Diagnostics of preschool children (methods)

Methods for diagnosing preschool children

Diagnostics of memory in preschool children methods:

“Repeat the drawings” Diagnostics of the level of development of visual and effective thinking (3-4 years)
“Chain of Actions” Diagnostics of self-control and voluntary memorization (3-4 years)
“Remember the pictures” Determination of the volume of short-term visual memory (3-5 years)
“Recognize the figures” Diagnostics of recognition ability (3-5 years)
“Nonsense” Assessment of elementary figurative ideas about the world, the ability to reason logically (4-7 years)
“10 items” Diagnostics of recognition ability (5-6 years)
“10 words” Study of the volume and speed of memorization (5-6 years)
“Learn words” Determination of the dynamics of the learning process (6-7 years)
“Remember phrases” Semantic memory assessment (6-7 years)
“Remember the numbers” Determination of the volume of short-term auditory memory (6-7 years)
“Pictures” Assessment of short-term and long-term visual memory (6-7 years)
“Name the words” Determination of the vocabulary stored in active memory (6-7 years)
Assessment of mechanical memory and ability to remember meaningfully (6-7 years)
“Pictogram” Assessment of the volume of mediated memory and the level of development of imaginative thinking (6-7 years)

Diagnostics of thinking in preschoolers methods:

“Seasons” Diagnostics of the level of development of figurative and logical thinking (3-4 years)
“Who lacks what?” Diagnostics of thinking (3-4 years)
“Extra subject” Study of the processes of figurative and logical thinking, mental operations of analysis and generalization (3-6 years)
“Cut out the shapes” Diagnostics of visual and effective thinking (4-5 years)
“Walk through the labyrinth” Diagnosis of the level of intellectual development (4-5 years)
“Divide into groups” Assessment of figurative and logical thinking (4-5 years)
“What’s missing here?” Study of the processes of figurative and logical thinking, mental operations of analysis and generalization (4-5 years)
“Kogan Test” Diagnostics of schematic thinking (4-6 years)
“Determining the time of year from pictures” Assessment of the stock of information about the surrounding world (5-6 years)
“Trace the outline” Diagnostics of the level of development of visual-effective thinking (5-7 years)
Perceptual modeling Identification of the level of development of perceptual actions of the modeling type (5-7 years)
“Sequential Pictures” Study of logical thinking, the ability to make generalizations and establish cause-and-effect relationships (5-7 years)
“The Most Unlikely” Diagnostics of cognitive development (5-7 years)
“Connect the figures” Diagnostics of visual and effective thinking (5-7 years)
Raven's Colored Progressive Matrices Measuring General Intelligence (5-7 years)
Identification of essential features of concepts Study of the characteristics of thinking, the ability to differentiate the essential features of objects or phenomena from unimportant, secondary ones (6-7 years)
Finding missing parts Diagnostics of perception (6-7 years)
Assessment of verbal and logical thinking (6-7 years)

Diagnosis of attention in preschool children methods:

“Remember and dot the points” Assessment of attention span (4-6 years)
“Find and cross out” Determination of productivity and stability of attention (4-6 years)
“Find a few differences” Identification of the level of development of the operation of logical thinking - analysis and comparison (5-6 years)
“Put icons” Assessment of switchability and distribution of attention (5-6 years)
“Rings” Assessment of stability, distribution and switching of attention (6-7 years)
“Intertwined lines” Assessment of stability and concentration (6-7 years)
“Digital table” Determining the amount of attention, the speed of its distribution and switching (used when mastering counting) (6-7 years)

Diagnostics of the imagination of preschoolers methods:

“Verbal fantasy” Assessment of the speed of imagination, originality and emotionality of images (6-7 years)
“Draw something” Assessment of the level of fantasy development (6-7 years)
“Nonverbal fantasy” (6-7 years)
“Invent a game” Assessment of the level of fantasy development (6-7 years old)
“Come up with a story” Assessment of the level of imagination development (6-7 years)

Diagnostics of perception in preschool children methods:

“Box of Forms” Study of the level of development of perception actions and the degree of their internalization, checking the presence and degree of generalization of sensory standards (3-4 years)
“Find out who it is” Perception test (3-5 years)
“What objects are hidden in the drawings?” diagnostics of cognitive abilities (4-6 years)
“Find the square” Revealing the ability for differentiated perception (5-6 years)
“What’s not finished yet?” Level of development of perception (5-6 years)
“Standards” Study of the degree of generalization of sensory standards, the level of internalization of perception actions (5-6 years)
“Write in circles” Assessment of phonemic awareness (6-7 years)
Phonemic Awareness Test (6-7 years old)
“How to patch a rug” Diagnostics of the level of perception (6-7 years)
“Reading word schemes” Assessment of phonemic awareness (6-7 years)

Diagnostics of speech in preschool children methods:

“Tell me from the picture” Definition of active vocabulary (3-5 years)
Identification of the main idea of the text read (5-6 years)
Diagnostics of a child’s speech development, awareness of perception and use of speech (6-7 years old)

Diagnosis of the emotional sphere of preschool children methods:

Diagnosis of fears (3-7 years)
"Fairy Tale" (3-5 years)

Diagnosis of will in preschoolers methods:

Methodology by A. Karsten Assessment of the degree of volitional activity when achieving results in unfavorable conditions (5-7 years)
Methodology A.V. Zaporozhets Identification of the level of development of purposeful volitional actions, the content of moral motives of behavior, subordination of motives (5-7 years)
Methodology V.I. Kalin Assessment of the ability to perform a task in conditions of interference (5-7 years)
Methodology N.A. Samarina Assessment of the dependence of volitional effort on the degree of awareness and motivation of the attitude (5-7 years)
Methodology Sh.T. Chkhartishvili Assessment of the degree of volitional activity of children when performing a task (5-7 years old)
Methodology Ya.Z. Neverovich Assessment of the influence of goals and motives on the formation of volitional behavior (5-7 years)
“Yes and no” Assessment of a child’s ability to act according to the rule (6-7 years old)
“House” Assessment of the ability to act according to a model (6-7 years)
“Sample and rule” Identification of the ability to be guided by the system of the task conditions, overcoming the distracting influence of extraneous factors, the level of development of visual-figurative thinking (6-7 years)
“Sticks and crosses” Determination of the level of self-regulation and self-control (6-7 years)
“Drawing by points” Assessment of the level of orientation to a given system of requirements (6-7 years)

Studying the personality of a preschooler methods:

