the entire methodology as a whole (r = 0.98) and the results of the 2nd variant (r = 0.7 at p< 0,001). Корреляционная связь 2-го варианта со всей методикой по их результатам несколько слабее (r= 0,87). Приведенные коэффициенты корреляции позволяют говорить о достаточной надежности результатов, получаемых с помощью сокращенных вариантов методики, и их принципиальной непротиворечивости данным всей методики в целом. В наибольшей степени это соответствие выражает 1-й сокращенный вариант методики. Соотношение средних показателей по всем трем вариантам методики подтверждает это. Для всего набора из 12 задач М = 17 (при максимальной оценке 36 баллов); для 1-го набора из 8 задач М = 12,7 (при максимальной оценке 24 балла); для 2-го сокращенного варианта из 8 задач - М = 10,7 (при максимальной оценке 24 балла). Исходя из вышеприведенных данных 1-й вариант сокращенной методики был нами выбран для дальнейшей доработки и уточнения его диагностических возможностей.
During the revision, changes were made to the graphic material of the tasks and the form for submitting instructions. The elements from which the selection of parts for the construction of the sample was made were partially replaced by others, subtle differences in their contours and sizes were removed, conditions that provoke children to unjustifiably re-select the same figures in new tasks were eliminated. The instructions included a joint examination with the children of the parts into which the graphic sample was dismembered, and each child showed on his sample the location of the selected elements by drawing a line with a pencil connecting these elements with their place on the sample. A test was also made of a step-by-step presentation of instructions (with stops) before starting work on tasks of varying complexity. The check showed that in a group examination of children, this form of giving instructions has a disruptive effect on their work with the material of this technique, since it leads to a violation of the individual pace of cognitive activity and creates unnecessary stress in both children who are ahead and lagging behind in work.
After the transformations made, this version of the methodology, as part of the general set of methods aimed at diagnosing the mental development of older preschoolers aged five to six years, was experimentally tested on 25 children of the nursery / kindergarten No.
The results of the children were assessed according to the form previously adopted in the methodology. Points were awarded only for error-free problem solving. Their weight was differentiated depending on the complexity of the problem (i.e., the number of elements from which the sample figure could be correctly composed). For the correct solution of the first two problems, 2 points were given in each, the next four - 3 points, the last two - four points. The maximum total score was 24 points, the minimum - 0 points.
In this experiment, satisfactory diagnostic indicators of the technique were obtained: the average result for a group of children in wet glasses was M = 11.3; standard deviation σ = 2.8; coefficient of variability of results CV = 24.7%.
A qualitative analysis of mistakes made by children (skipping or replacing the desired figure with another) showed the advisability of reflecting in the assessment of some positive or negative trends in the development of the child's perceptual orientation, which are manifested in a certain approximation to a positive solution of problems or a significant deviation from it. For example, in a number of cases the children did not complete the successfully begun work on the selection of elements and "construction" of a given figure, "threw" it or completed an inaccurate choice of the last element. In other cases, on the contrary, the children were completely content with a rough decision and clearly could not carry out the operations of correlating the selected figures with each other.
We assumed that taking into account errors in the assessment (which will include not only errors associated with the wrong choice of figures, but also errors caused by the omission of the necessary elements), will make it more subtle, enhance its differentiating power and thereby increase the discriminability of the method itself. her ability to place children on the developmental track. From this point of view, a comparison was made of three types of assessment of the results of performing tasks of the methodology on the material obtained in this experiment. The first type of assessment is described above. He only considered positive results solving problems. The second type took into account only the correct choice of the elements themselves, regardless of the final result of solving problems. The third type took into account the number of possible correct solutions to the problems of the entire technique minus the mistakes made in it. Since the results expressed using different options estimates correlated with each other at a statistically significant level, and the distributions of these results (on a sample of 25 children) did not give significant differences (according to the Kolmogorov - Smirnov test), any of these options could be used in further work. We preferred the third option. It has been used in mass validation and standardization of the methodology.
The standardization of the technique was carried out in the spring
In the general set of methods that have undergone standardization, this method has number 3.
In its standard version, the main characteristics of the methodology (material, instructions for carrying out, the form of assessment and registration of results) are as follows.
Continuation
--PAGE_BREAK - Material
A notebook consisting of 11 sheets serves as the material for the method. One of the pages of each sheet depicts geometric shapes of various sizes and shapes. At the top of each sheet is an image of a sample figure (circle or square, size 3.5 x
The first three sheets (A, B, C) show pictures for introductory tasks (see Fig. 8). Using the example of working with these drawings, the type of tasks itself is explained to children. The introductory tasks are simpler than the rest: here the sample figures are dissected into parts by dotted lines. This helps to find the same ones in the bottom row. On the remaining pages (1 - 8), the samples are given in undivided form. Children should do this "mentally" by looking at the sample and comparing it with the parts shown below. Odd pages depict a circle and parts of a circle, even pages depict a square and parts of a square. The sets of parts on each page are different (see fig. 9,10). The page numbering corresponds to the order in which the tasks are presented.
