Date: March 23, 2021 Author: Irina Gift Category: School
The ability to distinguish good from bad is one of the most important components of interpersonal relationships. After all, the freedom of one person ends where the freedom of another begins. Preschool and primary school age are years of active socialization, when a child learns to interact effectively with other people without violating their personal boundaries. To assess how adequate the child’s ideas about morality are, the method of R. R. Kalinina “Story Pictures” is used.
Methodology “Story Pictures”: author, essence, purpose
The author of the method, Rumiya Rashidovna Kalinina, a candidate of psychological sciences from Pskov, is developing programs to help children with deviations associated with mental reactions to the world around them, and helps in normalizing family relationships. The “Story Pictures” test is used to study children of preschool and primary school age’s understanding of moral standards of behavior. Children 4–5 years old are individually offered pairs of pictures that present scenes illustrating the following concepts:
- generosity and greed;
- responsiveness and indifference;
- friendliness and conflict;
- neatness and untidiness.
For children 6–8 years old, the pair “politeness - inattention” is added. The test takers' task is to classify the images into two piles: positive actions and negative ones.
Without a deep moral feeling, a person can have neither love nor honor - nothing that makes a person a person.
Vissarion Grigorievich Belinsky, literary critic of the 19th century
Without understanding basic norms of behavior, a child will not be able to go through the stage of socialization among peers.
Projective technique “Pictures” by E. O. Smirnova, E. A. Kalyagina
To identify the child’s communicative competence in communicating with peers, the “Pictures” technique was used, proposed by E. O. Smirnova and E. A. Kalyagina.
Purpose: to study communicative competence in communication between older preschoolers and peers.
Material: story pictures.
(Appendix 4)
The stimulus material of this technique consists of 4 pictures depicting conflict problem situations familiar to the child.
The child is asked to tell what he sees in each picture and offer his solution to the communication problem:
No. 1 A group of children does not accept their peers into the game.
No. 2 A girl broke another girl’s doll.
No. 3 The boy took the girl’s toy without asking.
No. 4 A boy destroys a children’s building made of blocks.
The results obtained are subject to qualitative and quantitative assessment.
Understanding of the events depicted and the nature of the proposed solution to the problem are indicators of social competence. Each solution option is recorded in a protocol of responses that reflect the predominant type of solution to the communication problem.
1. (U)
- avoiding the situation or complaining to an adult (I’ll run away, cry, complain to my mother).
2. (A)
- aggressive decision (I’ll beat you up, call a policeman, hit you on the head with a stick, etc.).
3. (IN) -
verbal decision (I will explain that it is so bad that this cannot be done; I will ask him to apologize).
4. (P)
- a productive solution (I’ll wait until others finish playing; I’ll fix the doll, etc.).
(Appendix 5)
Understanding of the situation depicted in picture No. 1 is assessed - 4 points, if the child cannot give a detailed answer to the first question of picture No. 1 (for example, he answers “Children”, “Boys and girls are playing”), a lack of social competence is stated – 0 points
If the child gives a meaningful interpretation of the events depicted in pictures No. 1, 2, 3, 4, the answer options are qualified and evaluated as follows:
Type I - avoiding the situation - answers like “I’ll run away”, “I don’t know”, “I’ll complain to my mother”, “I’ll be offended” - 1 point;
Type II - aggressive behavior (I will drive everyone away, beat them, bite them, etc.) - 2 points;
Type III - verbal-evaluative decision (I will say that this is not impossible, I will say that she did something bad, I will explain how it should be) - 3 points;
Type IV - constructive solution (I will find other friends, build a new house, fix the doll, wait) - 4 points.
(Appendix 6)
The last type of answer is the most favorable.
If half of the child’s answers belong to the second type, we can state that the child is prone to aggressive forms of communication. If answers of the first type predominate, indicating communicative helplessness and lack of independence, a low level of communicative competence is recorded.
The level of social competence is assessed as:
– low (8 – 12 points);
– average (13 – 16 points);
– high (17 – 20 points).
Table 2 – Results of the study using the “Pictures” method
| № | A way to respond to a problem situation | Number of children | % | Number of responses | % |
| 1 | Withdrawal (avoidance) | 8 | 16 | 55 | 28 |
| 2 | Aggressive Solution | 7 | 14 | 36 | 18 |
| 3 | Verbal response | 13 | 26 | 44 | 22 |
| 4 | Productive solution | 22 | 44 | 65 | 32 |
Thus, the data obtained indicate that 16% of the children studied, when asked: “What would you do in the place of this girl (boy)?” - the children answered: “I don’t know,” “I’ll run away,” “I’ll pay,” “I’ll complain to an adult.” Answers of this type, which do not contain any independent solutions to the problem situation, indicate a low level of development of social competence.
Among the remaining answers containing independent decisions, 14% are occupied by aggressive ways out of the situation (“I’ll beat everyone,” “I’ll knock,” “I’ll break”). Moreover, aggressive solutions in different conflict situations were, as a rule, proposed by the same children.