“Children’s apperception test” Study of the content of needs, conflicts, personality attitudes (3-7 years)
“Emotional attitude towards moral standards” (3-7 years)
“The influence of the expressive side of illustration on the attitude of a preschooler to a literary character” (3-7 years)
“Study of negative personality manifestations” (3-7 years)
“Understanding the emotional states of people depicted in the picture” (3-7 years)
“Manifestation of responsiveness in children in the family” (3-7 years old)
“Social emotions” (3-7 years)
“The nature of evaluative and control actions in the situation of direct speech perception” (3-7 years)
“Choice in Action” Study and assessment of interpersonal relationships in a group (4-7 years)
“Choose the right person” Anxiety level assessment (4-7 years)
“Emotional manifestations of children when acting out story scenes” (4-7 years)
“Children’s emotional reactions to funny images” (4-7 years old)
“Studying children’s self-esteem in different types of activities” (4-7 years)
“Two houses” Communication features (5-7 years)
“The influence of fiction on the emotional experience of preschool children” (5-7 years)
“Children’s awareness of moral standards” (5-7 years old)
“Awareness of motivational preferences” (5-7 years)
“Self-esteem and assessment of personal qualities of children in the group” (5-7 years old)
“Studying the level of self-awareness” (5-7 years)
“The level of aspirations of children in various types of activities” (5-7 years)
“Emotional behavior of children when perceiving literary works” (5-7 years)
How is the child's relationship with other people? Assessment of a person’s communicative qualities (5-7 years)
“Unfinished Stories” Study of the nature of empathy: egocentric, humanistic (5-7 years)
“Non-existent animal” Diagnosis of problems in relationships with the outside world (5-7 years)
“Three questions” Study of older preschoolers’ subjective experience of their relationships with adults (5-7 years old)
“Three lines” Study of the level of self-esteem (5-7 years)
“The nature of manifestations of empathic reactions and behavior in children” (5-7 years)
“Self-esteem and moral behavior” (6-7 years)
“Study of the formation of the image of “I” and self-esteem” (6-7 years)
“What am I?” Determining a child’s self-esteem (6-7 years old)
“Ladder” Determination of a child’s self-esteem (6-7 years old)

Tests for preschoolers 6 years old for school readiness:

Bender test Study of hand-eye coordination (3-7 years)
“Elimination of inappropriate pictures” Study of analytical and synthetic activity (4-7 years)
“Graphic dictation” Revealing the ability to listen carefully and accurately follow the instructions of an adult (5-7 years old)
“Riddles” Revealing a child’s understanding of the allegorical meaning of riddles (5-7 years old)
“Corrective test” Research of volitional readiness for learning (5-7 years)
“Labyrinth” Assessment of the ability to follow rules (5-7 years)
Self-diagnosis for parents (5-7 years old)
“Composing a whole from parts” Identification of the degree of mastery of visual synthesis, the formation of visual and figurative representations (5-7 years)
“Ability to learn at school” Psychological readiness for learning, level of mental development of the child (5-7 years)
Kern-Jerasek test Orientation test of school maturity (5-7 years)
Questionnaire for the orientation test of school maturity by J. Jerasek (6-7 years old)
“Learning activity” Determination of the level of mastery of learning elements (5-7 years)
Memorizing 10 words that are not related in meaning (6-7 years)
“Indirect memorization” Revealing understanding of instructions and retaining them until the end of the experiment (6-7 years)
Determining the level of development of fine motor skills of the hands (6-7 years)
“Building a “fence” Ability to retain instructions and control one’s actions (6-7 years)
“Differentiating between the right and left sides” Identification of orientation in the body diagram (6-7 years)
“Drawing of a school” Determination of a child’s attitude towards school and level of school anxiety (6-7 years old)
“Systematization” Assessment of mastery of elements of logical thinking (6-7 years)
Standard conversation with Nezhnova Study of a schoolchild’s internal position and identification of the nature of orientation towards school and educational activities (6-7 years old)
“Schematization” study of the level of development of visual-figurative thinking (6-7 years)
Test to determine the level of development of voluntary regulation of activity (6-7 years)
“Vocabulary test” Study of active and passive vocabulary (6-7 years)
“Establishing patterns” Revealing the maturity of analysis, comparison, the ability to identify essential features and mentally generalize them according to the principle of analogy (6-7 years)

Dynamic organization of a motor act

"Asymmetrical tapping"
"Graphic tests"
"Fingering"
Reciprocal coordination of movements (Ozeretsky tests)

Diagnostics of interpersonal relationships of preschool children methods:

“Kinetic Drawing of a Family” (KRS)
Projective test “Family Drawing”
“My Family” - “The Family I Want”
Child's Attachment to Family Members Scale
Recognizing types of education from drawings
Questionnaire for parents “Types of raising children”
Children's Rivalry Scale
Examples of typical statements and complaints from parents when they do not accept their child
Scale of the degree of child rejection in the family

Stressful situations in a child's life

Symptoms of neuro-emotional stress in children
Symptoms of stress at the mental level
Physical manifestations of stress
Child self-esteem scale

Literature

All of the above methods are included in

Pedagogical and psychological diagnostics of children in preschool educational institutions

Maria Tazina

Pedagogical and psychological diagnostics of children in preschool educational institutions

Table of contents

Introduction

Chapter 1. Features of psychological diagnostics of children in preschool educational organizations

1.1 General concept of psychological diagnostics

1.2 System of psychological diagnostics in preschool organizations

1.3 Methods of psychodiagnostics of preschool children

Chapter 2. Pedagogical diagnostics of children in preschool educational organizations

2.1 General concept of pedagogical diagnostics

2.2 Functions and principles of pedagogical diagnostics

2.3 Stages of pedagogical diagnostics

Conclusion

Introduction

One of the priority tasks of preschool development is the protection and strengthening of the psychological health of pupils. It is considered as a condition for the implementation of the basic general education program of preschool education. Therefore, creating conditions for the realization of child development opportunities in preschool age and assistance in the formation of those psychological formations that will form the basis for development in subsequent periods is a priority in the professional activities of specialists in preschool organizations.

Along with these areas there is psychological and pedagogical diagnostics of children. Early diagnosis of the development of the cognitive sphere and all mental processes of the child is extremely important and necessary. Today it has been proven that the earlier targeted work with a child is started, aimed at correcting or developing his capabilities and abilities, the more effective its results can be; it often becomes possible to prevent secondary developmental deviations, if they are detected. The child’s nervous system has such an important property as plasticity, that is, it reacts flexibly to external influences. This quality determines the need for early diagnosis of the child.

Chapter 1. Features of psychological diagnostics of children in preschool educational organizations

1.1 General concept of psychological diagnostics

The most important area of psychological science and psychological practice is psychodiagnostics. It is associated with the development and application of various methods for recognizing the individual characteristics of a person or group of people.

