Individual diagnostic program for children 4-5 years old

52704_Karta razvitiya rebenka chevertogo goda zhizni.docx

Criteria for the development of a child of the fourth year of life. Child's name Teachers: G. F. Sabitova, E. A. Krasikova, Assessment parameters Child's achievements Beginning of the year Middle of the year End of the year Total Social and communicative development Begins to regulate one's behavior based on learned norms and rules; shows volitional efforts in situations of choice between “can” and “cannot”, “want” and “should” (performs self-service actions, simple instructions from an adult) Can restrain himself and his immediate situational desires, for example: stop playing when everyone is going for a walk Expresses his feelings in an acceptable form (“I’m offended”, “I was angry when you took the construction set from me”) Feels when a person is calm, angry, worried, happy, sad and reacts adequately to these states: sympathizes, responds to a request, if an adult or peer is upset about something (children sit at the table with dirty hands, talk too loudly - the teacher is upset, the child fulfills her request; one of the children has lost a mitten or hat - responds to the request, helps to find it; the peer is worried, if in the evening the mother does not come to pick him up at kindergarten for a long time, the child consoles him and offers to play together) Clearly demonstrates the need to communicate with peers: spends a significant part of the time with the children of his group, allotted for independent games and other activities; willingly participates in joint activities (games, drawing, designing, etc.) Possesses communication skills: greets warmly, says goodbye; calls a peer by name; can attract his attention to himself with the help of calls like: “Look here. . . ", "Please listen. . . "; expresses refusal without offending a peer; thanks for help, treats, toys; asks for forgiveness if I accidentally offended; knows the words of “reconciliation” (“Let’s make peace!”, “Let’s not quarrel!”, “Let’s be friends!”, etc.) Positively evaluates himself and his capabilities - says about himself: “I’m good! ", "I can! » Shows a sense of self-esteem: he is offended when his interests and desires are not taken into account. He feels the friendly and unkind attitude of his peers. He worries if he is not accepted into the game, asks the question “Why am I not accepted into the game? » Complies with the rules of cultural behavior in everyday life: notices problems in clothing, shoes and finds a way to eliminate them himself or with the help of an adult; washes hands before eating and after using the toilet, is careful while eating, knows how to use a handkerchief; wipes shoes, combs his hair, wipes his feet before entering the kindergarten. In a joint amateur game, he changes role behavior depending on the characteristics of the partners’ roles; knows how to find a meaningful role in a game with a peer Organizes games based on everyday and fairy-tale plots, plays out scenes from observed events Actively accepts game problem situations (plots proposed by peers), develops them further, building them into a coherent plot Has an idea of ​​some rules of behavior and strive to fulfill them: in nature (do not tear plants, do not break branches, do not throw garbage, etc.); in everyday life (turn off the tap when water is not needed, turn off the lights) Has an idea of ​​how to behave in transport (you can’t run, make noise, you should warn with a signal about the exit, carefully enter and exit, do not distract the driver, hold on to the handrails etc.) Understands the meaning of traffic lights and their colors, has an idea of ​​the rules for crossing the roadway, but at the same time knows that one should cross with an adult. Cognitive development Distinguishes and uses various planar shapes in activities (circle, semicircle, square, triangle, oval, rectangle and volumetric figures (cube, ball, half-sphere, brick, plate, prism, cone, cylinder, half-cylinder) Distinguishes and names nine colors (red, orange, yellow, green, blue, purple, brown, black, white ) and their light and dark shades (dark red, light yellow, gray, etc.) Distinguishes and names size parameters (length, width, height) and several gradations of the values ​​of these parameters (for example; the longest - shorter - even shorter - the shortest) Can conduct a holistically dissected analysis of objects: highlight the whole, then its parts, then the details corresponding to the learned reference ideas; their spatial arrangement and again the object as a whole (for example: looking at a drawn house or assembling an image from a set of geometric shapes. child: say that the house consists of a triangle (roof), square (the house itself), rectangle (door), etc. etc.; in a similar way, you can analyze other simple images: a traffic light, a truck, etc.) In practical actions with objects that are new to him, he tries to recognize and use their properties in his activities (connects parts to create a building from an unfamiliar constructor. in chooses for crafts material suitable for its properties, demonstrates the discovered effect to others, etc.) Through trial and error, finds solutions to new practical problems (mixes paints to obtain the desired color, transforms a square-shaped sheet of paper into a triangle, etc.) Gets special pleasure from