Peaceful and constructive solutions to conflict situations were proposed by 70% of the children studied. Of these, 26% of children limited themselves to verbal calls for justice (“I’ll explain that they don’t act this way”, “I’ll say that this is wrong”), 44% of the answers contained productive and effective solutions (“I’ll play other games”, “I’ll fix a broken toy” , “I’ll build a new house,” etc.). It is this kind of answers that indicate a fairly high communicative competence of children in communicating with peers.
Observation showed that in the studied group of children of senior preschool age, in conditions of play and real communication with peers, situations constantly arose that required coordination of actions, the manifestation of a friendly attitude towards play partners, and the ability to abandon personal desires in order to achieve a common goal. In these situations, children do not always find the necessary ways of behavior. Often conflicts arose between them, when each defended their rights, regardless of the rights of their peers. Therefore, we came to the conclusion that it is necessary to organize joint activities with peers, allowing each child to see in a peer a personality that takes into account his desires, takes into account his interests, and helps to transfer patterns of activity and behavior of adults into situations of communication with peers.
We assigned a dominant role in working with children to the cooperation of older preschoolers in play activities, the partnership of children with each other in pairs, in mini-groups, the consolidation of ways of uniting with partners, ways of coordinating actions in jointly interacting with peers.
The results obtained are presented in Table 3.
Table 3 – Results of the study using the “Pictures” method
| № | Level of social communication competence | Number of children | % |
| 1 | Short | 15 | 30 |
| 2 | Average | 28 | 56 |
| 3 | High | 7 | 14 |
Figure 3 — Results of the study using the “Pictures” method
Figure 4 — Results of the study using the “Pictures” method
(in relation to)
Thus, the quantitative data obtained from the methodology showed that average and high levels of communication in older preschoolers indicate a normal level of communication development in older preschoolers (70% of children), the remaining children (30%) have low social competence and increased aggressiveness.
2.2. Formative stage.
During the ascertaining stage of the study, it was revealed that the communication skills of older preschoolers in the play activities of the tested children do not reach the required level. We identified 15 children from the survey who had difficulties communicating with peers in play activities. It was concluded that it was necessary to organize work aimed at developing communication skills in play activities in this group of children, and an experimental group was created from these children.
The obtained results of the ascertaining stage formed the basis of the formative stage. At this stage, we set ourselves the goal of developing communication skills in older preschoolers through play activities.
In our work on developing communication skills in older preschoolers through play activities, we chose game training as a method of a socio-game approach, through which it carries out a targeted educational influence on older preschoolers.
The program “Formation of communication skills in older preschoolers in play activities” is built on the basis of the main stages of O.V.’s program. Khukhlaeva, O.E. Khukhlaev, I.M. Pervushina “The Path to Your Self”, K. Fopel “How to Teach Children to Cooperate? Psychological games and exercises”, M.A. Panfilov “Communication Game Therapy” [29, 30, 31, 32, 33].
The program is aimed at developing in children of senior preschool age certain personal qualities (moral and volitional communication skills), conflict-free communication skills, such as cooperation in the interaction of children (work in pairs, in mini groups), partnership, consistency of their actions with the actions of their peers. As well as those mental functions that create the basis for successful learning at school.
The proposed program creates a safe space for communication, conditions for self-expression, unites all children through joint activities, helps to increase self-confidence and the manifestation of cohesion in children, and prepares the child for new social conditions at school.
This program is holistic and comprehensive both in content and in structure. Using the program allows for greater flexibility.
This program is implemented based on a game approach using various techniques:
- communicative - tactile and speech exercises reduce psycho-emotional stress, establish emotional contact between all participants in the training;
— motor-motor and imitative modeling games and exercises form the skills of constructive cooperation in interpersonal communication of older preschoolers;
- communicative - relaxation exercises help to acquire relaxation skills.
The program is designed for children of senior preschool age and consists of 24 lessons. To optimally achieve positive dynamics, game training is carried out 3 days a week in the morning and evening and 2 days a week once a day (morning or evening) in the form of group game training lasting 35 - 40 minutes. The optimal number is 8-15 people.
The program consists of three blocks:
The first block of game training is aimed at developing cooperation skills between children, verbal and non-verbal communication. Includes 8 lessons.
The second block is aimed at developing the skills of children partnering with each other in pairs, in mini groups, and strengthening ways of uniting with partners. Includes 8 lessons.
The third block is aimed at consolidating ways of coordinating actions in joint activities interacting with peers. Includes 8 lessons.
Conducting game training has 3 successive stages:
— organizational (5-10 min.);
— main (game) (20-25 min.);
- final (5 min.).
(Appendix 7).
During the implementation of this program, we developed three blocks of game training on the formation of communication skills in older preschoolers in play activities, in which various games were played for the effect of novelty in order to interest children and motivate them to play joint activities.