Psychodiagnostics is understood as a field of psychological science that develops theory, principles, as well as tools for assessing and measuring individual psychological characteristics of a person and variables of the social environment in which a person’s life activities take place.

Psychodiagnostics is practically used in a variety of areas of psychologist activity. And when he acts as an author or participant in applied psychological and pedagogical experiments, and when he is engaged in psychological counseling or psychological correction. And, nevertheless, most often psychodiagnostics is a separate independent field of activity of a practical psychologist. Then its goal is to make a psychological diagnosis, that is, to assess the psychological state that a person has.

There are three stages in a psychodiagnostic examination:

1. Data collection.

2. Processing and interpretation of the results obtained.

3. Making a decision – psychological diagnosis and prognosis.

Psychodiagnostics faces the following tasks:

- identifying the presence of a person’s psychological behavioral characteristics or psychological properties;

— determination of the degree of development of a given property, its expression in quantitative and qualitative indicators;

- characteristics of the diagnosed behavioral and psychological characteristics of a person when this is necessary;

— comparison of the degree of expression of the studied properties in different people.

All of the above tasks are solved in practical psychodiagnostics either comprehensively or each separately, depending on the goals of the research being conducted.

1.2 System of psychological diagnostics in preschool organizations

In preschool organizations, psychological diagnostics is an integral part of the general diagnostic system for preschool children, which also includes pedagogical and medical diagnostics (Table 1).

Table 1 – System of diagnostic work with children

Goal: Study and identify the developmental characteristics of each child and groups of children for subsequent individual and group correctional and developmental work

Indicators: State of health and physical development; means: medical examination;

Responsible: doctor, nurse.

Indicators: Mastering the educational program; means: pedagogical diagnostics; Responsible: senior teacher, educators.

Indicators: Features of mental development; means: psychological diagnostics; responsible: practical psychologist.

The goals and objectives of psychodiagnostics depend on the specifics of the preschool educational organization and, at the same time, their focus should be focused on identifying the conditions that impede the full development and formation of the personality of a preschooler. Psychodiagnostics should always be the basis for building an effective educational process in preschool educational institutions.

T. M. Martsinovskaya believes that the subject of psychodiagnostics in preschool educational institutions is the individual age characteristics of children, as well as the reasons leading to deviations and disorders in their mental development.

There are three main diagnostic schemes in the model of psychological support: diagnostic minimum, primary differentiation of norm and pathology of mental development, in-depth psychodiagnostic examination of the individual.

A psychodiagnostic examination is provided at three stages of preschool education. These include the stage of entering a preschool institution, the stage of staying in it and the stage of finishing preschool education. All of them are important components in terms of the potential development and learning opportunities present in them.

Thus, the diagnostic system in a preschool organization may include six examinations:

1. examination of children upon admission to a preschool institution during the period of their adaptation;

2. examination of young children (2-3 years);

3. examination of the younger age group (3-4 years);

4. examination of preschoolers of the middle age group (4-5 years);

5. examination of children of the older age group (5-6 years);

6. examination of children of the preparatory group during the period of completion of training in a preschool institution (6-7 years).

The scheme of psychodiagnostic work may look like this. In September-October, i.e., the beginning of the school year, a psychologist conducts a rapid diagnosis of the level of mental development of children of all age groups. After this, he conducts an in-depth examination of children who are suspected of having developmental problems. These children, as a rule, belong to the “risk group”. Based on the results of in-depth diagnostics, correctional and developmental work is compiled.

Psychodiagnostic work is carried out with children who have severe mental development disorders with the aim of primary differentiation of normal and pathological mental development. Such children are referred for psychological, medical and pedagogical consultation.

In April, a repeat psychodiagnostic examination of children in the preparatory group is carried out according to all criteria of psychological readiness, which is initially in-depth. If a preschooler is found to have a low level of readiness for school, they should receive additional psychological and pedagogical assistance.

The basis of a psychological examination of preschool children is the need to obtain information about such individual psychological characteristics of the child as the characteristics of the emotional-volitional sphere; features of communication and behavior; features of cognitive activity (Table 2).

Table 2 – Psychodiagnostic examination

Early age

(2-3 years)

Cognitive sphere: Sensory standards, general motor skills, constructive praxis.

Emotional-volitional sphere: Emotional background of mood, activity.

Behavior and communication: Play, contact, response to encouragement and reprimand.

Junior group

(3-4 years)

Cognitive sphere: Imagination, thinking, speech, motor skills.

Emotional-volitional sphere: Dominant emotional state, gender and age identification, level of aspirations.

Behavior and communication: Play, communication skills in communicating with adults.

Middle group

(4-5 years)

Cognitive sphere: Imagination, thinking, speech, memory, motor skills.

Emotional-volitional sphere: Self-awareness, dominant emotional state.

Behavior and communication: Play, communication skills in communicating with adults.

Senior group

(5-6 years)

Cognitive sphere: Imagination, thinking, speech, memory, attention, motor skills.

Emotional-volitional sphere: Self-esteem, status in the group, dominant emotional state.

Behavior and communication: Play, communication skills in communicating with peers.

Preparatory group

Cognitive sphere: Memory, attention, speech, logical thinking, imagination, motor skills.

Emotional-volitional sphere: Motivation, self-esteem, volition, dominant emotional state.

Behavior and communication: Playing, communicating with peers and adults.

Based on the results of the psychological diagnostic data obtained, the psychologist prepares generalized analytical information for groups, filling out summary tables.

1.3 Methods of psychodiagnostics of preschool children

In the process of psychological diagnostics, various methods are used to obtain information about the status of the child and his compliance with age standards at the stage of the diagnostic examination. Methodological techniques that are used to conduct a diagnostic examination of a child should be brief and convenient to quickly obtain information from one or another area of the child’s personality. Before starting a diagnostic examination, it is recommended to conduct a diagnostic interview, which can cover any topic. It is important that the psychologist has a good command of the methodology for conducting it.

Diagnostic interview

It should not be boring or time-consuming for the child. It is necessary to take into account the age of children and diagnostic tasks, and on the basis of which to apply its different modifications. For this purpose, you can use toys, pencils, and paper. This is due to the fact that children cannot describe their feelings; they express them more easily in drawings. You can begin the actual psychodiagnostic examination after the initial acquaintance.

Observation method

is one of the main methods in working with children. D. B. Elkonin, a famous Soviet child psychologist, used observation of his grandson to describe the process of formation of the child’s objective actions.

Observation must be carried out correctly: it must be purposeful and built according to a specific plan. Before starting observation, it is important to establish its purpose, answer questions about why it is being carried out, and what results it should produce. After which an observation program is drawn up and a plan is developed.