Instructions for conducting
Having shown the children his notebook with method H ", the adult offers to look at the first page and says:" Here is a circle cut into 2 parts. Here they are (shows, tracing their contours). Show this part of the circle in your drawings with a pencil, and now - another. And now the circle seemed to crumble into parts and they mixed with other parts. All these parts are drawn below under the circle. Find among them those from which you can make this circle. Mark them with a cross, like this (shows, then checks the correctness actions of children, helps to correct the mistake). Now connect these parts with lines with the same or in the pattern, draw between the same parts of the path. (Checks the correctness of the actions of the children.) Turn the page. You see the circle again, only now it is not cut into two, and into three parts. Find them in the bottom row, mark them with crosses, and then connect tracks with the same parts in the sample. (Checks and helps to correct mistakes.) Turn another page. Now you see those other shape is a square. It is also divided into parts. How many are there? That's right, 4. Find them and combine them with the same ones in the sample. " The examiner walks around the tables at which the children work, helps to complete the introductory tasks correctly, then sums up: “Now you know that a reference figure can be made up of several parts - two, three or four. In the notebook, the tasks are simple at first. In them, the sample is made up of two parts, then there are tasks for drawing up a figure of three, and at the very end of four parts. On the following pages, the samples are not divided into their component parts. Open the page. You see - a circle. See what parts it can be composed of, mark them with crosses. Turn the page and choose the pieces for the square yourself, mark them. On the following pages, do the same — mark the parts that make up the pattern drawn on top. ”
In fig. 6 shows the key to assessing the results of performing the tasks of the methodology. It contains the problem numbers, the sample shapes (on a reduced scale) offered in these problems, and the sets of shapes, the choice of which leads to the correct or erroneous solution of the problems.
Evaluation of results
The maximum score that a child can receive for solving problems of the methodology is 48 points. (It is formed as a result of the accrual of two points for each correctly selected figure in all 8 problems of the methodology. There are 24 such figures - 2 in the 1st and 2nd problems, 3 in the 3rd - 6th problems and 4 in 7- th and 8th tasks). Penalty points are deducted from the maximum score - 1 point for each mistake.
Rice. 6. - The key to assessing the results of performing the tasks of the methodology Z '.
Thus, the real score of each child is equal to the difference between the maximum score and the number of errors in 8 problems. An incorrectly marked figure and an unmarked required figure are considered an error. For example, if there are 6 unmarked necessary figures (for all problems) and incorrectly marked - 10, then the child's score will be 48 - (6 + 10) = 32 points.
Table 2.
Protocol to method No. 3
Number and location of the child care facility _________
Group _____ Date ___ Reviewer __________
P - skip the desired figure (indicate the number)
О - incorrectly marked figures (indicate the number)
The results of the tasks are recorded in the protocol. It is presented in the form of a table (No. 2), where it is noted against the surname of each child how many necessary figures he did not mark and how many wrong choices he made in each problem. Then their number is added up. The raw point score and the score converted to standard points are indicated. After analyzing the quantitative and qualitative data, the number of the qualitative group in which the child falls is put down.
The results of all children are summed up, the average score for the group is displayed and the standard deviation G and the coefficient of variability of the SD are calculated, characterizing the distribution of estimates in the group, their spread relative to the average score.
The score, presented in standard glasses, can be used to obtain comparative data of various kinds.
The materials obtained as a result of extensive testing of the methodology (complete with other methods) on a sample of 100 children have undergone quantitative processing and qualitative analysis. The primary results of children, expressed in "raw" glasses, have undergone a normalization procedure, ie. reduction to a certain standard, which was used as the standard rating scale adopted in the Wechsler diagnostic system, with a range from 1 to 20 points, an average score of M = 10 and a standard deviation of σ = 3.
In such a standard expression, the results obtained in method 3 "had the following indicators: n = 100; M = 10; σ = 2.93; CV = 29.3%; scale range 1 - 20 points. (Table of conversion of raw points into standard is given in Appendix 3.)
The verification of the results of the methodology for reliability was carried out by calculating the correlation coefficient (according to the Pearson formula) between the data of the even and odd variants of the tasks of the methodology. As such, they acted in one version of the task to draw up a circle, in the other - to draw a square. For the calculation, data from 100 children who participated in the mass verification of the method were used. For each subtest, a reliability coefficient of r = 0.48 was obtained, significant at the p level.< 0,001. Для всего набора задач, включенных в методику, (в соответствии с поправкой Спирмена-Брауна) коэффициент надежности выше - R= 0,65 при р < 0,001. Это свидетельствует о том, что данная методика дает достаточно устойчивые развития сложных моделирующих действий восприятия у детей интересующего нас возраста.
The diagnostic validity of the method, its compliance with various indicators of the mental development of children was tested in several directions.
The results of its implementation were compared with the general total indicators of children obtained by all methods included in the general set, except for the 1st one. Such a comparison showed that the technique reveals important aspects of the general mental development of children. For n = 100, the correlation coefficient was r = 0.59, statistically significant at the p level< 0,001.
It was also found that this technique reveals the actions of perception, closely related in their development with the actions of using sensory standards to determine the shape of objects and the logical actions of systematizing the external properties of objects. This is confirmed by significant correlations between the results of this technique and techniques 2 "and 5". Correlation with sensory technique r = 0.196 is significant at the p level< 0,05; корреляция с данными развития логических операций r= 0,36 достоверна на уровне р < 0,001. Связь с операциями наглядно-образного мышления также имеет положительную тенденцию развития, но значима лишь на уровне р < ОД.
On a smaller sample (n = 22), the validity of the methodology was checked by comparing its data with the results of the children solving tasks in the children's set of Raven's tests (modification
This material serves as evidence of the independent value of perceptual modeling actions in the development of a child and the importance of including a methodology that identifies these actions in the system of diagnostics of children's mental development.
An additional form of checking the validity of the methodology was the correlation of its results with the data of a questionnaire survey of educators of that group of children (n = 22) that participated in checking the methodology. (The content of the questionnaire is presented in Appendix 2.).