When conducting game trainings, at the beginning of our work, we noted that conflicts arose most often between leaders in a group of children, since everyone wanted to take a leading role in the games offered, and more preferred children were chosen. Therefore, we were faced with the task of explaining the norms of behavior in communication between peers, giving less active children the opportunity to express themselves in their own practical activities. The role of the teacher was that of a leader. By the end of the implementation of this program, the children themselves assigned roles, learned to interact with each other, and unite in mini-groups. The role of the teacher is an observer, the position is partnership communication with children.
2.3. Control stage.
To determine the effectiveness of educational influences after organizing games and trainings on the formation of communication skills of older preschoolers in play activities, the following methods were repeated with the experimental group of children: “Diagnostics of the development of communication with peers” Orlova I.A., Kholmogorova V.M., projective
“Pictures” technique by E. O. Smirnova, E. A. Kalyagina.
The purpose of the control experiment was to generalize and comparatively analyze the results obtained at the stages of the ascertaining and formative experiment, as well as to draw up and systematize findings and conclusions.
When repeatedly observing children's communication in natural conditions, “Diagnostics of the development of communication with peers” Orlova I.A., Kholmogorova V.M. We noted in the protocol the presence of these indicators and the level of their severity using a scale for assessing parameters and indicators.
(Appendix 8, 9)
Based on the repeated diagnostics of the experimental group of children and the data from the control group of children, we obtained the following results:
Table 4 - Level of communication of older preschoolers in natural conditions
| Children's communication level | Number of persons | % |
| Short | 5 | 10 |
| Average | 34 | 68 |
| High | 11 | 22 |
Figure 5 - Level of communication of older preschoolers in natural conditions (control experiment)
Figure 6 - Level of communication of older preschoolers in natural conditions in % ratio (control experiment)
Thus, after conducting a repeated study of the experimental group of children of senior preschool age, one can notice that the results have improved. Out of 15 children, 10 children reached the average level of communication among older preschoolers in natural conditions. Initiative in playful communication increased in 11 children, which was expressed in the children’s desire to engage in joint activities with peers, sensitivity to peer influences increased in 10 children, children began to respond more often to peer initiatives, responded to peer suggestions, but did not always respond to their suggestions, In 6 children, the emotional background increased, which manifested itself in a positive emotional tone of interaction with peers.
When re-diagnosing the experimental group of children, the responses received from the experimental group and the responses from the control group of children of senior preschool age using the projective “Pictures” method by E. O. Smirnova and E. A. Kalyagina were recorded in the protocol (Appendix 10, 11).
The results of repeating this technique are presented in Tables 5, 6.
Table 5 – Results of the study using the “Pictures” method
| № | A way to respond to a problem situation | Number of children | % | Number of responses | % |
| 1 | Withdrawal (avoidance) | 0 | 0 | 35 | 18 |
| 2 | Aggressive Solution | 0 | 0 | 19 | 9 |
| 3 | Verbal response | 24 | 48 | 66 | 33 |
| 4 | Productive solution | 26 | 52 | 80 | 40 |
Table 6 – Results of the study using the “Pictures” method
| № | Level of social communication competence | Number of children | % |
| 1 | Short | 0 | 0 |
| 2 | Average | 39 | 78 |
| 3 | High | 11 | 22 |
Figure 7 – Results of a study of the level of social competence in communication using the “Pictures” method
(control experiment)
Figure 8 – Results of a study of the level of social competence in communication using the “Pictures” method
in % ratio (control experiment)
Thus, based on the results of a repeated examination of a group of children of senior preschool age using the projective “Pictures” method by E. O. Smirnova and E. A. Kalyagina, we concluded that verbal (48%) and constructive (52%) began to predominate in children. ) ways to solve problem situations, compared with the ascertaining stage of the experiment (verbal - 26%, productive - 44%).
During the repeated examination, all children responded to the understanding of the situation depicted in picture No. 1 (the control stage revealed 5 children who could not give an answer - 10%).
The number of answers that do not contain any independent solutions to a problem situation has decreased (from 28% to 18%), the aggressive solution to a problem situation has decreased (from 18% to 9%), the verbal method of solving a problem situation has increased (from 22% to 33% ) and a productive way to solve a problem situation (from 32% to 40%).
Thus, after a repeated examination, the level of development of communication skills among older preschoolers in gaming activities became higher, thanks to the systematic use of game training in the work of a teacher and social worker, which was built taking into account the age characteristics of children, the sequence of actions and gradual complication. These pedagogical interventions, developed by us, make it possible to effectively develop communication skills in children of senior preschool age through play activities.
Action plan for psychological and pedagogical education of parents and teachers.
1. Consultation for parents “Plot-role-playing games in the socialization of the personality of a child of senior preschool age.”
(Presentation)
Workshop for parents based on the role-playing game “Cafe”.
2. Design of the folder “Recommendations for parents on the development of role-playing games in children of senior preschool age.”