To obtain the results necessary for generalization, observation must be carried out regularly. This is explained by the fact that children grow very quickly and their psychology and behavior changes just as quickly. The intervals depend on the age of the child: the earlier the age, the shorter the time interval between the next observation should be. In this case, we mean the implementation of scientific observation, which is accompanied by the maintenance of systematic records, analysis and generalization of observation results.

Due to the fact that preschoolers are highly distractible and have insufficiently stable attention, it is possible to use hidden surveillance, which is designed so that the child does not see the adult watching him.

This method has both a number of undeniable advantages and disadvantages. Thanks to observation, you can obtain interesting facts by studying a child in the natural conditions of his life; it is also indispensable for initial orientation in the problem and obtaining preliminary facts. The disadvantages include the labor intensity of this method. It requires the researcher to have high psychological education and a lot of time, which does not guarantee obtaining facts. In addition, observation results often do not make it possible to understand the reasons for certain forms of child behavior.

Experimental method

is often one of the most reliable ways to obtain reliable information about the psychology and behavior of a child. Including a child in an experimental play situation makes it possible to obtain the child’s immediate reactions to the influencing stimuli and, on the basis of these reactions, to judge what the child is hiding from observation or is unable to verbalize during questioning.

The best results from an experiment in working with children can be obtained when it is organized and carried out in the form of a game and activities familiar to the child - drawing, guessing riddles, designing, etc. The important point is that children should not suspect that games are being played specifically for their study. This can lead to a loss of interest in the child in what he is asked to do and will not allow him to reveal his intellectual abilities and qualities of interest to the researcher.

The specificity of an experiment in child psychology is that the experimental conditions should not violate the child’s usual forms of activity and should be close to his natural living conditions.

In addition to the main methods of studying children - observation and experiment - auxiliary methods are also used. These are the analysis of the results of children's activities

(drawings, crafts, fairy tales they composed, etc.) and
the conversation method
.

The most widely used is the analysis of children's drawings. The emotional state of the child, the peculiarities of perception of surrounding people and objects, the nature of relationships with others are reflected precisely in children's drawings. At the same time, the interpretation cannot be definite and unambiguous and always presupposes the subjectivity of the researcher, therefore the analysis of children's drawings requires high qualifications and extensive experience in working with this material. In this regard, this method can only be used as an auxiliary method in serious research.

Conversation method

(question method) can be used from the age of four, when children already have a fairly good command of speech. Since preschool children do not yet have the opportunity to express their thoughts and experiences in words, they usually give short and formal answers.

Choosing the right questions to talk to children is a great art. The child does not always correctly understand the questions that are addressed to him. For this reason, when conducting psychological research using interviews with children, it is advisable to initially make sure that the child correctly understands the questions addressed to him and only after that begin to interpret and discuss the answers he gives. Conversation can also be used as an auxiliary method.

Thus, psychodiagnostics of preschool children has its own specifics, since they have a number of psychological and behavioral characteristics that need to be known in order to obtain reliable results in the process of their psychodiagnostic examination. It is important to take into account the relatively low level of self-awareness and consciousness, and also to remember that preschoolers have underdeveloped processes such as attention, thinking, memory and imagination.

Chapter 2. Pedagogical diagnostics of children in preschool educational organizations

2.1 General concept of pedagogical diagnostics

Pedagogical diagnostics has three interrelated meanings:

1) This is an independent type of analytical activity of a teacher.

2) Applied field of pedagogy, studying the patterns of pedagogical diagnosis.

3) The process of the teacher studying the current state of the object and its relationship with the norm.

Pedagogical diagnostics is not so much a study of children and their personal characteristics, but rather the capabilities and resources of the education system, the pedagogical process organized in a preschool institution and in the student’s family.

In addition, pedagogical diagnostics in a preschool organization is also aimed at studying teachers and parents, identifying their difficulties in organizing the pedagogical process and their level of competence. The obtained diagnostic data are used for the active development of all participants in the pedagogical process, for the correct selection of methods and means of education, as well as for the purpose of providing timely assistance when problems or difficulties are detected in working with children.

2.2 Functions and principles of pedagogical diagnostics

One of the main functions of pedagogical diagnostics for a practicing teacher is the feedback or information function . The diagnostic activity of the teacher is aimed not only at identifying and assessing the child’s condition, but also at identifying conditions that positively or negatively affect his development. While observing the child in various situations (in his free time, on a walk, playing with peers, etc.), the teacher makes notes of his reactions to conflict and to praise, to an offer to engage in some activity.

With the help of this, he manages to find out what interests the child has, his skills, inclinations, difficulties, preferences and objects that are significant to him, as well as understand the reasons for behavioral manifestations. Understanding these points allows the educator to reduce the formality of educational interaction, determine the uniqueness of educational goals, and guide him to search and apply the best option for a pedagogical solution.

The prognostic function allows you to predict the course of the pedagogical process and determine the prospects for the child’s development. In order to make a forecast, the teacher compares information about what the preschooler was like before and how he manifests himself now. As a result, the identified dynamics of changes (negative or positive) contributes to the ability to predict changes in the child and prevent undesirable development trends.

The control and correction function identifies specific difficulties in the educational process and determines the causes that give rise to them. This function manifests itself primarily in the process of conducting pedagogical examination and presupposes the existence of a standard.

The evaluation function establishes the degree of change in the pedagogical object under study and the dependence of these changes on the conditions of the educational process. Using this function, you can conduct a qualitative and quantitative assessment of the achievements of preschoolers, the performance of each teacher individually and the entire teaching staff as a whole.

Conducting pedagogical diagnostics should be carried out taking into account a number of principles that are determined by the specifics of the pedagogical process of a preschool organization. The content, goals, forms and methods of diagnostic procedures, as well as the methodology for analyzing the data obtained, are determined precisely by the principles of pedagogical diagnostics.

1. The principle of objectivity allows us to minimize the subjectivity of assessments, which can be observed due to the fact that, as a rule, “participant” observation is carried out, in which the diagnostician is inside the subject under study, and not removed from it.

2. The principle of a holistic study of the pedagogical process presupposes:

— consideration of the child as an integral system consisting of certain interconnected components;

- comparison of data obtained in different conditions and situations of the child’s life, by different people who are in different relationships with him;

— identifying the interdependence and interdependence of internal factors of a person’s individual and personal development with external environmental conditions.

3. The principle of processuality is the study of a phenomenon in its genesis and progression.

4. The principle of competence is that the diagnostician makes decisions only in those matters in which he has special training; any actions that could cause harm to the subject during the diagnostic process and results are also prohibited.

5. The principle of personalization lies in the requirement to detect not only individual manifestations of general patterns, but also individual paths of development, and deviations from the norm should not be assessed as negative without analyzing the dynamic trends of formation.