In accordance with the questionnaire, educators evaluated the following qualities of children on a five-point scale: ease of implementation of cognitive actions, possession of skills and abilities in 4 types of children's activities, display of attention and diligence. All assessments of educators gave a positive correlation with the data of the methodology, but its statistical significance turned out to be at a level lower than that adopted in psychology. To the greatest extent with the results of the methodology correlated the educators' assessment of the child's cognitive capabilities. However, the relationship between these data had only a 90% probability level (r = 0.36, p< 0,1). Такой результат проверки диагностической валидности методики, по-видимому, не следует рассматривать как окончательный. Можно предположить, что при увеличении количества диагностируемых детей и привлечении в анкете внимания воспитателей к оценке возможностей выполнения детьми продуктивных видов деятельности показатель валидности методики возрастет и приобретет более высокую степень достоверности.
In general, various forms of checking the diagnostic validity of the method gave satisfactory results, which make it possible to consider the method as suitable for inclusion in the general system of diagnosing the mental development of older preschoolers from 5 to 6 years old.
The predictive validity of the method was checked by calculating the correlation coefficient (according to Pearson) between the results obtained by children using this method and the results of the same children using the method for the preparatory group for school.
In the course of validation, data from 22 children of nursery / kindergarten No. 1505, who participated in the experiment twice, were used, first when testing method 3 "for children of the older age group, then before leaving school according to method 3 for children of the preparatory group for school.
Before making comparisons, the results of Method 3 "were expressed in the same alternative scoring system as used in Method 3 for the preparatory group. Raw scores were converted to standard using a special normalization procedure. As a result of calculating the linear correlation, a coefficient of r = 0.62 was obtained. significant at the level of probability p< 0,01.
This indicates the existence of an internal connection between the results of the use of perceptual modeling actions in the conditions of solving different sets of tasks designed for different ages. Consequently, methodology 3 "can be considered capable of predicting the development of these actions for a certain period of the future.
The analysis of the methodology using statistical criteria showed its compliance with the requirements for standardized diagnostic methods in terms of reliability, discrimination and validity. He also showed the possibility and expediency of its inclusion in the general system of methods used to identify the level of mental development of a child aged 5 to 6 years.
In the practice of diagnostic examination of the perceptual development of children, it is important to be able to see, behind the quantitative assessment of the result, the qualitative features of those perceptual actions that the child performs when performing the tasks included in the methodology.
In this regard, one of the objectives of the study was to conduct a qualitative analysis of the results of the examination of children, obtained during the mass verification of the methodology, and to compare the quantitative assessment of the results with the qualitative characteristics of the actions of children when performing tasks for the visual reproduction of a graphic figure from its graphic parts.
Qualitative features of the modeling perceptual action, the degree of its development are objectively manifested:
In the success of solving problems of a certain complexity;
The accuracy of the selection of elements required to reproduce the sample;
Taking into account the mutual correspondence of elements to each other;
In the number and nature of the mistakes made.
The material for the qualitative analysis of the survey results was notebooks with drawings, which children used to work on the tasks of the method. They stored primary information about those actions with graphic images of figures that children performed. Subsequently, such information was transferred to the cards (by the type of key to the assessment, see Fig. 6) and entered into the protocol (see Table 2).
As a result of the analysis of quantitative and qualitative data obtained in the course of standardization of the methodology, all children who participated in it were divided into 5 groups.
The first group included children who, under the conditions of our methodology, found a complete inability to perform modeling perceptual actions. Their attention was largely drawn to the technical side of the activity - the placement of crosses on figures. There are some correct decisions that can be qualified as accidental. In some cases, from a set of elements, children choose only those that were given in the instructions or similar, but not identical to them. For example, a child can choose a semicircle, but does not complete it to a circle, or chooses a rectangle without complementing it with two other rectangles to the desired square.
This group included 8 children with an average standard grade of 4.5 points.
In fig. 7 shows the result of the work of the child included in the first group. His raw point score is 23 points. In standard glasses - 5 points.
Rice. 7. - Work of Dinara I. An example of solutions of the first type.
Rice. 8. - Work of Vova G. - An example of type 2 solutions.
The second group included children who did not overcome the syncretic type of perception of the task conditions. They are characterized by attempts to solve the problems of the methodology not with the help of a modeling action, which presupposes the selection of individual elements and their subsequent synthesis based on their correlation with each other and the sample, but the global, holistic replacement of the sample by one figure or their integral complex without taking into account all the external properties of the sample, without subsequent correlation of the selected figures with the sample. Sometimes the sample is replaced by one large figure or a block of two figures, and sometimes by a separate small element. Correct decisions in children of this group are possible, but rare.
This group included 26 children, the average standard score for the group was 7.6 points.
The third group includes children who own the action of perceptual modeling and are able to carry out all its basic operations, but in the conditions of solving the most "simple tasks of the methodology. They can almost accurately take into account the shape, spatial position and ratio of two elements. Of the three elements, they make up a figure only in Tasks 3 and 4. As a rule, they do not cope with the rest of the tasks, they begin to select too many figures, act randomly, without choosing a “starting point”.
This group included 30 children. Their average score in standard glasses is 9.9.
Not rice. 9. An example of problem solving is given.
The fourth group consisted of children with sufficient command of the entire system of operations necessary to perform a modeling perceptual action under the conditions of our assignments. However, this action is not yet sufficiently precise and flexible. Children can achieve the correct solution in problems of any difficulty, but usually in one or two problems they admit inaccurate solutions, by no means accidental; the set of elements chosen by them in these cases makes it possible to compose a figure that is similar to a given sample, but not identical to it.
This group included 25 children. The average standard score for the group is 12.2.
An example of solutions of this type is given in Fig. 10.
Rice. 9. - The work of Roma K. - An example of type 3 solutions.
Rice. 10. - The work of Katya V. - An example of type 4 solutions.