experimenting with different materials, sounds, words, as a result of which an original product appears. Designs according to a model; transforms structures according to the instructions of an adult, using various materials (building kits, construction sets, paper, natural material) Uses simple methods of construction (building on, attaching; tearing, tearing and twisting paper; “objectification” of natural material) in order to realize his own plans Knows the methods of construction concept and basic planning of his activities (when starting an activity he says: “First I will do this, and then that...”) Determines the position of objects in space relative to himself (top-bottom, back-front, etc.) Has elementary ideas about parts day and is guided by the sequence of names of the coming days (today, tomorrow, yesterday), remembering what happened yesterday, what is happening today and what will happen tomorrow Can compare objects, find similarities and differences in them, systematize and group objects according to different characteristics (color, size, shape, texture of material and purpose) Can count items and determine their quantity within 5-10 pcs. Compares objects by size parameters (length, width, height); arranges them in rows; arranges objects (5-7) with a small (1 cm) difference in size, in ascending or descending order Knows what city (town) he lives in Able to communicate with adults, relying on indirect experience, i.e. about situations , in which he did not personally participate (about what he read, saw, heard) Asks questions about new things; Depending on the answer, he can formulate new questions, clarifications, and discuss on this topic. Classifies objects of nature, making generalizations of objects according to certain characteristics (trees, fruits, vegetables, wild and domestic animals, etc.), correctly uses general names Establishes elementary cause-and-effect relationships (between natural phenomena: plants, birds appear with the first warmth fly to warm countries because food disappears in the fall; between the state of natural objects and the environment: plants need water, light, soil; animals need water, food) In play and conversation, demonstrates knowledge about different professions (cook, hairdresser, driver, captain etc.) Speech development Uses speech to initiate communication, regulate behavior itself (“I’ll wait,” “I’ll see,” etc.), evaluate one’s actions (“It turned out beautiful”), express one’s desires (“I’ll draw a dragon” , “I want to ride a bike”) ; for statements on topics from personal experience. In play interaction with peers, uses role-playing statements and statements about the organization of the game. Can construct a story from several simple sentences independently or with the help of a teacher, describing a toy or writing fables, riddles, nursery rhymes. Shows interest in playing with words, sounds, rhymes, and meanings. Sound pronunciation has generally developed, but there are some shortcomings (replacement of sounds [r] with [l], etc.) In dialogue, in communication with adults and peers, he constructs detailed statements in accordance with the grammatical norms of his native language, possibly with manifestations of word creation. Reads poetry, together with the teacher, retells familiar works, participates in their dramatization, independently acts out dialogues of the characters. Artistic and aesthetic development In drawing, creates images of familiar objects, conveys their characteristic features (color, shape, size); strives for expressiveness of images, showing his own vision of them. Creates multi-figure compositions of landscape and fairy-tale nature. In modeling, he creates images of characters, conveys their mood. He paints toys sculpted from clay. In applique, he independently composes object, plot and decorative compositions from cut-out shapes. He combines various techniques of visual activity (painting, graphics, plastic arts) to create an individual design. Reproduces the character of music in movements, creatively solves musical and motor problems in plot sketches and dances; performs simple songs expressively and musically; easily copes with simple role-playing tasks and follows the development of the plot in a musical dramatization game Can determine the general mood and genre of a musical work (march, song, dance), hears individual means of musical expressiveness (tempo, dynamics, timbre) Emotionally perceives poetic and prosaic art text (rejoices, is sad, empathizes, sympathizes with the characters of a fairy tale, story); can improvise based on literary works; is familiar with literary works of various subjects; has sympathy for positive characters and their actions; expresses a negative attitude towards negative characters. Names some qualities of characters (kind, brave, evil, cowardly) Physical development Long jumps at least 70 cm from a standing start Runs 30 m from the start in 8.5 s or faster Can run over rough terrain at a slow pace 200-240 m Throws stuffed ball (0.5 kg), standing 1 m behind the head Walks freely, holding straight, without lowering the head Confidently walks on a beam (gymnastic bench), maintaining balance Able to climb up and down a gymnastic wall with side steps and alternating steps Throws the ball into the distance with a comfortable hand 5 m and further Active, participates with interest in outdoor games