2.3 Stages of pedagogical diagnostics

Before starting diagnostics, it is necessary to design it. In this connection, the first stage is the design stage . It involves performing certain actions.

1. Outline the diagnostic goals (for example, to assess the degree to which children in the middle group demonstrate curiosity and activity, and also to determine the individual characteristics that appear in this case).

2. Determine the norm (standard, ideal, sample), with which the received information will be compared in the future.

3. Identify indicators and criteria for assessing manifestations of curiosity and activity in preschoolers. Thus, the criterion of curiosity may be the child’s sensitivity to new things, and indicators of the manifestation of this criterion are the identification of new objects in the environment, attentive listening to the teacher’s stories, cognitive questions about new objects, etc.

4. Determine diagnostic methods. The diagnostic method is focused on studying pedagogical reality.

The main methods in pedagogical diagnostics are participant observation and non-standardized conversations with children. Diagnostic situations are also used that “provoke” the child’s activity, which the teacher would like to observe2.

The second stage is practical , at which diagnostics are carried out.

The third stage is analytical . At this stage, the obtained data is analyzed, after which quantitative data appears.

The fourth stage is data interpretation. Interpretation of the data obtained requires deep knowledge of the object of study, high professionalism and experience, the ability to analyze and summarize extensive empirical information, often of a mosaic nature, and give an objective interpretation of the identified facts.

The fifth stage - goal-oriented - involves identifying current educational goals for each child and for the group as a whole.

The teacher regularly projects the data obtained as a result of comparisons and analysis onto the child’s behavior in other situations or in the future in the field of pedagogical diagnostics.

Thus, the art of a teacher is to open up the prospects for his development to each child, to show him those areas where he can express himself. The main point of the teacher’s prognostic activity is to find the most optimal way for the development of a two-pronged process: the socialization of the child, the identification and development of his individuality.

Conclusion

Correctly organized and carried out diagnostics of children in a preschool educational organization, aimed at identifying individual psychological characteristics of development and learning, allows not only to timely identify violations and take measures to correct them. No less important is psychological and pedagogical diagnostics aimed at identifying the child’s capabilities, determining his achievements in comparison with previous periods of development and creating all the necessary conditions for the further realization of his abilities.

The use of research methods such as observation, experiment, analysis of the results of a child’s childhood activity and conversation with him requires a high level of professionalism from a teacher-psychologist.

Collection of tests “Working tool for a child psychologist”

The stimulus material of the methods is in good digital quality and is already adjusted to A4 page sizes.

You can print all the tests at once, or you can print selectively only those tests and techniques that are needed right now.

Observing such a rapid stage of child development as preschool childhood is not only very interesting, but also responsible. Especially for a child psychologist. It is you who are called upon to keep your finger on the pulse and accompany the formation of several dozen small personalities at the same time. A reliable tool to help do this is psychological diagnostics.

Having at hand the “WORKING TOOL OF A CHILD PSYCHOLOGIST”, you will significantly improve the quality and efficiency of your work. The collection contains almost all the methods that have become classic in education, which are used by most psychologists.

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Diagnostic techniques for examining children of different preschool age groups

NADEZHDA YUREVNA PETROVA

Diagnostic techniques for examining children of different preschool age groups

Diagnostic techniques used in examining children of different preschool age groups

The first task of this examination , which can be carried out either by a psychologist or by the teacher himself, is to determine mental development as an indicator of intellectual health. The most effective, according to psychologists, are the following techniques .

1. Method “box of forms”

includes tasks for placing three-dimensional insert figures in a box with slots, the bases of which are the simplest geometric shapes corresponding in shape to the slots of the box.
The task requires the child not only to accurately perceive the form, but also to correctly rotate the figure in space (taking into account the angle)
.
The technique is aimed at assessing the perception of shape and spatial relationships.
If the task is performed poorly, the child is additionally offered tasks to choose a form based on the model. 2. 2. “Pyramid”
techniques (subject actions)
contain tasks for performing actions with a large number of elements
of different sizes . The methods reveal the level of perception of the relationships of objects in size and features of the organization of the child’s activities. If the child performs tasks poorly on the same material, he is offered a choice of a larger element from two, and then from three. The materials of the techniques are multi-colored elements of the same shape, which can be ordered by size as elements of a serial series. The same material can be used to assess color perception based on pattern selection, as well as to determine knowledge of colors (their names)
.

3. 3. “Cut-out pictures” technique

contains tasks for folding pictures from several parts
(from 2 to b)
.
The technique reveals the degree of mastery of visual synthesis - the combination of elements into a holistic image.
4. 4. Methodology “design by pattern”

includes tasks for reproducing several options for placing three building parts
of different shapes according to a model proposed by an adult. The technique reveals the level of development of spatial perception based on an analysis of the relative position of objects in space.
5. 5. “Drawing a person” technique

.
The child is offered a set of toys and various items (unformed play material)
.
His game is being monitored. The technique allows us to judge the development of the child’s thinking and imagination based on the level of development of play activity (use of substitutes, the ability to construct sequential play actions and plots, role-taking).
7. 7. Method of “finishing figures”

includes tasks for freely completing unfinished images.
The material of the technique consists of cards with figures of indefinite shape drawn on them. The child is given the task of completing each of the figures to create a picture. The technique assesses the level of development of creative imagination (the ability to create original images)
and abstract thinking.

8. 8. Method of “repetition of words and sentences”

records
children's to remember and reproduce the proposed verbal material. As such material, children 3 years old are offered 3-4 familiar words, children 4 years old - 5-7 and a simple phrase. The technique is used to test memory.
9. 9. “Questions to pictures” technique

.
Children are presented with simple pictures, for example, with a picture of a girl, and asked questions: “What is drawn here?”
,
"who is this?"
, “what is he
(she)
doing?” The level of development of the child’s active speech is determined.