The fifth group included children who, under the conditions of our methodology, showed a high degree of mastery of the action of perceptual modeling. They could make an inaccuracy in the choice of the figure, which did not depend on the degree of complexity of the problem.
The results of a comparison of qualitative and quantitative data obtained as a result of the application of methodology 3 "for examining older preschoolers up to 6 years old are shown in Table 3.
Table 3.
Distribution of children into groups on the basis of a quantitative and qualitative assessment of the results of the tasks of the methodology 3 "(in standard glasses)
The data presented in the table allow us to consider the quantitative assessment used in the methodology as sufficiently reflecting the quality of the orientation carried out by children, and the methodology as suitable for diagnosing the levels of developed perceptual modeling actions.
In conclusion, obviously, one should dwell on the peculiarities of working with children according to the methodology. When starting this work, it should be borne in mind that the children perform the introductory tasks together with the examiner, the rest on their own. When explaining tasks, the examiner uses the same notebook that are on the tables in front of the children. When examining small groups of children, the use of drawings of this scale in explaining tasks does not cause difficulties, but it removes the danger of children not understanding the requirement of the task of reproducing a figure not only of the same shape, but also of the same size. In the course of the explanation, it is important to demonstrate externally those actions with the material that the children will perform when solving introductory problems and mastering the instructions. It is important to organize the attention of children so that they not only listen to the instructions, but also take an effective part in its development. The examiner shows the children the sample, draws its outline, then shows the parts into which the sample is dismembered, invites the children to do the same, then draws the children’s attention to the lower figures, suggests finding the same parts among them as in the sample, I connect the same parts with a line, helps to do it right. In the course of further work, he only makes sure that the children do not miss pages with assignments, do not drag out the work too much and do not turn to other children for help. During the examination, the examiner must refrain from the desire to help the child find the desired figure or make a remark about erroneous actions.
When processing the materials obtained in the survey, you can use the "key" shown in Fig. 6. On separate cards with the image of such a "key" it is convenient to register the results of children's actions and, in such a compact form, keep complete information about this for the required time.
Continuation
--PAGE_BREAK--
The long-term effective use of tests abroad for solving practical problems made domestic psychologists think about how to
to adopt someone else's experience and start applying similar methods in our country, primarily in order to optimize the process of teaching children.
Most often, those psychological characteristics that are considered abroad in the light of the study of intelligence are interpreted in Russian psychology
in connection with the concept of mental development.
Mental development, being a dynamic system, depends both on the assimilation of social experience and on the maturation of the organic basis (brain and
nervous system in the first place), creating, on the one hand, the necessary prerequisites for development, and on the other hand, changing under the influence
implementation of activities. Mental development proceeds differently depending on the living conditions and upbringing of the child. When spontaneous,
in an unorganized developmental process, its level is reduced, bears the imprint of defective functioning of mental processes. That's why
Diagnostics of the level of mental development of each child is very relevant for a psychologist working in the educational system.
The indicators of mental development considered by domestic psychologists depend on the content of the theoretical concepts of mental development,
which he adheres to. Among them, the following are most often noted:
Features of mental processes (mainly thinking and memory);
Characteristics of educational activities;
Indicators of creative thinking.
None of the identified indicators of mental development is exhaustive, fully reflecting the characteristics of the cognitive sphere of individuals.
at certain stages of development. It is hardly possible to find a universal characteristic of mental development, which can be equally effectively
would be measured in individuals of different ages, regardless of their education, experience of the main activity and living conditions. As L. S. Vygotsky noted,
it is difficult to hope for the existence of equal units for measuring all stages in the development of intelligence, each qualitatively new stage requires its own
special measure.
The understanding of mental development that has developed in modern domestic psychodiagnostics reflects the ideas of a number of leading psychologists (A.N.
Leontiev, N. S. Leites, K. M. Gurevich and others). It is considered as a function of the accumulated fund of knowledge, as well as mental operations,
ensuring the acquisition and use of this knowledge. In essence, this characteristic reflects the forms, methods and content of thinking.
person. This is what intelligence tests diagnose.
Interest in the issues of psychological diagnostics of intellectual development in domestic practice increased sharply in the 60-70s. XX century Required
reliable objective methods that Russian science did not possess at that time. Work in search of such methods began to be carried out in two
in fundamentally different ways. Since abroad there was a large number of smart tests that meet all
psychometric requirements, the first approach was to borrow them. At the same time, careful adaptation, re-standardization of the test were carried out, and
also checking its reliability and validity on domestic samples. Such work was carried out in relation to the tests of D. Wexler, R. Amthauer,
The imperfection of this approach to intellectual diagnostics, based on the translation and adaptation of foreign tests, lies in the impossibility
eliminate the influence of the culture factor on their results. Any diagnostic techniques, including intelligence tests, reveal the degree of involvement
the subject to the culture that is presented in the test. Even perfect translation and adaptation does not change the important circumstance that it
is an "alien" tool created for other socio-cultural groups and in accordance with the characteristic requirements of the latter for
the mental development of their representatives.
In connection with the foregoing, domestic psychodiagnostics are developing their own tests of mental development, intended for our culture.
One of the research teams, the first to undertake this task, was the laboratory of psychophysiology of preschool children, led by L.A. Venger.
age of the Research Institute of Preschool Education of the USSR Academy of Pedagogical Sciences. The result of their many years of activity has become a set of methods aimed at assessing the level
mental development of children aged 3 to 7 years and the preparedness of preschoolers for schooling. These techniques were theoretically substantiated.
Their development was preceded by a thorough analysis of modern ideas about the content of mental development, its main laws and
age characteristics.