Methods for diagnosing voluntary motor activity in children 1118

Currently, attention is drawn to the increased number of children with partial immaturity of higher mental functions (HMF). The same picture is noted by other specialists [7]. Modern diagnostic and correctional work pays little attention to motor activity, despite its importance for the subsequent development of the child in ontogenesis. From the first days of a child’s life, the child’s motor activity should develop intensively. The condition for the normal development of motor function is its formation according to certain laws of movement development, determined by the healthy functioning of the central nervous system in ontogenesis. Basic motor skills are developed sequentially and in stages. In order for any motor function to fully function, the child needs to go through several stages of its development. In the process of mastering each subsequent stage in the development of any mental function, the foundation of subsequent stages is laid. Thus, a missed or not fully completed stage knocks out a certain link from the basis of future functions, which is subsequently manifested by functional insufficiency of the motor sphere

In the process of development of a child’s motor functions, the sequence of stages does not follow clearly one after another. Partial layering of stages may occur. Continuing to develop a certain motor skill, the child begins to master the next one. The formation of a child’s motor skills at the initial stages of development is characterized by general undifferentiated movements, subsequently their differentiation and isolation occurs. Coordination of motor acts in the process of child development is improved from top to bottom, starting from the head, then from the head to the arms, from the arms to the torso and legs. Therefore, control over movements and position of the head is formed earlier than control over movements of the legs (for example, holding the head by an infant). The development of motor functions during the normal development of a child proceeds from the center to the periphery - from proximal to distal parts of the body. For example, control of shoulder movements becomes possible earlier than control of finger movements. Thus, insufficient development of gross motor skills is usually accompanied by impaired development of fine motor skills. All kinds of muscle disorders and tension in larger muscles or muscle groups will hinder the successful development of fine motor skills and the child’s mastery of writing, drawing, etc.

The brain support for the development of the motor sphere is characterized by a level structure. According to the works of N.A. Bernstein [1] there are five cerebral levels of movement construction. Each level has a specific morphological localization, afferentation and efferentation; dysfunction of each level is manifested by certain pathological manifestations. By the time of birth, the child’s brain is a substrate with a certain functional readiness. For its normal development, a continuous flow of information from the outside is necessary. The development of a child’s motor activity is closely related to other higher mental functions, such as spatial perception and ideas, speech, object-based activity, etc. Children may lose motivation for games and any other activity as a result of movement disorders. However, many perinatal disorders cause subsequent dysfunction of basic motor skills, which often remains unnoticed, but leads to partial immaturity of the HMF [6].

Until now, the basis of existing domestic and foreign methods for diagnosing voluntary motor activity is the method of N.N. Ozeretsky [4]. Some of these tests were included in the classic neuropsychological examination of A.R. Luria. The revised technique is used in the Lincoln–Ozeretsky scale [10], the Ozeretsky–Gelnitz technique (Germany). There is a method by N.P. Wiseman [2] taking into account the level theory of movement construction. Its modification was proposed by I.F. Markovskaya [5] for the study of children with mental retardation. Indicators of gross motor skills are used in the Bruininks Oseretsky test [4]. There are M-ABC tests [9]. As a result, the question arises about additional diagnostics of the child’s voluntary motor activity, which can complement the classical examination methods that have become widely known, and will not be familiar to the child.