10. 11. “bowl”
technique (inclusion in a series)
is carried out on the same material as
“bowl”
technique , and contains tasks to find the place of the missing element in the serial series of quantities laid out by an adult.
The technique reveals the ability of children to establish the simplest logical relationships.
11. 12. “Fish” technique

contains tasks for constructing an object according to a colored dissected diagram.
The children's ability to accurately focus on the diagram is tested, as well as the ability to plan their actions both in analyzing the diagram and in reproducing its design, which is an important indicator of the development of imaginative thinking and organization of activities.
12. 13. Methodology “classification according to a given principle”

.
The child is given a set of pictures. Some depict one item, others show several. The task is to divide them into two groups according to the principle of quantity, which, if necessary, is demonstrated to the child by an adult. The technique is aimed at identifying the elements of logical thinking.
13. 14. “Free classification” technique

.
The child is presented with a series of pictures, which he must divide into groups , independently highlighting the basis of the grouping . The technique is aimed at identifying the elements of logical thinking.
14. 15. “The most dissimilar” technique

.
In front of the child, 8 figures are randomly laid out in a row, differing in three characteristics: circles and squares of red and blue colors, large and small. Then one of these figures is presented, and the child is asked to choose from the remaining ones the one that is most unlike it. The technique is aimed at assessing the development of logical thinking.
15. 16. Method “story by pictures”

contains tasks to establish cause-and-effect relationships.
The child is given a set of cards (for example, “grain”
,
“sprout”
,
“flower”
,
“bud”
, which he must arrange in the order of changes occurring, and then explain why he will put them this way and not otherwise.
The technique is aimed at finding out the child’s ability to establish a logical sequence of events and reflect it in speech form
16. 17. “Non-existent animal” technique

.
The child is asked to draw a “non-existent animal”
, name it and describe its way of life.
The technique is used as a projective method to study the personal qualities and characteristics of a child’s creative imagination and abstract thinking.
17. 18. Standardized diagnostic technique “perceptual modeling”

requires the mental construction of geometric figures
(circles and squares)
from several parts.
The child, not being able to perform practical tests, must find such a combination of these parts-figures of various geometric shapes that would lead to a circle or square (for this you need to select and use from 2 to 4 figures)
.
The technique reveals the degree of mastery of visual synthesis - the combination of elements into a holistic image - and characterizes the level of development of perception and visual-figurative thinking .
18. 19. Standardized diagnostic technique “standards”

contains tasks that require correlating the shape
of objects with given samples (standards)
.
Children are asked to mark images of objects corresponding to each standard in the table. The technique is aimed at assessing the level of development of perception.
19. 20. Standardized diagnostic technique “schematization”

contains tasks on the use of schematic and conventional images when orienting in a spatial situation.
The child is asked to find a “path”
in a branched system of paths, using the designation of this path using a linear diagram and a conventional image in the form of a system of landmarks.
The technique is aimed at identifying the level of development of higher forms of imaginative thinking .
20. 21. “10 words” technique

.
The child is given the task to remember and reproduce 10 words. The presentation is repeated 3-5 times. The dynamics of memorization are revealed. The technique is used to assess mechanical memory and is of particular importance when checking suspected organic lesions of the central nervous system.
21. 22. Standardized diagnostic technique “systematization”

contains tasks for placing elements in a matrix compiled according to two criteria.
Children are given the task of designating the locations of individual elements in a matrix, which is a logical “multiplication”
of the classification of geometric shapes by shape by their variation in size.
The technique is aimed at assessing mastery of logical thinking.
The second objective of the examination is to identify the level of development of fine and gross motor skills of a preschool child .

1. “Spillie” technique

.
The child is asked to put small objects (sprinkles, matches, beads)
in a box or jar with a narrow neck. The instruction is given: put one object at a time.
The technique checks the level of development of fine motor skills.
2. 2. “Repeat after me” techniques

and
“playing with a ball”
contain tasks for repeating simple movements (movements of the arms and legs, poses and actions with the ball as demonstrated by an adult.
The methods reveal the level of development of gross motor skills.
3. 3. “Free drawing” method

.
The child is asked to draw a person. Based on the features of the drawing (which parts of the body are depicted, how they are located in space, whether there are additional details, etc.) the level of development of imaginative thinking , the characteristics of the emotional-personal sphere and the child’s communication with others are judged.
The third task of a psychological examination is to study the emotional and personal sphere of the child, the characteristics of his communication and relationships with peers and with adults (with teachers, parents, emotional and personal difficulties as indicators of his mental health.

1. Methodology "CAT"

includes tasks for composing stories based on pictures, which have a special stimulating power for the manifestation of the child’s personality traits and communication.
The child is sequentially presented with 10 drawings with images of animals performing human actions, and is asked to say who is drawn in the picture, what is happening at the moment, what the characters are thinking about, what the characters are feeling, and how the situation will end. The pictures allow for ambiguous interpretation of events. The technique is used as a projective method to identify the child’s emotional and personal sphere and the characteristics of his communication (anxiety, demonstrativeness, aggressiveness, fears, conflict in communication, etc.).
2. 2. “Phrase completion” technique

contains tasks to complete sentences by indicating the sequence of events in time, causes and consequences.
The child is sequentially presented with a series of sentences, each of which gives the beginning of a phrase and needs to come up with an ending. Sentences like: “The girl took the cube and.”
,
“The boy laughed merrily because.”
,
“If it rains, then.”
.
The technique reveals the ability of children to reason consistently, establish cause-and-effect relationships, allows one to assess the level of speech development, and can also be used to determine the characteristics of a child’s personality and communication.
3. 3. Family drawing technique

. The child is asked to draw his family. By the size of the figures, their location in the picture, the features of the image of individual family members, the decrease or increase in its composition and other indicators, they judge the relationships in the family, the emotional and personal difficulties of the child himself.

4. 4. “Two houses” technique

specifically designed for
diagnosing the sphere of communication . To carry out the methodology , the same material is used as in the methodology intended for analyzing the relationships of a child in a kindergarten group . The difference is that in this case, the child’s immediate family environment is analyzed first. The technique makes it possible to judge the system of intimate selective relationships in the family.
5. 5. “Pictogram” technique

contains tasks for memorizing words using pictures.
The child is asked to memorize a series of 11 words and phrases using his own free sketches. The technique is aimed at studying the characteristics of a child’s thinking and indirect memorization.
In addition, it can reveal features of the personal sphere and the level of organization of activity. 6. 6. “Three wishes” technique

and
“invisibility hat”
. The child is asked to name three wishes that he would like to express to the wizard, and then answer whether he would like the wizard to give him an invisible hat, and what he would do with it at home, on the street, in kindergarten. Based on the child’s answers, his imagination, value orientations, needs, as well as his relationships with children and adults are judged.

7. 7. “Game room” technique

.
The child is asked to imagine that he has come to a magical room where there are favorite toys and you can play any games. Next, he is asked to take two kids he knows with him and come up with a game that the children could play with him. At the same time, the child is asked a series of questions like: “How to play such a game?”
,
“And if the kids don’t want to play it, what will you do?”
etc. Based on the child’s story and answers to questions, one can judge his value orientations, the level of development of communication with peers, and the ability to get out of conflict situations.