The diagnostic techniques developed under the leadership of L.A. Wenger have been standardized and repeatedly tested for validity and reliability.
Their detailed description is given in the book "Diagnostics of the mental development of preschoolers", published under the editorship of L. A. Venger and V. V. Kholmovskaya.
The efforts of another research team (under the leadership of V.I. Lubovsky) were aimed at developing diagnostic techniques for identifying delays
and mental disorders in children. The goal set by this team was to create a system of diagnostic techniques built with
taking into account the specific and general patterns of abnormal development of the psyche. These features are the structure of the defect, dynamic
characteristics of mental activity and the potential for cognitive activity. Presented using these techniques
a complex, as it were, "three-dimensional" characteristic of mental activity makes it possible to differentiate mental retardation from mild
degrees of mental retardation, on the one hand, and from pedagogical neglect with normal mental development of the child, on the other. In addition to
Moreover, the practical importance of using such techniques is determined by the possibilities of building correctional work with children on their material.
Problems that still have to be solved in connection with the creation of such methods relate to their standardization and improvement of assessment criteria.
individual indicators. As for the theoretical validity of the diagnostic system, it deserves the highest praise.
At the Psychological Institute of the Russian Academy of Education, four tests have been developed to diagnose the mental development of schoolchildren of different ages. They all lean
on the concept of social and psychological standards proposed by K.M. Gurevich. According to this concept, the mental development of individuals occurs
under the influence of the system of requirements that society imposes on each of its members. Man, not to be rejected by that social
community, in which he is included, in order to realize himself in the conditions created by this community, must master these requirements.
These requirements are objective, since they are determined by the base of the achieved level of development of a given society; they are not isolated, but constitute an integral system,
under the influence of which the appearance of the individual is formed in a given social community. The most general and fundamental of these requirements are named
system of social and psychological standards.
The theoretical basis for such a definition of standards is the understanding of development that has developed in psychology and which A.N. Leont'ev
characterized as a specific process of the child's appropriation of the achievements of previous generations.
The mastery of socio-psychological standards is an active process on the part of the individual: trying to take a certain place in society, he
deliberately carries out this, making certain efforts, overcoming obstacles that arise, etc.
The requirements that make up the content of socio-psychological standards are quite real, they are enshrined in the form of rules, prescriptions and are present in
educational programs, qualification professional characteristics, public opinion of adult members of society, traditions
upbringing and education, the customs of everyday life. They cover different aspects of mental development - mental, moral, aesthetic.
Since the norms are historical, they change with the development of society. Therefore, the speed of their change depends on the rate of development of society.
Along with this, the time of their existence is determined by their attribution to one or another sphere of the psychic. So, the most dynamic norms of mental
development, which is associated with the rate of scientific and technological progress, putting forward all new requirements for a person, his knowledge, skills, formed ™
thinking, as a result of which there is a revision of curricula, qualification characteristics. Compared to mental development standards
the standards of personal development are more conservative, in particular this applies to the standards of moral development.
The system of socio-psychological standards is not absolute, it is differentiated within each social community in
educational age boundaries. The need for educational-age grading for standards is explained by two reasons: first,
mastery of standards presupposes a certain degree of maturity of the brain and nervous system; secondly, the assimilation of standards is possible only on the basis of
accumulated experience, training.
The socio-psychological standard is considered as a certain mandatory minimum in the development of a particular mental sphere, it cannot be considered
the limit of development.
Since the first tests, focused on the socio-psychological standard, are aimed at diagnosing the mental development of schoolchildren, it follows
to formulate the understanding of the standard that was taken as a basis. Considering the role of education in the mental development of a school-age child,
considering the content of education as its main determinant, it was assumed that the socio-psychological standard of schoolchildren is
a set of specific requirements of the curriculum, which are presented to them at a certain stage of training.
The introduction of the standard into diagnostics made it necessary to reconsider both the goals of testing and the ways of constructing, processing and interpreting methods.
Let us consider what are the fundamental differences between standard-oriented intelligence tests and traditional intelligence tests.
The first difference is the specific content of most of the test items. If usually the author of the mind test, when selecting concepts to be included in tasks,
is guided by his own experience and intuition, checking himself with practice, and uses, as a rule, everyday concepts, then the authors
normatively oriented tests were based on the analysis of school curricula. They contain fundamental concepts as well as mental actions,
possession of which can serve as an indicator of the mental development of schoolchildren. When selecting concepts, psychologists tried to make them about equal
proportions represented all the studied subjects and cycles (social and humanitarian, natural science and physics and mathematics).
The second difference between the methods under consideration and intelligence tests is in other ways of representing and processing diagnostic results,
the main among which is the rejection of the statistical norm as a criterion for assessing individual and group results in favor of the criterion
approximation of data to the socio-psychological standard. In tests, the standard is presented in the form of a complete set of tasks.
The third difference between domestic tests of mental development from traditional ones is correction, which makes it possible to trace the nearest development
students and provide for special measures and directions for eliminating the noticed developmental defects.
The first in a series of normative intelligence tests was School test mental development (SHTUR), intended for students in grades VII-X.
Its first edition appeared in 1986. It consisted of 6 subtests:
1st and 2nd - general awareness;
3rd - analogies;
5th — generalizations;
6th - number rows.
The test is a group test and is convenient in that it allows you to obtain information about the mental development of an entire class in a short time.
In 1997, a new edition of the test (SHTUR-2) was prepared. In addition to a number of revised tasks of the listed subtests, it included two subtests for
The psychometric characteristics of the test are as follows: the equivalence of parallel forms for a total score of 0.83; homogeneity 0.96-0.98; retest reliability
according to the overall score of the form A = 0.93; form B = 0.90. Validity coefficients when compared with the results of the Amthauer test 0.75, when compared with
school performance 0.57 (form A) and 0.54 (form B).