The assessment of voluntary motor activity in the version we propose does not imply the use of special test materials, i.e. it can be carried out in almost any conditions, which is undoubtedly an important fact. Features of the tests include the use of a different set of tasks for the right and left hands and makes it possible to remove the influence of learning in the diagnostic process.

Description of samples.

The examination begins with the child's dominant hand. The position of the experimenter and the child during the examination is strictly opposite each other. After each test, the hands of the experimenter and the child return to their original position - hands on the table in front of them, hands straightened, back side up.

1. Kinesthetic praxis.

1.1. Repeating the position of the fingers according to a visual model. The child is offered three tests for each hand: for the left hand, the position of the fingers – a ring of fingers 1-2, 2-3 extended, a ring of fingers 1-4; for the right hand, the position of the fingers is the Latin letter V from fingers 2-3, fingers 2-4 extended, a ring of fingers 1-3.

Difficulties in performing tests are associated with possible functional disorders or immaturity of the parietal and prefrontal cortex. Errors in execution include unclear reproduction of a pose, replacement of fingers, difficulties in motor reproduction and holding a pose. The test can be offered to children from 3 years of age. The full sample is available from 5 years of age.

1.2. Repeating the position of the fingers according to a tactile pattern. The child closes his eyes, after which the fingers of his hand are given a certain position. Next comes the “removal” of the pose. The child must reproduce the position of the fingers on the same hand. Two samples are offered for each hand. For the left hand, the position of the fingers is - finger 2 is extended, if performed satisfactorily, the fingers are folded in a cross 2 by 3. For the right hand, the positions of the fingers are - finger 5 is extended, if performed satisfactorily, the fingers are folded in a cross 3 by 2.

Difficulties in performing are associated with a violation of the body diagram and express the interest of the parietal lobes of the cortex. The first test is available for children from 4 years of age. The full sample is available to children from 7 years of age.

1.3. Test with transferring the position of the fingers from one hand to the other. Transfer from the left hand to the right. The position of the fingers of the left hand is fingers 2-5 extended. Transfer from right hand to left. The position of the fingers of the right hand is fingers 1-5 extended.

This test is sensitive to the immature joint work of the brain hemispheres. Possible mistakes include replacing fingers, repeating familiar movements. The full test is available for children from 5.5 years of age. At an earlier age, the percentage of complete successful completion reaches 50% in children 4 - 4.5 years old, 10% in children aged 3-4 years. In sample 1.3. 35% and 5% respectively.

Table 1.

2. Study of the spatial organization of movement.

2.1. Following the example. The child must repeat the poses proposed by the experimenter, and the child’s right hand must reproduce the position of the psychologist’s right hand. A) The right arm is bent at the elbow and directed vertically upward. B) The left arm is bent at the elbow, directed vertically upward, the right arm is bent at the elbow, directed to the left and the fingertips touch the left hand in the middle of the forearm. C) The left hand with a straightened hand is directed towards the child, with the thumb raised up touching the chin. D) The right arm is bent at the elbow, the hand is turned towards the experimenter and touches his chin with the fingertips. D) The left hand touches the right ear.

Errors in execution include searching for a pose, mirror reproduction of a pose, incorrect spatial positioning of hands, unclear reproduction of a pose, and violation of the intersection of the midline of the body. In these cases, errors are characteristic of impaired functioning or immaturity of the parieto-occipital regions, frontal regions and immaturity of interhemispheric interactions. The test is performed by children from 5 years of age.

2.2. Reproduction of hand poses according to verbal instructions.

A) Touch your left ear with your right hand. B) Stretch your arms forward and turn them palms up.