8. 8. Ladder technique

includes tasks for making choices using rating scales.
The child is given a drawing of a staircase and is told that on the top steps are the best children, and on the bottom are the worst. The child must show his place, as well as the place of other children (friends, brothers, sisters)
on this ladder.
Scales with various characteristics are used, for example: “good - bad”
,
“smart - stupid”,
etc.
The technique is aimed at identifying the level of self-acceptance and self-esteem of the child.
9. 9. Card selection technique

.
different tasks written on the back . The cards are arranged in ascending order of numbers . The degree of difficulty of the task corresponds to the size of the serial number of the card. The child is asked to choose the task he wants to complete. The technique is aimed at assessing the child’s level of aspiration.
10. 10. Standardized diagnostic methodology “learning activity”

reveals the level of mastery of learning elements available
to preschoolers : the ability to subordinate one’s actions to a rule, listen and consistently follow the instructions of an adult. The child is required to make a pattern under the dictation of an adult by connecting figures arranged in rows. The figures must be connected in accordance with predetermined rules.

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“Features of psychodiagnostics of preschool children”

Report

“Features of psychodiagnostics of preschool children”

Features of psychodiagnostics of preschool children

The word “psychodiagnostics” literally means “making a psychological diagnosis,” or making a qualified decision about the final psychological state of a person as a whole or about any individual psychological property. Practical psychodiagnostics is used in a variety of areas of activity of a psychologist: both when he acts as an author or participant in applied psychological and pedagogical experiments, and when he is engaged in psychological counseling or mental correction. But most often, psychodiagnostics acts as a separate, completely independent field of activity. Its goal is to make a psychological diagnosis, i.e. assessment of a person’s current mental state. Preschool children have a number of psychological and behavioral characteristics, knowledge of which is necessary in order to obtain reliable results in the process of their psychodiagnostic examination. These features, first of all, include a relatively low level of consciousness and self-awareness. For most preschoolers, cognitive processes such as attention, memory, perception, imagination and thinking are at a relatively low level of development. In order to correctly judge the level of development achieved by a child, it is necessary to select psychodiagnostic test tasks in such a way that they are simultaneously designed for both voluntary and involuntary levels of regulation of the cognitive sphere. This allows us to adequately assess, on the one hand, the degree of arbitrariness of cognitive processes, and on the other hand, the real level of their development in the event that they are not yet arbitrary. Children 3-6 years old already have elements of voluntariness in managing their cognitive processes. But the majority of children of this age are characterized by a predominance of involuntary cognitive processes, and the child relies on them when learning about the world around him. Psychodiagnostics of children of this age, therefore, should be two-directional: A detailed study of the development of involuntary cognitive processes. Timely detection and accurate description of voluntary cognitive actions and reactions. Preschool children are very poorly aware of their own personal qualities and cannot correctly assess their behavior. From 4 to 6 years old, children can already evaluate themselves as an individual, but within limited limits. Therefore, it is recommended to use the method of external expert assessment, using adults who know the child well as experts. Also, personality questionnaires containing direct judgments of the self-evaluative type are not entirely suitable for preschool children. If we are talking about indirect judgments, then they should also not include features of the psychology of behavior that the child is not yet well aware of. In general, the use of such questionnaires for psychodiagnostic purposes in preschool age should be minimized, and if resorting to them is inevitable, then each question must be explained in detail and clearly to the child. Only then will preschoolers demonstrate their abilities in the process of psychodiagnostics, i.e. show results that correctly reflect the level of their mental development, when the methods themselves and the tasks they contain arouse and maintain the child’s interest throughout the entire time. As soon as the child’s immediate interest in the completed task is lost, he ceases to show the abilities and inclinations that he actually possesses. Therefore, if we want to identify the actual level of psychological development of a child and his capabilities, for example, the zone of potential development, it is necessary in advance, by drawing up instructions and methods, to make sure that all this arouses involuntary attention on the part of the child and is interesting enough for him. Finally, one should take into account the characteristics of the involuntary cognitive processes themselves, for example, the inconstancy of involuntary attention and increased fatigue of children of this age. Therefore, a series of test tasks should not be made too long or require a lot of time. The optimal time for completing test tasks for preschool children is considered to be in the range from one to ten minutes, and the younger the child’s age, the shorter it should be. The best psychodiagnostic results can be obtained by observing children in the process of engaging in the leading activity for a given age - play.

Recommendations

When taking a child for diagnostics, you must keep in mind that he should not be torn away from an activity that is interesting to him and brought against his will. In this case, the research results may be unreliable.

To carry out diagnostics, a separate room is required, in which no one will interfere with the work with the child. The appearance of the room is of great importance. The less it looks like an official office, the freer the child will feel. An important condition for psychodiagnostics is adaptation to the individual characteristics of the child: his pace, level of fatigue, fluctuations in motivation, etc.

Methods of psychodiagnostic examination of preschool children

Let us consider the features of using such various methods of studying children as observation, survey, experiment and testing.

Observation method

The observation method is one of the main ones in working with children. Many methods commonly used in the study of adults - tests, experiments, surveys - have a limited scope of application in studies conducted on children due to their complexity. They are, as a rule, inaccessible to children, especially in infancy.

One of the first researchers to monitor child development was Charles Darwin. In 1881, it was he who first described the appearance of a child’s smile on the 45th-46th day of life, attachment to an adult at the end of the fifth month of life, and many other important facts. The prominent Swiss psychologist J. Piaget, highlighting the stages of mental development of a child, often referred to observations of his own grandchildren. The famous Soviet child psychologist D.B. Elkonin used observations of his grandson to describe the process of formation of the child’s objective actions.

Before you begin observing what and how children do, it is necessary to establish the purpose of the observation, answer questions about why it is being carried out, and what results it will ultimately produce. Then it is necessary to draw up an observation program, develop a plan designed to lead the researcher to the desired goal.

The observation method can provide very important results. But it all depends on what and how to observe. In this regard, several observation options are distinguished.

Firstly,

it can be continuous or selective.

Secondly,

observation can be hidden and included.

Third

, observation can be one-time or long-term.

The observation method has a number of undeniable advantages. It allows us to unfold before us the concrete life of a child, gives many living, interesting facts, but allows us to study the child in the natural conditions of his life. It is indispensable for initial orientation in the problem and obtaining preliminary facts. But this method has a number of disadvantages

, the main one being its extreme labor intensity. It requires high psychological education of the researcher and a huge investment of time, which does not at all guarantee obtaining facts. The researcher is forced to wait until the phenomena of interest arise by themselves. In addition, observational results often do not allow us to understand the reasons for certain forms of behavior. Many researchers have noticed that when observing, a psychologist sees only what he already knows, and what is still unknown to him passes by his attention.

Experimental method

In research work with children, experimentation is often one of the most reliable methods of obtaining reliable information about the psychology and behavior of a child, especially when observation is difficult and survey results may be questionable. Including a child in an experimental play situation makes it possible to obtain the child’s immediate reactions to the influencing stimuli and, on the basis of these reactions, to judge what the child is hiding from observation or is unable to verbalize during questioning. The spontaneity of children's behavior in play, the inability of children to consciously play a certain social role for a long time, their emotional responsiveness and fascination enable the researcher to see what he is not able to obtain using other methods.