3. Making a booklet for parents “Plot-role-playing game”.
4. Show teachers the role-playing game “Cafe” for children of senior preschool age.
(Appendix 12)
Conclusion
An analysis of psychological and pedagogical literature showed that the joint activity of children is the main condition for the emergence and development of communication, interactions and relationships. Since play is the leading activity of preschoolers, one of the most important tasks of modern education is to develop constructive communication skills in older preschoolers. Communication skills are a well-learned and automated way of acting in a specific situation. According to the data obtained, in children of older preschool age, communication difficulties most often arise due to the distribution of play roles, as well as regarding the correctness of play actions.
We have found that in the work of a social teacher, as a method of educational influence, one of the effective ways to develop communication skills in older preschoolers in play activities can be play training. This socio-game approach opens up wide opportunities for developing communication skills with peers in gaming activities due to the special internal motivation of gaming activities and, accordingly, mastering the means and methods of communication in children of senior preschool age.
In the process of practical activities at the ascertaining stage, diagnostics were selected and tested, with the help of which the features of communication of older preschoolers in natural conditions and the social competence of children of older preschool age were studied. The data obtained indicate the need to organize further work on the formation of communication skills in older preschoolers. In this situation, it is necessary to work with children, aimed at developing cooperation skills in the interaction of children, partnership, and skills in coordinating their actions with the actions of their peers.
At the formative stage, a series of training games aimed at developing communication skills in children of senior preschool age was developed and tested.
As part of the control experiment, the effectiveness of game training was determined: interest and desire for game interaction, the formation of skills necessary for conflict-free interaction with peers, a general emotionally positive attitude towards interaction with peers, mastery of ethically valuable methods of game communication, emotional unity in the gaming community.
The study proved that the formation of communication skills in older preschoolers in gaming activities through gaming training is provided by personality-oriented pedagogical support and represents natural assistance.
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Carrying out the R.R. test Kalinina among preschoolers and junior schoolchildren
To organize diagnostics, you will need a set of 8 (for children 4–5 years old) or 10 images (for 6–8 year old subjects), as well as a protocol in a form convenient for the experimenter. The testing algorithm is as follows:
- The child receives cards with pictures.
- The organizer defines the task: “Arrange the pictures in two piles so that one contains images of good deeds, and the other contains images of bad actions.”
- The adult also needs to stipulate the following: despite the lack of a time frame, you should not think too long about each card.
- After the baby classifies all the pictures, the adult will need to lay them out again in front of the subject and ask questions: “What is the boy’s mood?”, “Why do you think so?” For children 6 years old and older, only pairs 2, 3, 5 are offered, and the question is: “What do the characters in the pictures feel, do you think?”, “Why?”
The child’s explanations and his emotional reactions should be recorded in the protocol as we work with the images.
File: Stimulus material for diagnostics
A series of pictures for testing
Stimulus material for children of the younger group.The pictures present the following moral standards that are polar in their characteristics.
I. Kindness - greed:
1. the boy treats everyone with sweets from the box, smiles;
2. The girl covers all the toys from the children around her with her hands.
II. Responsiveness - indifference:
1. a little girl is crying, another one is comforting her; the expression on the second girl's face is sympathetic;
2. one boy is crying over a broken car, the other is pointing his finger at him and laughing.
III. Friendliness - conflict:
1. children play together and build a tower of cubes;
2. The boy takes the toy horse from the girl.
IV. Accuracy - inaccuracy:
1. the girl combs her hair in front of the mirror;
2. a girl in a dirty dress, unkempt, tears out pages from a book.
Presentation of tasks for children of the younger group.
Teacher’s instructions: “I will show you different pictures about children. Choose pictures in which children behave well and in which they behave badly.” The pictures are presented to the children in pairs. After the child has laid out the pictures, the teacher lays them all out in front of him again and asks him to show who is happy in the pictures and who is sad.
Stimulus material for children of middle and older groups.
To the four pairs of pictures used to diagnose children of the younger group, a fifth pair is added - politeness - inattention to adults:
1. the child offers the woman a chair, she smiles;
2. Grandmother sits sad, holding her head; the boy plays the drum, laughs.
Presentation of the task for children of the middle and senior groups.
After presenting each pair of pictures, children of senior preschool age are asked the question: “Why do you think so?”
After completing the first task, pictures II, III, V pairs are laid out in front of the child one by one and asked the questions “What is the mood of the people in this picture? How do you think they feel? Why?"
Processing the results.
0 points - the child arranges the pictures incorrectly (in one pile there are pictures with images of both positive and negative actions), emotional reactions are inadequate or absent. In older preschool age, the child incorrectly names the feelings of other people or refuses to answer this question.
1 point - the child arranges the pictures correctly, but cannot justify his actions; emotional manifestations when assessing actions are not expressed. An older preschooler cannot correlate the mood of people in the pictures with a specific situation or explain them.
2 points - by correctly arranging the pictures, the child justifies his actions, emotional reactions are adequate, but weakly expressed. The child correctly names people's feelings, but cannot always explain their reason.