Let's give examples of tasks SHTUR-2.
Awareness. The subject is required to correctly complete the sentence by choosing one answer from the five proposed options.
The initial letters of the name and patronymic are called ...?
a) monogram; b) initials; c) autograph; d) index; e) anagram.
Awareness. It is required to choose a synonym for this word from four options.
Argument - a) argument; b) consent; c) dispute; d) phrase.
Analogies. It is necessary to determine the nature of the logical-functional connection between a pair of concepts, and then, to the third word, choose such that
the logical-functional relationship between them was similar to that used in a pair.
Numeral: number - verb:?
a) go; b) action; c) participle; d) part of speech; e) conjugate.
Classifications. Of the five words, one should find one that does not fit the rest.
a) parallel; b) map; c) meridian; d) equator; e) pole.
Generalizations. The subject needs to choose generalizing words for each pair of words, determining what is in common between them. Heart is an artery
Number series. For each series of numbers, you need to find the next member of the series, having understood the pattern of its construction.
Spatial representations. It is required to determine from which combination of parts a given geometric figure can be assembled.
Spatial representations. It is required to determine which three-dimensional figure of the four proposed can be made from a flat pattern.
The test indicators are subjected to quantitative and qualitative processing. In this case, both individual and group analysis is possible. In addition to the general
score, compared with the standard set in the test and educational-age norms, the authors of the test suggest:
Methods for analyzing the individual structure of mental development, reflecting the different formation of mental actions inherent in the subtests;
Revealing preferences when working with a certain content of tasks.
The same directions of analysis are applied when working with other tests, which will be described below.
To diagnose the mental development of high school graduates and applicants, a special Mental Development Test ASTUR was developed (for
applicants and high school students mental development test). The test was created on the same theoretical principles of normative diagnostics as SHTUR
The test includes eight subtests:
More details on the website www.psyhodic.ru
Methodology for the diagnosis of intellectual development L.A. Wenger (2) - Document
Visual-figurative thinking
logical thinking
On the basis of this, L.A. Venger and his colleagues have created a methodology to determine the level of intellectual development for preschoolers.
Diagnostics of the degree of mastery of perceptual actions of a modeling nature. Methodology "Perceptual modeling".
Purpose: to identify the level of development of perceptual actions.
Description: the child is invited to fold a figure, consisting of geometric parts, in accordance with this sample. To perform the task correctly, the child had to be able to distinguish between various geometric shapes (triangles of different shapes, squares, etc.) and correctly position them in space (in accordance with the sample).
Diagnostics of the degree of mastering the action of identification.
Purpose: revealing the degree of mastery of the identification action
Description: the technique is a child's search for a color object identical to the sample in a color matrix of 49 elements (tasks for choosing color objects). The child is provided with a sheet on which squares are arranged in a certain way (5 colors, each color has 5 shades). The psychologist takes turns presenting the squares and the child will have to show the presented square on his sheet.
Diagnostics of the degree of mastering the actions of referring the properties of objects to the specified standards
Purpose: to identify the degree of mastery of the actions of referring the properties of objects to the given standards
Description: the child is provided with object pictures and several boxes with drawn geometric shapes. The child needs to look at which of the geometric shapes a particular object looks like (ex: ball, tomato; electric lamp, guitar, etc.) and put it in the right box.
Diagnostics of the degree of mastering the actions of visual-figurative thinking. Methodology "Schematization" (or "Labyrinths").
Purpose: identifying the level of development of visual-figurative thinking
Description: in the methodology, children are invited to find the desired path in the track system based on the use of schematic images.
Ex .: in the picture there is a glade with houses, each house has its own animal, and each house has its own paths. The child receives a sheet with a diagram of the path. You need to find a path, as in this diagram.
Diagnostics of the degree of formation of logical thinking actions
Purpose: identifying the level of development of logical thinking
Description: The child is offered a table with geometric shapes arranged in a specific sequence. Some squares are empty, they need to be filled in, revealing the patterns of the logical series.
1.2. Methods for diagnosing the level of intellectual readiness for the NI school. Gutkina "Boots".
N.I. Gutkina, Candidate of Psychological Sciences, based on the theoretical provisions of L. S. Vygotsky, L. I. Bozhovich and D. B. Elkonin regarding psychological readiness for school, has developed a diagnostic program to determine the psychological readiness of children 6-7 years old to schooling, allowing to determine, inter alia, the level of development of the intellectual sphere.
Purpose: to determine the level of development of the generalization operation, to trace the application of the introduced rule, which has not been encountered before, in solving problems.
Equipment: The subject is offered a table containing a subject picture (dog, person, bird) with the presence or absence of one feature - boots on the legs. If there are boots - the picture is indicated by the number "1", if not - by the number "0". A table of color pictures contains: 1) the encoding rule; 2) the stage of consolidating the rule; 3) the so-called "riddles" that the subject must solve by coding.
Methodology and instructions :: As part of the study of readiness for schooling - the intellectual aspect - children from 6-7 years old are involved in the study. The tasks used in the methodology are structured in such a way that, when solving them, it is necessary to carry out empirical generalization (the ability to classify objects according to essential characteristics or summarize them under a general concept) or theoretical generalization (generalization based on meaningful abstraction). The tasks are gradually becoming more complicated due to the introduction of objects to which one or another generalization is required.
The experimenter gives instructions and defines the rule: “For the correct designation of pictures with numbers, you need to remember: if the figure in the picture is shown without boots, then it must be designated with the number“ O ”, and if in boots, then with the number“ 1 ”. Remember? Please repeat".