Possible errors are a violation of right-left perception, misunderstanding of the spatial organization of movement according to speech instructions. Difficulties relate to the immaturity of the frontal and parieto-occipital areas of the cortex. The test is performed by children aged 5.5 years. Before this age, the percentage of correct performance of these tests is 25-40% for children 4-4.5 years old and 5-10% for children 3-4 years old.

Table 2.

3. Test of serial movement organization. Starting position: the child’s hands are on the table. One hand is turned palm up and clenched into a fist. The other hand lies palm down with the wrist straightened. Next, there is a simultaneous change in the position of the hands. Initially, a specialist shows the sample 3-5 full cycles. The child reproduces the sequence of movements shown from memory.

This test allows you to identify violations of reciprocal coordination, spatial and serial organization of movement. Failure of the movement program in the test (perseverations, unnecessary movements), blurred execution during memorization and demonstration indicates the immaturity of the frontal and parietal parts of the left hemisphere. If the spatial organization of movement is incorrect, there may be disruptions in the functioning of the parieto-occipital cortex. Difficulties in simultaneously changing the position of the hands may be associated with functional disorders of the corpus callosum and immaturity of interhemispheric interactions. Clear temporal, sound, spatial separation is characteristic of brainstem dysfunctions and disruption of cortical-subcortical interactions. The test is performed by children from 5.5 years old. The full sample is available from 6.5 years of age. Before this age, the percentage of correct execution for children 3-4 years old is 20%, 4-4.5 years old – 45%.

Table 3.

4. Test of opposing the thumb to other fingers in turn. The left hand, the right hand, and both hands are examined separately. For children from 8 years old, finger numbering is introduced. The complicated second stage of this test involves performing a listening task with eyes closed, while the child is guided by the number of a finger called a specialist.

Possible disorders may be associated with functional disorders of the cerebellum, as well as the premotor cortex. With a more complicated version of the test, difficulties in performing it may be associated with the functional immaturity of the frontal, temporal, parietal zones of the cerebral cortex, and memory impairment. The first part of the test is fully stable and available in children from 5 years of age. The second part of the test is available to children from 7.5 years old.

Table 4.

5. Simultaneously connect the tips of the opposite fingers with strong pressure. The test is aimed at studying spatial organization, accuracy and planning of movement, assessing the tone and muscle strength of the fingers, and identifying synkinesis. Possible errors when performing the test are difficulties in simultaneously joining the fingers, inaccurate touch, violation of the symmetry of the posture, tension in the facial muscles.

The test is sensitive to the immaturity of interhemispheric interaction (violation of conjugal movements of the hands), deficiency of stem structures (tonic disorders), disorders of the parietal-occipital zones (missing fingers), frontal cortex (failure to maintain a given pose). The test is available to children from 4 years of age.

Table 5.

6. Study of postural praxis and posture retention. In the test, the child must reproduce the pose specified by the experimenter. Starting position - the child stands with his eyes closed. The experimenter places the child's hands in the following position: the left arm is extended to the side, bent upward at a right angle, the hand is bent and the fingertips are directed at the corner of the child's eye (Level 1), without touching it; the right arm is extended to the side, bent, the hand is bent and the fingertips are directed at the child’s earlobe without touching it (Level 2). After 10 seconds, on command, the child lowers his hands and opens his eyes. Next, the child must reproduce the indicated pose. This is followed by the instruction: “Stay like that, please don’t move. I need to make a recording." After some time, the command to cancel the hold of the pose follows.

The test is aimed at identifying awareness of the body diagram, spatial organization of movement, the ability to maintain a given pose, the ability to maintain a given program, and the ability to work according to verbal instructions. Possible execution errors when reproducing the pose: the child cannot reproduce the pose, refusal to perform, the child’s hands are on the same line above the head, when reproducing the pose, the hands are straightened, the child’s hands are on the same line between levels 1 and 2, the directions of the hands are not maintained clearly. When studying posture retention, the time for children to clearly maintain a pose without learning difficulties was more than 30 seconds. Possible errors when holding a pose are body rotations, relaxation of the hands, loss of accuracy of the pose, “sliding down” of the pose, loss of the pose.