3 points - the child correctly selects children’s actions and justifies his choice. In older preschool age, he names the moral norm; emotional reactions to the actions of the heroes of the situation are adequate and vivid.
For children of senior preschool age, diagnostic data are supplemented with the results of the “Finish the Story” technique.
Processing and interpretation of results
If the child did not cope well with the task, then you should think about contacting a psychologist.
Depending on the quality of the task, the child receives the following grades:
- 0 points - the pictures are arranged incorrectly, the child does not show an emotional reaction to the act depicted or refuses to answer;
- 1 point - the subject distributed the cards correctly, but could not give a rationale for the classification, there are also no emotional manifestations associated with the plot of the drawings, the child is not able to correlate the moods of the people in the illustrations with the situation;
- 2 points - the test taker correctly sorted the pictures and justified his choice, but emotions (despite all adequacy) are expressed very weakly;
- 3 points - the subject correctly laid out the drawings, explained the choice, named the ethical standard and showed adequate intensity of emotional reactions through facial expressions, gestures, and so on.
A score of 3 points is considered the norm. If the child uncertainly evaluates the depicted actions of the heroes and receives 2 points, then to correct the situation, psychologists advise reading more with the child and analyzing the actions of the heroes together with him. This way it will be easier for the little person to learn to evaluate both his own and others’ actions. If a child receives 1 point or even 0, you cannot do without the help of a specialist in developmental psychology.
Testing using the “Story Pictures” method does not require much time, and the result of such a simple diagnosis can be the first sign that the baby has any abnormalities. The technique will allow you to develop a strategy for corrective work with a particular subject in order to help him develop a harmonious personality.
Interpretation of plot pictures.
Seitmuratova A.E.
SDO(O) - 18.
Techniques.
Classifications.
"Classification of objects"
The technique is one of the main ones in psychological examination (Weigl,
1927; L.S. Vygotsky, 1934; Holtstein and Shirer, 1941; B.V. Zeigar
nick, 1970, etc.).
Goal: study of the processes of generalization and abstraction. Based on the experimental material, one can also study the possibility of analyzing the sequence of conclusions, the criticality and deliberation of actions, the characteristics of memory, the volume and stability of attention, and personal reactions.
Material: a set of cards with subject images suggesting categorical classification (toys, clothing, animals, plants, dishes, furniture, tools, transport, etc.).
Instructions: lay out these cards on the table - what goes with what (the names of the groups and their number are not indicated).
Progress of the task:
Stage I – “deaf”: it is proposed to lay out the cards and group them as best as possible. After 16-20 cards have been laid out, stage II of work begins. First, what the child did is assessed. Correctly selected groups are noted (“That’s right, you put the toys together, so you should combine everything: dishes with dishes, clothes with clothes,” etc.). Erroneous decisions are then evaluated and corrected. During stage II, the child is asked questions about the location of the cards and the work is evaluated. It is important to find out the name of each of the identified groups and determine the principle of generalization. This requires verbal explanations from the child. Stage III - it is proposed to connect the selected groups with each other so that the objects of the enlarged group can be given a common name with one (!) common essential feature. Range of application: from 5 to 7 years – stages I, II; from 7 years – III stage of work.
Performance standard: five-year-old children cope with the task in an effective manner, defining the principle of generalization at the functional level. Starting from the age of 6, the norm is to use abstract categories.
Interpretation of plot pictures.
"A series of plot pictures."
Goal: identifying the level of development of visual and logical thinking
The technique is aimed at studying thought processes, intelligence, the ability to analyze the events depicted in the picture (pictures), highlight significant points, the meaning of the situation, draw conclusions, establish spatio-temporal and cause-and-effect relationships. Attention is drawn to the child’s ability to construct a coherent and logically consistent story, and an emotional attitude to the picture(s) is noted. In addition, the types of assistance provided to the child while completing tasks are taken into account. Equipment: plot pictures depicting sequential events.
Instructions for implementation: the pictures are laid out in front of the child in a random order and they are asked to arrange them so as to make a story. “Place the pictures in order and make up a story based on them.” If the child has broken down the series incorrectly, you should try, by asking leading questions, to bring the proposed plot to his understanding. If such help does not lead to success, you can try to start telling; sometimes during the process of telling, the subject finds and corrects mistakes. If the child cannot figure out the sequence of pictures, you should offer him a series of pictures already arranged in the desired sequence. If the child discovers a complete misunderstanding of the plot, after providing him with help, you should stop completing the task.
Analysis of execution results:
4 points - children are able to correctly establish the sequence of events, identify cause-and-effect relationships and compose a story;
3 points - children have difficulty composing a story based on an independently correctly laid out series of sequential pictures, preferring the question-and-answer form. Sometimes they also need help in arranging pictures in the correct sequence;
2 points - children convey the content of a separate plot picture. More often they perceive it in fragments, simply listing the depicted objects and not connecting them with a single plot. Understanding the hidden meaning of plot pictures is difficult. Providing assistance is not effective;
1 point - the child did not understand the meaning of the task.
