Author of popular books on psychological and pedagogical diagnostics of children Strebeleva E.A. Graduated from Moscow State Pedagogical Institute. Lenin. Having received a specialty at the Faculty of Defectology, she worked for many years as a teacher and methodologist at a specialized kindergarten, then taught at the Department of Oligophrenopedagogy at Moscow State Pedagogical Institute.
She made an invaluable contribution to the development of methods for working with mentally retarded children and diagnosing developmental disorders in preschoolers.
In 1999, she was awarded the Presidential Award for her contributions to education. On psychological and pedagogical diagnostics, E. A. Strebeleva wrote more than 50 works, many of which are very popular and are reference books for speech therapists, psychologists and doctors.
Diagnostics by tests
Simple exercises and tests are developed based on many years of research and observations, which made it possible to create the E.A. method. Strebeleva on psychological and pedagogical diagnostics of child development, which has no analogues. It is precisely because of its effectiveness that this method of working with children has received such approval in the reviews of many parents about the results of working on the principles of this methodology.
The exercises include a variety of tests, explanations of how to carry them out, and tables in which the results are recorded for analysis. These tables are subsequently examined. Based on them, a conclusion is made whether the child has developmental disorders. Early diagnosis according to Strebeleva E.A. helps to identify delays in time, conduct examinations, and correct the baby’s condition with the help of treatment and additional activities.
In the book “Orphans” on psychological and pedagogical diagnostics, teachers, defectologists, neurologists, and institutional educators will find a technique that can be used to determine the level of development of children left without parents.
Diagnosis according to Strebeleva E.A. for young children is especially relevant: the smaller the child, the faster you can correct developmental problems, prevent the occurrence of deviations or reduce them. At no other age can developmental problems be corrected so effectively.
This issue was also dealt with by outstanding defectologists L.S. Vygotsky, S.D. Zabramnaya and others.
The influence of adults on children's development
The basis is the position that the child develops in the process of activity, assimilating social experience. In preschool age, these are games; they contribute to the development of motor skills, speech, thinking and perception, and imitation of the actions of adults.
The ability to adopt skills and experience from adults is a criterion for successful development, and can be taken into account when diagnosing Strebeleva E.A. in order to identify mental retardation. That is why the environment in which a child develops is so important, when his personality, relationships to the world, and social behavior are formed.
Speaking about psychotherapy, the author notes that increased conflict and neurotic aggressiveness are often associated with the unfavorable environment in which the child grows up. Group and individual work with parents is important for adjusting the development of children. Psychological and pedagogical diagnostics according to E.A. Strebeleva helps to understand not only the problems in the child’s development, but also what the adults who surround him need to change in their lives. Only an integrated approach will help develop a child to the maximum, taking into account his health and potential.
Get the cart!
The task is aimed at identifying the level of development of visual-effective thinking, in particular, the child must find a way to use an auxiliary device (ribbon).
Equipment. A trolley with a ring through which a braid is threaded.
Conducting an examination. There is a cart in front of the child at the other end of the table; he cannot reach it with his hand. Within the reach of his hand are two ends of the braid, which are separated by 50 cm. The child is asked to get the cart. If he only pulls on one end of the strap, the cart stays in place. The task is for the child to guess how to connect both ends of the tape and pull up the cart.
Education. It is carried out at the level of practical tests of the child himself: when he pulls on one end of the tape, he must be given the opportunity to try again. The teacher behind the screen threads the tape through the cart ring again and offers to take it out.
Indicators for assessing the child’s actions: if the child pulls on both ends of the tape at once (either with both hands on both ends, or connects the ends), this is considered a high level of task completion. In cases where the child initially pulls one string and copes with the task after a second test, a positive use of practical tests is noted. If the child does not know how to use the tape (or tries to reach with his hand, or tries to get up from the chair and go to the cart), this is assessed as failure to complete the task. The attitude towards the result is also noted.
Diagnostic tasks
Psychological and pedagogical diagnostics Strebeleva E.A. aims to identify deviations, timely prevention and correction. It helps to identify the causes of their occurrence and the severity of violations, make a prognosis, determine an individual work program, and give recommendations to parents on changing the conditions of their upbringing.
This takes into account the biological and social factors of personality development, as well as the fact that their balance differs at each age. That is, what is important is the child’s health, the full functioning of the neuro-anatomical and physiological structures that ensure the functioning of the brain and its development through social interactions, active development during games, learning, imitation of adults, character traits and the nervous system.
At the first stage, interaction with adults is more important for children. And as they grow, the ability to imitate is one of the important criteria that is taken into account when diagnosing according to Strebeleva at an early age. In place of imitation and in its process, opportunities emerge for the implementation of independent ideas in creativity. Therefore, at a very early age, emotional-physical contact is so important for the baby, causing a “revival complex”, which is gradually replaced by objective and verbal communication. But it is impossible to organize every step.
Another important development factor is the spontaneous perception of the surrounding world, events, people that influence his ideas and conclusions, the formation of the psyche. It is important to remember that in preschool age all mental functions develop, the foundation of cognitive abilities, elements of will, self-esteem are laid, stable patterns of personal response to various situations are formed, and a system of values is formed. In the process of formation, they can be corrected, but with age this is much more difficult and often impossible.