This test reveals neurodynamic disorders (stem and cortico-subcortical connections), immaturity of the parietal, fronto-parietal parts of the cortex. The full sample is available to children from 5 years of age. The time of holding the pose in children 3-5 years old is up to 5 s; 5-6 years up to 10 s.; 7-8 years – up to 15 s.; from 8 years over 30 s.

Table 6.

7. Walking on command - a) on toes; b) on the heels; c) forward, placing the heel to the toe and maintaining the direction of movement.

The test is aimed at identifying difficulties in gross motor skills, “immaturity” of movement, impulsivity, difficulties in following instructions, identifying uneven distribution of muscle tone, and imbalance. Possible causes are deficiency of stem structures, cerebellar disorders. Possible mistakes are tense arm movements, lack of coordination of arm movements when walking, inability to walk in a straight line, inability to maintain balance, running instead of walking, difficulty starting movement on command. The full sample is available from 5.5 years. Up to this age, the percentage of correct execution for children 3-4 years old is 35%.

Table 7.

8. Test of following a finger. The index finger of the child’s leading hand is brought to the specialist’s index finger, the distance between the fingers is 2-3 cm. The child leads his hand, repeating the direction of the experimenter’s movement and maintaining a given distance. The head is held in the midline of the body.

The test is aimed at identifying impulsivity, difficulties in spatial organization of movement, the ability to work according to instructions, retention of instructions, features of hand-eye visual-motor coordination, assessment of the breadth of the visual field, accuracy of movement, additional determination of the leading hand. Possible mistakes are uneven distance between fingers, failure to maintain a given distance, turning the head after the finger, slipping of the gaze, difficulty holding the hand, violation of instructions. Possible violations relate to the peculiarities of the functioning of the occipital-parietal parts of the cortex in the presence of visual-motor errors and to the immaturity of the functions of the frontal parts in case of violation of instructions and impulsivity. The full sample is available to children from 8 years of age. Before this age, the percentage of correct execution for children 3-4 years old is 10%, 4-4.5 years old – 40%.

Table 8.

All samples can be assessed qualitatively and quantitatively. Quantitative assessment of performance in points occurs according to standard criteria: “0” - correct performance without additional explanations; “1”—minor errors are corrected practically without the participation of the experimenter; “2” - the task is completed after several attempts and prompts; “3” - the task is not available even after clarification.

Thus, in our work we use diagnostic tests composed of the most indicative neurological and neuropsychological tests, supplemented by original samples selected during practical work with children.

All tests do not require special equipment, are quick to perform, and are easily and interestingly perceived by children. They provide fairly accurate opportunities for assessing the state of the child’s praxis and the brain zones involved, for targeted identification of zones for more detailed subsequent examination. They can be used to predict a child’s possible difficulties in learning, and their use makes it possible to outline the direction of subsequent correctional work. Samples are not used in widespread practice and are not familiar to the child. They do not involve the use of special test materials; they can be carried out under any conditions.

Diagnostics for children 3-4 years old

Compiled by:

additional education teacher

Odinokova Bozhena Olegovna

Diagnostics of the level of speech development for 3-4 years

(literacy training)

Target:

identifying the level of speech of preschool children.

The examination of the level of speech development is carried out according to the following parameters, which are built taking into account the age-related psychological characteristics of children with developmental disabilities:

• speech understanding;

• development of phonemic hearing;

• subject and verb dictionary;

• syllabic structure of words;

• level of development of active speech;

• state of the articulatory apparatus and sound pronunciation.

Let's consider methods for examining children's speech (5 series of tasks).

SERIES 1

The tasks are aimed at helping the child understand the speech addressed to him.