Diagnosis of the emotional component of moral consciousness
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Methodology “Story Pictures”
The “Story Pictures” technique is intended to study the emotional attitude to moral standards.
The child is presented with pictures depicting positive and negative actions of peers (Fig. 6.15-6.19).
Instructions. Arrange the pictures so that on one side there are those with good deeds on them, and on the other - bad deeds. Lay out and explain where you will put each picture and why.
The study is carried out individually. The protocol records the child’s emotional reactions, as well as his explanations. The child must give a moral assessment of the actions depicted in the picture, which will reveal the children’s attitude to moral standards. Particular attention is paid to assessing the adequacy of the child’s emotional reactions to moral norms: a positive emotional reaction (smile, approval, etc.) to a moral act and a negative emotional reaction (condemnation, indignation, etc.) to an immoral one.
Processing the results'
0 points - the child arranges the pictures incorrectly (in one pile there are pictures depicting both positive and negative actions), emotional reactions are inadequate or absent.
1 point - the child arranges the pictures correctly, but cannot justify his actions; emotional reactions are inadequate.
2 points - by correctly arranging the pictures, the child justifies his actions; emotional reactions are adequate, but weakly expressed.
3 points - the child justifies his choice (perhaps naming a moral standard); emotional reactions are adequate, bright, manifested in facial expressions, active gestures, etc.
Methodology “Color Relationship Test”15
The “Color Relationship Test” (CRT), as well as “Story Pictures”, is designed to study the child’s emotional attitude to moral standards.
Carrying out the technique
To conduct the CTO, you need a sheet of white paper (210 x 290 mm) and 8 cards of different colors (blue, green, red, yellow, purple, brown, black, gray). The study is carried out individually. Eight colored cards are laid out in random order on white paper in front of the child.
Instructions. Imagine that this is a magical house with magical windows. Different people live in it. I will name people for you, and you will choose who will live where. Agreed? Fine! In which window do good people live? What about the lazy ones?
The following is the entire list of concepts. It is advisable to alternate positive and negative (but not paired) moral qualities. For example: kind, lazy, generous, deceitful (deceiver), hardworking... etc. In this case, the colors can be repeated, that is, the child can choose the same color for different concepts.
The protocol records the color that was chosen for each concept and the child's comments.
Processing the results
When analyzing the results, it is necessary to correlate the color assigned to each concept and the emotional meaning of this color. Below is a brief description of each color, its emotional and psychological meaning:
□ BLUE: conscientious, calm, somewhat cold.
□ GREEN: independent, persistent, sometimes stubborn, tense.
□ RED: friendly, sociable, energetic, confident, irritable.
□ YELLOW: very active, open, sociable, cheerful.
□ PURPLE: restless, emotionally tense, with a need for emotional contact.
□ BROWN: dependent, sensitive, relaxed.
□ BLACK: silent, selfish, hostile, rejected.
□ GRAY: lethargic, passive, uncertain, indifferent.
Only a psychologist can give a more detailed description.
Experience shows that preschool children usually choose:
KIND - yellow and red colors. In other words, children believe that a kind person is sociable, friendly, and open.
EVIL - black color. Perhaps, comments are unnecessary here - after all, this color reflects selfishness, hostility, and rejection.
HONEST - yellow, purple and red colors. That is, for children this concept is associated with such characteristics as the need for emotional contact, sociability, openness, and friendliness.
FALSE - black color. It is no coincidence that children choose this color, since it is associated with such personal characteristics as stubbornness, hostility, and selfishness. At the same time, children almost never choose red and yellow colors, that is, they do not perceive the deceiver as an open, sociable, friendly, sympathetic person, which is difficult to disagree with.
GENEROUS - red and purple colors. It should be noted that for a preschooler generosity is a very complex concept, and attitudes towards it are quite contradictory. The child knows that it is good to be generous, but it is difficult for him to give what is his, to share. This is especially noticeable in children under 5 years of age: they often even choose black. Children of older preschool age (5-7 years old) no longer choose black and brown colors, thereby classifying this quality as positive, although the relationship remains uncertain. And only at primary school age does it become possible to distinguish certain colors.
GREEDY - red and black colors. That is, children consider him decisive, strong, maybe even aggressive, hostile.
HARDWORKING - purple and yellow colors. In other words, a hardworking person is very active, energetic, ready for action, and can be fussy.
LAZY - brown, gray, blue. That is, children rightly consider a lazy person to be weak, uninvolved, lethargic, passive, and also cold.
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Method of working from a picture or series of pictures
For students with hearing loss, a picture or series of pictures is one of the most accessible sources of story material. There are several options for working from a picture: description of the picture; story-narration based on a series of pictures; story-narration based on one picture; restoration of events preceding (or subsequent) events depicted in the picture; story based on a closed picture.