After repeating the rule, the subject is asked to arrange the numbers in the next three rows of the table, as a stage in consolidating the learned rule. Each of his answers, the subject must explain why this is so.
In case of an error, the experimenter analyzes the nature of the errors, asks to repeat his rule for naming figures and points to the sample (the first two lines of the table), and achieves a 100% result.
At the reinforcing stage, the speed of the child's learning is determined, i.e. shows how quickly and easily the child learns a new rule and can apply it when solving problems.
The second instruction for "solving riddles" is given by the experimenter when he is sure that the child has learned to apply the rule he was taught. "You have already learned how to designate pictures with numbers, and now, using this skill, try to guess the riddles drawn here." To guess a riddle "means to correctly designate the figures drawn in it with the numbers" O "and" 1. "After the first riddle, even if it was allowed error, it is proposed to solve the following.
When conducting, a repeated return to the previous riddles is used. When "guessing", to clarify the nature of the generalization, the experimenter asks the child to explain why it is indicated in this way. At the same time, at all stages of work, the first two lines of the table must be open.
Processing: In the course of diagnostics, a protocol is kept with fixing the correct answers, errors and explanations of the subject and the questions and remarks of the experimenter.
This technique is clinical in nature and does not have standard indicators. The results obtained are interpreted from the point of view of the characteristics of the development of the generalization process in the child.
1.3. Research methodology for verbal-logical thinking. (after Y. Yerasek).
One of the most successful research methods of verbal-logical thinking as a component of a child's intellectual readiness for school was proposed by Y. Yerasek.
Purpose: determining the level of verbal thinking, the ability to think logically and express their thoughts.
Equipment: test form for determining the level of "Verbal thinking".
Conduct: the child is asked questions, the answers to which are graded on a scale.
Instruction: "Please answer me a few questions."
Diagnostics of the mental development of older preschool children (from 5 to 6 years old)
Books, anthologies, monographs, collections of articles, methodological and teaching aids on child psychology. Major publications on the branches of psychological science and practice. The most interesting and rare editions, book novelties. Reviews of publications, expert reviews, detailed annotations
Moscow, Series "Psychological Diagnostics", 1996. - 113p. No annotations found
Expanded annotation
This collection is a manual for organizing and conducting a group psychological examination of children 5-6 years old, aimed at diagnosing the level of their mental development and the level of development of arbitrariness.
A special place in this book is occupied by the description of the so-called printing techniques. intended for children 6-7 years old and allowing to identify the features of mental development in the process of group examination.
The authors of the collection set themselves a special task of developing a set of standardized techniques that would reveal the most significant trends in the mental development of 5-6 year old children in the process of group examination. This set of techniques is a modification of the printed techniques intended for children 6-7 years old.
The authors point out that the use of the developed methods cannot lead to a diagnosis of the child, it is only a "cut", followed by a deeper psychological examination, if necessary.
This diagnostic system is based on the concept of mental development of preschoolers, developed by L.A. Venger and his collaborators on the basis of theoretical provisions and research results of L. S. Vygotsky, A. P. Leontyev, A. R. Luria, A. V. Zaporozhets , D. B. Elkonina.
Diagnostics of the level of development of perception: correlation of properties of objects with standards
The diagnostics of the degree of mastery of the actions of attributing the properties of objects to the given standards was carried out on the basis of children's perception of the shape of objects. The authors argue that form is much more closely related to the use of objects and their function than other signs.
When the authors developed a methodology for children of the older group (5-6 years old), the material of the methodology for children of the preparatory group for school (6-7 years old) was changed. It was a notebook of 8 sheets; on each of which were depicted 8 objects and under them - one of the reference samples. Every two pages showed different pictures, but the same reference. On each page of the notebook, the child had to mark those pictures that were similar in shape to a reference figure.
Older preschoolers were divided by the authors into four groups according to the characteristics of the task.
The first group included children who, when completing the task, were guided not by the similarity of the object with the standard, but by external side signs.
The second group included children with syncretic orientation. These children, on the basis of highlighting one detail or, conversely, without taking into account the characteristic details of the contour, mistakenly referred the entire object as a whole to any of the standards.
The third group included children with a mixed type of orientation that changed depending on the complexity of the object. Simple objects, the details of which are within the general outline, children unmistakably refer to the desired standard. When analyzing objects with details protruding beyond the contour, these children develop a syncretic type of orientation.
The fourth group included children with adequate orientation.
This version of the methodology gave a distribution of quantitative and qualitative indicators suitable for diagnostic purposes.
Diagnostics of the level of development of perception: perceptual modeling
The authors write that the function of the perceptual modeling action is to build a holistic image of the perceived object based on the coordinated implementation of the analysis and synthesis of its external properties, their differentiation and integration into structures.
When choosing tasks that diagnose the level of development of perceptual modeling, the authors settled on the visual "construction" of a certain figure from the elements offered to choose from.
The methodology for children 5-6 years old is a certain modification of the methodology for children 6-7 years old, which includes 12 diagnostic tasks. First of all, its reduction was carried out, 8 tasks were left.
In the course of revision, the authors made changes to the graphic material of the assignments and the form for submitting instructions. The elements from which the selection of parts for the construction of the sample was made were partially replaced by others, subtle differences in their contours and sizes were removed, conditions that provoke children to unjustifiably re-select the same figures in new tasks were eliminated. The instructions were introduced by the authors, together with the children, consideration of the parts into which the graphic sample was dismembered, and the demonstration every the child on his sample of the location of the elements selected by him by drawing a line with a pencil connecting these elements with their place on the sample.