An experiment in working with children allows you to get the best results when it is organized and carried out in the form of a game or activities familiar to the child - drawing, designing, guessing riddles, etc. Children should not suspect that the games they are offered are specifically designed for their learning.

The experimental procedure has a greater impact on children than on adults. The explanation for this is found in the characteristics of the child’s psyche

Children are more emotional when communicating with adults
. An adult is always a psychologically significant figure for a child. He is either kind, or dangerous, or likable and trustworthy, or unpleasant and should be stayed away from.

Consequently, children strive to please an unfamiliar adult or “hide” from contact with him.

The manifestation of personality traits in a child depends on the situation to a greater extent than in an adult.
The situation is constructed during communication: the child must successfully communicate with the experimenter, understand his questions and requirements. A system of concepts and methods of communication that are unusual for a child will be a powerful barrier to his inclusion in the experiment.
The child has a more vivid imagination than the experimenter, and therefore can interpret the experimental situation differently than an adult
. Experimenters are advised to pay attention to whether the child correctly understands the questions and requests addressed to him when giving one or another answer.

The specificity of an experiment in child psychology is that the experimental conditions should be close to the natural living conditions of the child and should not disrupt the usual forms of his activity. Unusual laboratory conditions may confuse the child and cause him to refuse to perform activities. Therefore, an experiment with the participation of children should be close to the natural conditions of a child’s life.

One type of psychological experiment is tests.

Test

is a system of specially selected tasks that are offered to children under strictly defined conditions. For completing each task, the child receives a score.

Helper Methods

In addition to the main methods of studying children - observation and experiment - auxiliary methods are used. These include analysis of the results of children's activities (drawings, crafts, fairy tales composed by children, etc.) and the method of conversation (or interview). Analysis of children's drawings is especially widely used. Children's drawings reflect the child's emotional state, the peculiarities of perception of surrounding people and objects, and the nature of relationships with others. When interpreting drawings, it is imperative to take into account the visual experience of the “artist,” since children’s graphic activity may be poorly formed. The presence or absence of visual skills, the use of stereotypes, templates, age characteristics - all this significantly influences the diagnostic portrait of a person. Interpretation of children's drawings requires high qualifications and extensive experience working with this material. In addition, it can never be definite and unambiguous and always presupposes some subjectivity of the researcher. Therefore, in serious research this method can only be used as an auxiliary one.

The conversation method (question method) can be used in working with children starting from the age of 4, when they already have a fairly good command of speech, but within very limited limits. The fact is that children of preschool age cannot yet express their thoughts and experiences in words, so their answers are usually short, formal and reproducing the words of an adult. Selecting questions to talk to children is a great art. Difficulties may be caused by the fact that the child does not always correctly understand the questions addressed to him.

Conclusion:

Psychodiagnostics of preschool children has its own characteristics. Preschool children have a number of psychological and behavioral characteristics, knowledge of which is necessary in order to obtain reliable results in the process of their psychodiagnostic examination. These features, first of all, include a relatively low level of consciousness and self-awareness. In addition, it should be taken into account that processes such as memory, attention, thinking, and imagination are not sufficiently developed. The most commonly used research methods are observation and experiment, as well as auxiliary methods: analysis of the results of children's activities and conversation. The best psychodiagnostic results can be obtained by observing children in the process of engaging in the leading activity for a given age - play.

Literature:

Vallon A. Mental development of the child. - M., 1967

Wenger L.A. Pedagogy of abilities. - M., 1973

Vygotsky L.S. Pedagogical psychology. - M., 1991

Gurevich K.M. Psychological diagnostics. Tutorial. M., 1997.

Druzhinin V. N. Experimental psychology. — 2nd ed., add. - St. Petersburg, 2002.

Piaget J. Selected psychological works. - M., 1969

Elkonin D.B. Child psychology. - M., 1960

Elkonin D.B. Mental development in childhood.-M., 1995

Card file of diagnostic methods

The second parameter is cognitive activity. Indicators of this parameter are the variety of actions with objects and the child’s emotional involvement in the activity. The variety of actions with objects characterizes the child’s desire and ability to extract maximum information about the object through a variety of actions. The child’s emotional involvement in an activity reflects the child’s degree of curiosity, pleasure from the actions and their results, persistence in trying to take possession of the object and examine it. In a baby who is in favorable conditions of upbringing, object-manipulative activity is colored with bright positive emotions, he actively seeks and finds something to do, and knows how to extract interest even from an outwardly unattractive object. Children who have a lack of communication with adults are characterized by a low level of curiosity. They often experience fear of new objects or remain indifferent to them, are not active in looking for something to do, and can spend a long time in inactivity. Their actions with objects are few and monotonous, rarely accompanied by manifestations of joy.

To identify the characteristics of the selected parameters, appropriate diagnostic tests are carried out.

Description of diagnostic situations

Situation 1. “Different toys.”

Goal: determining the parameters of object-manipulative activity with objects familiar to the child. In this test, the child is given the opportunity to update the current level of proficiency in object-manipulative activities.

Organization of the subject environment. An adult picks up a set of toys and puts them in a bag or bag. It should include toys with which the child can perform both nonspecific and specific actions, for example, a pyramid ring. This object allows you to carry out both non-specific (throwing, knocking, moving), specific (rolling, putting on a finger through a hole), and playful, culturally fixed (use as a “steering wheel” or “plate”) actions. With the help of a rattle, a rubber squeaker toy, a ball, a telephone handset, the child performs specific actions (rattling, waving a rattle, squeezing a rubber toy, rolling a ball). A soft animal toy or doll with various details of clothing, a spoon, a cup provide the opportunity for both research and play, culturally specific actions (“cradle”, “feed” the doll, “drink” from the cup, etc.) .

Diagnostic test procedure. The child sits on a special chair in front of the table, and the adult next to him. He consistently, as the child’s interest in the subject wanes, places different toys on the table. In this situation, the adult does not initiate communication. If the child shows initiative (for example, holding out a toy), you should take the toy, but do not continue communication. In cases where a child’s communication development has already been diagnosed, the psychologist can post the toy that he played with in the process of situational business communication. This will make it possible to monitor whether the baby is trying to reproduce the previously obtained pattern and whether he encourages the adult to do so. Data obtained from communication diagnostics can be used to characterize object-manipulative activity. If, when diagnosing communication, a psychologist manages to simultaneously record indicators of object-manipulative activity, these tests can be combined. The protocol records the parameters of object-manipulative activity. The protocol form is given below.