A.M. Goldberg gave a precise definition of the skills that deaf students need when working from a picture: correctly highlight the main elements of the picture; correctly establish connections (spatial, temporal, causal) between individual moments of the situation; adequately supplement what is directly perceived with what is missing in the picture, but is implied by what is drawn; place information about each moment of the situation in a certain order.
To develop these skills, deaf students must carefully look at the picture and try to understand its main content. And only after this, outline the sequence of verbal transmission of this content, draw up a plan for the future story.
A lesson plan for describing a painting can be presented as follows:
1. Looking at the picture. It is important that students express what they think and feel when they look at her.
2. Vocabulary work, during which the teacher, with a precise movement of the pointer, draws the children’s attention to objects, actions, and the state of the characters and invites the children to name, define them, and talk about them.
3. Making a plan.
4. Preparatory exercises. It is necessary to encourage students to use figurative definitions and comparisons ( snow covered the ground with a carpet, all around is white and white).
You can make beautiful phrases and then sentences; determine the gender and number of individual words, emphasize endings, etc.
5. Oral description according to plan and supporting words.
6. Writing in a notebook.
To compose a story based on a series of pictures related to one topic, children are first taught to place them in a certain logical sequence. S. A. Zykov suggested working on a series of pictures in the following order:
1. Students are given the first picture in a series and asked to place the others in a logical order.
2. A central picture is given, you need to find and arrange pictures with previous and subsequent events.
3. One picture is hung on the chalkboard, and rectangles are drawn next to depict possible events, the children draw in these rectangles.
After this, S. A. Zykov recommends starting to compose a story based on a series of pictures, gradually complicating the work:
- children are invited to look at simple pictures with one character, the content of which is conveyed in one or two sentences. Under each picture, students independently write what they see in it.
- a picture with several characters is offered for viewing, and for each of them students write 3-4 sentences.
- the central picture is shown, the rest are on the back side of the board: students first draw, and then write what could have happened before and after the central event; then the pictures on the board are rotated, and the children see who drew or wrote correctly and who made a mistake.
In the future, work in the lesson can be reduced to the following:
- Looking at pictures and arranging them in the right sequence;
— Conversation and vocabulary work for each of the pictures. To check the main content of the entire series of pictures, you can ask questions: What are the pictures about? What's important about them? How can you name all the pictures?
— Drawing up a plan (title each picture).
- Oral story.
— Writing a story in a notebook.
When working with children with hearing impairments and learning difficulties on a story-narration based on one picture, I.V. Popova advises using an interesting technique that prepares them for a story based on a picture - “assembling” a picture under the guidance of a teacher. Its essence is as follows: students are offered an incomplete picture; it needs to be supplemented with individual objects made in the form of an application. Children select them from a number of proposals. Then each student is given the opportunity to independently comment on the collected picture. Afterwards, the teacher organizes work to deepen their understanding of the content of the picture, turning to children with questions: “Who?”, “What?”, “Where?”, “Why?” etc. Everything that becomes clear during the conversation is written down on the board in the form of a coherent story. The story is read in chorus and separately by each student. After this, the task may be given to compose a story from the cut text.
After viewing the picture, you can offer to select ready-made phrases on the tablets related to the content of the picture and compose a story entirely from the scattered text. In this case, phrases are offered in alternative formats. The text of the story compiled on typesetting canvas is read as a whole. Then the text is removed, and the work of restoring the text of the story can be structured as a conversation on questions.
In the future, preparation for the story one picture at a time in the lesson is carried out in the following sequence:
Looking at the picture.
Conversation on content, defining the main content, and vocabulary work.
Drawing up an outline and title of the story.
Preparatory exercises.
Oral story.
Writing a story.
A story about possible preceding or subsequent events based on the content of the picture proposed by the teacher, A.F. Pongilskaya recommended starting with ready-made samples or questions. When giving examples of such additions or questions, the teacher should draw children's attention to the logical connection between what is being added and what is already depicted. Then you can invite the children to independently come up with episodes that complement those shown in the picture. At first, this can be a story in drawings, coming up with a name for it and captions for the drawings, or an oral story with the help of a teacher. Subsequently, after the children’s oral story about the picture, the teacher draws rectangles on the board to the left and right of the picture and invites the students to talk about those events that happened before or after those depicted. Several students tell their options for describing these events, the rest, with the help of the teacher, choose the best option, make a plan based on it, then one or two orally repeat the story and, finally, everyone writes stories according to the plan. Strong students can be allowed to make their own plan and write a story based on it.
Methodology for teaching presentation
Presentation is a written retelling of the text read. In the text that needs to be presented, everything is given in finished form - the topic, the content, the structure, and the lexical material. The student must logically consistently, in his own words, without distorting the meaning, convey the content of what he read, using new words and figurative expressions.
There are several classifications of presentations (E.A. Barinova, T.A. Ladyzhenskaya, I.D. Morozova, etc.).