1. SHOW THE TOY.

The child’s ability to distinguish a certain toy from others (choice from four) and to perform actions according to verbal instructions is determined.

Equipment:

toys - car, matryoshka, bear, bunny.

Examination technique:

Toys are laid out on the table in front of the child, and then the teacher suggests: “Show me where the bunny is. Take the matryoshka doll. Take the typewriter. Put the matryoshka doll in the car.”

Fixed:

the child selects a toy and performs actions according to instructions
(1 point)
.

2. SHOW THE PICTURE.

The child's understanding of the functional purpose of the objects depicted in the pictures is clarified.

Equipment:

pictures depicting objects familiar to the child: hat, mittens, glasses, needle and thread, umbrella, scissors.

Examination technique:

Pictures are laid out in front of the child and a verbal instruction is presented that does not correspond to the sequence of the pictures laid out. The child must choose a picture among others, focusing on the following tasks and questions: “Show me what you will put on your head when you go for a walk. If your hands get cold, what do you put on them? What does mom need to sew on a button? What does grandma need to see better? How will you cut the paper? What will you take outside if it rains?”

Fixed:

the child’s choice of a picture in accordance with the instructions
(1 point).
3. FIND A PICTURE.

The child's understanding of the singular and plural of a noun is clarified.

Equipment:

pictures depicting one or several objects.

Examination technique:

The pictures are laid out in pairs in front of the child and asked: “Show me where the ball and balls are. Show me where the mushroom and mushrooms are. Show me where the doll and dolls are. Show me where the apple and apples are. Show me where the chair and chairs are. Show me where the pencil and pencils are.”

Fixed:

display pictures according to instructions.

The formation of coherent speech in a child and the closely related acquisition of the grammatical structure of his native language is impossible without mastering the sound system of speech. The acquisition of the sound side of a language includes two interrelated processes: the development of the perception of sounds (phonemic hearing) and the formation of the pronunciation of speech sounds. Therefore, the prerequisites for speech development consider the state of phonemic hearing, the readiness of the articulatory apparatus to pronounce sounds and the pronunciation of individual sounds (1 point).

Diagnostics of thinking 3-4 years

Target:

identify the level of development of elementary mathematical concepts.

Cross out the extra item (1 point for each group, maximum number of points – 3).

For each group 1 point, maximum number of points – 3.

1 point per task, maximum 2 points.

General requirements

For children 2-3 years old, the objects of cognition are surrounding objects, sounds, and actions. Thanks to manipulation with them, incipient play activities, observations of people, animals, and natural phenomena, cognitive information is accumulated and assimilated.

Preschoolers aged 4 years are attracted not only by objects and actions, but also by their signs and properties (color, shape, size). And this contributes to their ability to conduct a comparative analysis by any category, combine objects into groups according to one characteristic, etc.

By the age of 5, preschoolers use speech as their main means of cognition. Children of this age easily perceive information, remember it well and can apply it in practice.

High-quality diagnostics allows you to make adjustments to the development of children

In a child of senior preschool age, the characteristics of cognitive development are the emerging skills of analyzing, drawing conclusions, generalizing, and classifying.

Based on these age characteristics of children, diagnostics are carried out. Games and tasks must be selected for younger children; older preschoolers need to be set up for work.

Evaluation criteria are being developed, they can be as follows:

1. Low level - the child does not understand or does not complete tasks even with the help of an adult.
2. Intermediate level - the child understands well what is required, completes tasks correctly and answers questions with a little help from an adult. Tries to independently explain his choice.
3. High level - the child enjoys it, correctly completes the proposed tasks independently, and answers questions competently. Makes a simple analysis of his actions and explains his answer.

Diagnostic tasks and assessment results
It is necessary to talk with the child in a calm, confidential tone, praise for successes, and encourage him if something does not work out. The diagnostic results will show the level of cognitive development of children, and the adult will see which issues cause difficulties and require additional attention.