Diagnostic principles
Diagnosis of young children according to Strebeleva E.A. is based on a number of principles that allow us to obtain an objective assessment of the child’s condition and give the right recommendations for his development.
- The principle of an integrated approach means that the child must be comprehensively examined to determine the characteristics of development and behavior, the state of the emotional sphere, and interest in the cognitive process. That is, developmental diagnostics should be part of a comprehensive examination. If there is reason to believe that disturbances in mental development are manifested, methods of studying the history of the child’s development, monitoring his behavior, games should also be used, and emphasis should also be placed on pathopsychological, neurophysiological research and others.
- The principle of holistic-systemic education involves studying the connections between mental disorders and the causes that cause them, establishing the most important and less significant ones.
- The principle of dynamic study involves considering the child’s condition in the present, as well as in dynamics, taking into account the influence of development when using a special corrective program.
- The principle of qualitative analysis is especially important. All data obtained must be taken into account in the interaction of the child’s mental development and the characteristics of his personality. It notes his personal attitude to the tasks, to the results of the work performed, and the nature of the mistakes. To obtain an objective picture, it is important to combine quantitative and qualitative approaches in diagnosis.
To assess the acceptance of a task, the child’s consent to complete it is taken into account, as well as the child’s interest in the test itself and communication with adults during its completion. Moreover, the child can try to do it on his own, through trial and error, with the help of visual orientation, imitation, or haphazard actions that do not correspond to the properties of objects. If he can act according to instructions, take into account the properties of materials, and balance his efforts taking into account their fragility, we can talk about adequate actions.
When performing a task, you can take into account the child’s learning ability if he performs it by imitation with the help of auxiliary gestures of an adult or verbal advice.
However, here too, in order to obtain an objective assessment, a number of conditions must be met. You can show for repetition how to perform a task no more than three times, and with speech you can evaluate the course of events and indicate goals.
If a child, as a result of learning, moves from inadequate to adequate actions, we can talk about his development, while the lack of ability to complete a task indicates a violation of the emotional-volitional sphere and reduced intelligence. A normal child is interested in results, he gets upset if nothing works out, and rejoices at successes.
In order to draw a correct conclusion about his condition, it is necessary to take into account whether he had opportunities for development, whether the microclimate in the family was appropriate and whether the living conditions were normal. Based on Strebeleva’s early diagnosis, it is possible to create an individual correctional program for the child’s development, give parents advice on upbringing, and make a pedagogical forecast.
Catch the ball!
The task is aimed at establishing contact between a child and an adult, assessing his understanding of verbal instructions and his ability to follow a moving object with his gaze.
Equipment. Groove, ball.
Conducting an examination. The teacher places the ball on the groove and asks the child: “Catch the ball!” Then he turns the groove towards the child and asks him to roll the ball along the groove: “Roll!” An adult catches a ball. The game is repeated 4 times.
Education. If the child does not catch the ball, the adult shows him several times (2) how to do it.
Indicators for assessing the child’s actions: acceptance of the task, desire to play with an adult, attitude to the game, to the result.
Assessment of task completion
If, after completing the tasks, the child scores 34-40 points, it is considered that he has no deviations.
Four points are given for a test that the child immediately begins to perform independently or in collaboration with adults.
A child receives three points if he has contact with an adult, completes a task only after training, and acts adequately.
Two points are given when a child strives to achieve a goal, acts adequately, but cannot cope independently even after training.
The child receives one point for inappropriate actions or failure to understand the purpose of the task.
Disassembling and folding the matryoshka doll (two-part)
The task is aimed at identifying the level of development of the child’s orientation to the size of objects, as well as identifying the presence of correlative actions in him.
Equipment. Two-piece matryoshka doll.
Conducting an examination. The teacher gives the child a two-part matryoshka doll and asks him to open it. If the child does not begin to act, then the adult opens the nesting doll. Then he invites the child to collect it. If the child cannot cope independently, then training is provided.
Education. The teacher takes another nesting doll and opens it, drawing the child’s attention to the small matryoshka, asking him to do the same with his own nesting doll: “Open the nesting doll.” Next, the adult asks the child to hide the small nesting doll in the larger one, using a pointing gesture and the instruction: “Do as I do.” Then the child is asked to complete the task independently.
Indicators for assessing the child’s actions: acceptance of the task, methods of execution, attitude towards the result.
Features of development up to 3 years
The life of a baby is full of adventures and amazing discoveries. As soon as he begins to walk, his dependence on an adult decreases, he begins to zealously explore the surrounding space and study objects. Every day he acquires more and more skills with the help of which he learns to use things, and already in the third year of life his leading hand and the coordination of actions of both hands are determined. Seeing a new object, he wonders what can be done with it. By playing with different toys, he learns colors, shapes, weights, and develops tactile sensations.
If he is offered a choice based on a sample, then first he takes into account the shape, size, and then color. In the second or third year of life, speech develops intensively in the process of communication and special activities. At an early age, a child intensively learns to communicate and show emotions, speak, perceive information, draw conclusions, and move.