I.D. Morozov, based on the classification of T.A. Ladyzhenskaya, identifies the two most significant criteria for classifying presentations: the way the text is perceived and the nature of its reproduction.
Based on the way the source text is perceived, presentations in mass schools are divided into three types:
- presentations in which the text is perceived aurally when read by the teacher (in classes of the deaf, the teacher reads the text behind a screen);
- presentations in which the text is perceived both aurally and visually (in classes of the deaf, the teacher reads the text without a screen, using a ZAA, and the children follow his reading from the book);
- presentations in which the text is perceived visually.
Based on the nature of text reproduction, I. D. Morozova distinguishes 4 types: detailed; selective (only part of the text is reproduced); compressed, conveying the main content; with a creative task (the narrator’s face, the time of events, etc. are replaced).
When working on presentations of all types, it is necessary to take into account the type of source text (narration, description, reasoning). The text for presentation should be related to real life, understandable and interesting to the student, small in volume, simple in composition, written in literary language.
Preparation for writing a statement should be carried out in three areas: work on the content; work on structure; work on the language.
Let's look at a sample plan for working on a training presentation.
1. Introductory conversation. Its goal is to prepare children to understand the content of the text. The teacher introduces new words and expressions into the conversation and uses various visual aids.
2. Reading the text by students. The following instructions are given in advance: “Read and think about who and what is said in the text”, “Think about why the text is named that way.” In classes of the deaf, the teacher may re-read the text with minor comments and the use of visual aids.
3. Conversation based on the text and vocabulary work. Understanding of what they read is clarified, questions are asked that force students to think, to realize temporal and cause-and-effect relationships, and relationships between characters.
During the conversation, students should be encouraged to use new words and expressions in their answers, to find them in the text: “Read how the author writes about it.” And then: “How can you say this differently?”
4. Work on the language - lexical figurative means, individual sentences. Children are taught to use figurative words and expressions, phraseological units, synonyms, and practice paraphrasing sentences.
5. Work on drawing up a plan. The main options for drawing up a plan are the following:
The text is read in parts and each part is titled.
The text is read not in parts, but as a whole. After a conversation on the content, the teacher or the students themselves reread the text. Before reading, the teacher gives instructions: “Think about how many parts there are in the text?”, “What should we call the first one, etc.?” Part?"
After re-reading, students, with the help of the teacher, figure out what to write about first, and formulate the first point of the plan, etc.
Students create their own plans.
6. Oral retelling of the text, during which students develop the ability to express the same idea in different ways, if possible, in their own words.
7. Orthographic preparation for written presentation, consisting of special attention to the spelling of individual words.
8. Written presentation of the text, during which the teacher provides differentiated assistance depending on the level of speech development of the students.
9. Self-testing of presentations by students.
10.Analysis of written work, correction of errors.
The presentation is usually planned for 2 lessons.
In preparation for writing their first concise summary, you can give children a sample and compare it with the source text. In the process of analyzing the text, the teacher and students find out what is most important in it, what must be written about, and what can be omitted. When analyzing a sample, they pay attention to how this most important thing can be expressed in the story. Then a plan is drawn up, each point of which is correlated with the corresponding part of the sample concise presentation and these parts are read. Then they write themselves.
In classes of the deaf, you can use such specific techniques for working on presentation as presentation with options; open book presentation; presentation using a draft. These techniques were first tested in practice and described in the literature by L. M. Bykova. Presentation with options is aimed at developing in students the skills of variable presentation of text, since the reproduction of text by deaf people is often a purely mechanical process of photographic reflection of its content. As a result of using the “open book presentation” method, students gradually master the skill of using a book to improve their work and independently check their written retellings. The “presentation using a draft” technique is aimed at developing students’ ability to self-analysis and self-control.
The structure of the test presentation lesson can be presented as follows:
1. Reading the text.
2. Conversation based on the text (shorter analysis, fewer questions).
3. A ready-made plan is given, difficult words on the board.
4. Written presentation of the text.
Questions and tasks
1. Justify the role and place of vocabulary work in a special school for children with hearing impairment.
2. Give a comparative description of the development of the vocabulary of deaf and hard of hearing students.
3. What factors determine the teacher’s choice of methods and techniques for working on a word, as well as types of exercises aimed at consolidating it in students’ speech?
4. How can the methods and techniques of semantization of vocabulary be grouped? Tell us about these methods and techniques, give examples.
5. Tell us about the types of exercises used to master vocabulary in class.
6. Give a comparative description of the grammatical aspect of the speech of deaf and hard of hearing students.
7. Describe the types of work on sentence construction by deaf and hard of hearing students.
8. Define the concepts: “connected speech”, “forms of speech”, “types of texts”.
9. Follow the school curriculum to see how the requirements for the communication skills of students with hearing impairment become more complex by year of study.
10. Describe the features of coherent written speech of students with hearing impairment.
11. Analyze the “Communicative Competence” section of the school curriculum from the point of view of the types of work on the development of coherent oral and written speech by year of study.