As a result of the analysis of quantitative and qualitative data obtained in the course of standardization of the methodology, all the children who participated in it were distributed by the authors into 5 groups.
To the first group children were assigned who, under the conditions of our methodology, found a complete inability to perform modeling perceptual actions.
To the second group included children who did not overcome the syncretic type of perception of the conditions of the problem.
To the third group included children who own the action of perceptual modeling and are able to carry out all its main operations, but in the conditions of solving the most simple tasks of the methodology.
To the fourth group Included were children who had sufficient command of the entire system of operations. necessary to perform a modeling perceptual action in the conditions of our assignments. However, this action is not yet sufficiently precise and flexible.
To the fifth group children were assigned who, in the conditions of our methodology, showed a high degree of mastery of the action of perceptual modeling.
Diagnostics of the level of development of imaginative thinking: actions of schematization
The authors argue that the development of a diagnostic technique aimed at identifying the degree of mastery of the actions of visual-figurative thinking was based on the characteristics of the structure of such actions. According to this characteristic, the actions of visual-figurative thinking include the construction of schematized images and their correlation with reality.
For the children of the preparatory groups, a technique was developed aimed at identifying the possibility of using a schematic image when orienting in space.
The principle of constructing the tasks consisted in the fact that the child was offered a spatial situation, including a branched system of paths with a house at the end of each branch. In addition, he was given a schematic representation of the path to the desired house, which included in some cases an indication of the directions of movement, and in others - a system of landmarks, using which you can find the desired house.
When developing a methodology for a group examination of older preschool children (from 5 to 6 years old), the authors raised the question of modifying it in accordance with the age capabilities of children. Instead of 10 tasks, the children were offered 7. The authors also decided to change (expand) the instructions.
The instruction, as before, was given before solving each subsequent problem. However, now, in tasks N 3 - N 7, it was decided to give it in more detail, specifically pointing out the difference between these tasks from the previous ones.
The study of the ways of solving the entire set of diagnostic problems by these children, the elements that they were guided by in the solution process, allowed the authors to divide the subjects into the following 5 groups.
First group- a group of inadequate forms of orientation. This includes children who accept the task of finding a house, but their choice is random, most often they take into account only individual elements of the "letter" and the clearing.
For the second group an incomplete orientation to one sign is characteristic. In children. belonging to this group, for the first time, the methods of work necessary for the execution of the assignment appear. They divide the task into stages.
Third group- completed orientation to one feature. This includes children who can correlate the instructions of the "letter" with the images in the clearing to the end, in some of them they can successfully use only landmarks, and others - only the image of the directions of the path.
Fourth group- incomplete orientation in two parameters. Usually, children assigned to this group solve the first 4 problems correctly. They solve the last 3 tasks, taking into account only one or two combinations of turns of the path and the desired landmark, in other cases they again slip into account of only one parameter.
Fifth group- detailed correlation with simultaneous consideration of two parameters.
Diagnostics of the level of development of logical thinking: actions of systematization The authors argue that the main logical actions performed by children in the process of solving problems are the classification and serialization of objects.
Setting themselves the task of developing a methodology for diagnosing the level of development of logical thinking in children of the senior group of kindergarten, suitable for general group work, the authors took as a basis the methodology of N. B. Venger for children of the preparatory group for school, making a number of changes.
As a result, the material of the methodology is a notebook of 7 pages with the image on each of them of the same matrix. The matrix consists of 30 cells. In the upper row there are 5 decreasing triangles, in the lower row there are 5 circles.
The left column of the matrix is filled with large geometric shapes. This is a triangle, trapezoid, square, pentagon, hexagon, circle. On the right - the same geometric shapes of the smallest size. The middle of the table is empty.
Below the table, on each page, two shapes are drawn, which should be placed in the empty cells. Each possible shape is offered once. The order and combination of the shapes are randomly selected. The first page of the notebook is educational.
For the two figures shown on it, the places in the matrix are already marked.
From the point of view of qualitative features (mastering the method) of performing tasks, the authors identified 5 types of solutions.
First type- the performance of tasks by children without taking into account both serial and classification relations. This may also include decisions that indicate that the children did not accept the assignment.
Second type-solution of tasks taking into account the classification relations, however, classification errors may be made by more than one row. Serial relationships are ignored.
Third type- solving problems taking into account the classification relations, however, there are classification errors between a square and a trapezoid and between a pentagon and a hexagon. Serial relationships begin to be taken into account, but, as a rule, only the edges of the table are filled.
Fourth type- classification relations are taken into account almost without error (1-2 errors are allowed in the classification between neighboring elements, explained as random), when establishing serial relations, shifts by one position are possible.
Fifth type- absolutely unmistakable establishment of classification relations, 1-2 errors in the establishment of serial relations (shift one position to the right or left).
Diagnostics of the level of development of arbitrariness (action according to the rule)
The authors argue that the arbitrariness of behavior initially develops as the subordination of actions to the verbal instructions of an adult, later turning into the ability to consistently realize one's own intentions.
The material for the main three series was geometric figures arranged in two rows. The top row consisted of squares, the bottom row consisted of circles. There were 10 squares, and 9 circles. Thus, the circles were in the spaces between the squares.
In addition, the assignment included a “test” sheet for training, containing a sample of the pattern and material similar to the one described.
The child was given the task of drawing a pattern. The child's actions consisted in the fact that he had to connect squares and circles, using a certain rule: when connecting squares and circles, the line of the pattern must not be interrupted, that the line must not go back to the previous figures. At the same time, he followed the dictation given by the experimenter and in which it was indicated which figures should be chosen for connection.
- Violation of the sequence of connection of elements.
More www.childpsy.ru