How does the lag manifest itself?
If a child has problems and developmental delays, this manifests itself in movements and games. The actions of such a child are often unfocused, and there is no interest in toys. Instead of wondering what it is and what it is for, he may pick up the toy and throw it without exploring. Gait and movements are often uncoordinated. There is also a lack of interest in the results, which can manifest itself in drawing lessons and games.
Sometimes there is poor development of neatness and independence skills, articulation and sound discrimination work poorly. Such children begin to talk only at the age of three, often due to the fact that there is no interest in the world around them, there is no sufficient emotionality, which is noticeable even in the face.
Cutting pictures
The task is aimed at identifying the level of development of a holistic perception of an object picture.
Equipment. 2 subject pictures, one of which is cut into two parts.
Conducting an examination. The teacher shows the child two parts of the picture and asks: “Make the whole picture.”
Education. In cases where the child cannot do this, the adult shows the whole picture and asks him to assemble the same one from the parts. If after this the child cannot cope with the task, the teacher himself superimposes part of the cut picture onto the whole one and asks to add another part. After training, the child must complete the task independently.
Indicators for assessing the child’s actions: acceptance of the task, methods of execution, learning ability, attitude to the result and result.
Evaluation using tables
It was to identify the real picture that a system of exercises was developed for diagnosing early development according to Strebeleva E.A. in children aged 2-3 years. This system requires filling out a table that has columns for 2-2.5 and 2.5-3 years. It also offers various simple tasks. For example, assemble and disassemble a nesting doll from 2-3 dolls, put together a pyramid of three rings, put together puzzles from 2-3 pieces, select cubes by color. Some classes are duplicated by type to eliminate the influence of subjective factors
It is suggested to find paired pictures, draw a path or a house. The child may doodle, scribble something with a purpose, draw lines to resemble a picture, or complete a task.
Each assignment has instructions to help you grade it. For example, a child can disassemble and fold a nesting doll, do it by imitating an adult, try to do it on his own, but cannot compare the sizes, pull the matryoshka into his mouth or use it for knocking and throwing. This is considered a relative norm.
Reviews from many parents convince us that using E.A.’s method. Strebel diagnostics of child development will help to timely detect deficiencies in the formation of specific skills, evaluate them, give them characteristics, and then select or create the right programs for correcting the condition, and give recommendations for contacting specialists. The tasks are given according to the principle from simple to complex, so they must be carried out exactly in the order in which they are indicated in the tables.
Those who scored 10-12 points based on the results of completing tasks belong to the first group, 13-23 - to the second, 23-33 - to the third, 34-40 - to the fourth.
Colored cubes (color perception)
The task is aimed at identifying the formation of visual perception of color.
Equipment. Colored cubes (8 pieces) of primary colors - 2 red, 2 yellow, 2 green, 2 blue.
Conducting an examination. Four cubes of different colors are placed in front of the child and asked to show the one that is in the hands of the teacher: “Take a cube like mine.” Then the teacher asks to show: “Show me where the red is, and now where the yellow, green, and blue are.” Then the adult asks the child to name the color of each cube in turn: “Tell me what color this cube is?” etc.
Education. If the child does not compare colors, then the teacher teaches how to compare 2 colors first. In cases where a child compares colors but does not identify them by name, the teacher teaches him to identify two colors by name, repeating each color 2-3 times.
Indicators for assessing the child’s actions: acceptance of the task, level of color perception - whether the child compares colors, identifies the name of the color by word, names the main colors, attitude to the result, result.
Recommendations for development based on testing results
Children of the first and second groups are recommended to increase physical activity, including a variety of movements for general development, strengthening the back muscles, coordination and balance. They need more activities with adults, emotional communication and contact. They also need to learn to work according to a model and verbal instructions, do more exercises and games that develop motor skills, the leading hand, coordination of movements, and speech stimulation.
Other tables and tasks for early diagnosis Strebeleva E.A. are offered for children aged 3 to 5 years. At this time, the child receives a new impetus in development, is literally overloaded with information, knowledge, and the desire to share it with the outside world, but still experiences certain difficulties associated with restrictions from parents, insufficiently developed movements and speech. Preschoolers aged three to five gradually master the ability to think, compare events, actions, and think about actions in their minds, and not just in a visual, objective manner.
It is at this age that the child is less interested in objects and the actions associated with them than in objects and the human relationships associated with them. Corresponding games appear that require several participants.
This is the time for the development of visual-figurative thinking, memory, and the formation of social attitudes. The child may act not according to a model, but according to verbal instructions; speech becomes from accompanying an event to planning.
For diagnosis according to Strebeleva E.A. Corresponding tables are offered for children 3-4 years old, 4-5 years old, many tests are similar to those discussed above, but are offered in a more complex version. Their implementation will help to give the right advice on the child’s development and take timely measures to correct it.
The use of tests allows you not to miss invaluable time, when even children who are lagging behind in development for various reasons can be brought up to speed with the help of exercises and the creation of a warm atmosphere of trust, and there are no other such periods in a person’s life. Diagnostics Strebeleva E.A. evokes positive feedback from educators, doctors, teachers.
