Preview:
Ministry of Health of the Kaliningrad Region
state budgetary healthcare institution
"Specialized children's home
Kaliningrad region No. 2"
238050, Gusev, Kaliningrad region, st. Shkolnaya, 30
"Specialized children's home
Kaliningrad region No. 2"
______________ N.P. Trostyanskaya
on _______________________________________ _____birthday
The boy easily and quickly makes contact, shows interest in him, the contact is stable. Emotionally balanced.
The child has partially developed cultural and hygienic skills, the boy eats and drinks from a cup independently, washes and wipes his hands, and partially dresses/undresses. He sits down and gets up from the potty on his own, but does not ask to use it. Uses personal hygiene items with the help of adults. He knows his way around the group well, the boy knows his bed, place at the table and locker.
The stock of knowledge and ideas about the environment is formed slowly, but the result is stable. He shows interest in his surroundings, but it is superficial. Sensory perception is impoverished, but the dynamics in development are stable.
Daniel learned how to assemble a pyramid (the rings are the same), a two-part matryoshka doll. Doesn't know or correlate primary colors. Builds a tower and a path from cubes. Assembles a large mosaic. With the help of an adult, with direct comparison, he differentiates objects by size (large - small). Motor activity is reduced. The object is grasped with the entire hand. Gaming interest is not expressed enough. The game is short-term and comes down to reproducing learned game actions.
Passive and active vocabulary is poor. Understanding speech at the everyday level. Begins to show interest when viewing illustrations and reading nursery rhymes and dramatizations with toys. The boy, at the request of an adult, finds the necessary objects himself or with the help (points with his hand or picks them up), performs play actions (“Feed the doll”, “Put the doll in the crib”, etc.). Speech consists of individual onomatopoeias and several commonly used words, such as: “Am - am”, “Bi-bi”, “Go”, “Give”, “Na”, “No”, “Bah”, etc.
The prognosis for learning ability is positive, subject to further combination of correctional pedagogical and speech therapy work.
Source of the article: https://nsportal.ru/detskiy-sad/raznoe/2017/02/18/harakteristika-na-rebenka-rannego-vozrasta-s-zaderzhkoy-psiho
Approximate characteristics for a 5-year-old child with delayed psycho-speech development
Victoria Prokopovich
Approximate characteristics for a 5-year-old child with delayed psycho-speech development
Characteristic
She entered kindergarten in September 2021. Before this, the girl was home-schooled and did not attend preschool education. The girl was born with a congenital heart defect, a congenital cleft of the hard and soft palate. Adaptation went without any problems. The girl quickly got used to kindergarten. Now the child feels comfortable in the group, his behavior is adequate, and he communicates calmly with his peers. Non-aggressive, non-conflicting, very affectionate and responsive. The children in the group love her, willingly play with her and help when necessary. Willingly makes contact with adults and carries out simple tasks.
Gross and fine motor skills are impaired. There are no gross violations of posture, walking, running, or jumping. There is motor clumsiness and lack of muscle strength. The need for movement is often realized through chaotic motor activity.
Self-care skills are not sufficiently developed. Uses the toilet without prompting from an adult, gets dressed and undressed only with the help of an adult.
In gaming activities, there is an unclear and imprecise execution of game actions, as well as a poverty of game plots. Performs game actions without sufficient verbal accompaniment.
Willingly makes contact with the teacher. Cognitive interest is weak, selective, unstable. During classes he is often distracted and may stand up and walk around. Disturbs children. The activity is purposeful, but unstable. Doesn't finish the job. The overall pace of activity is slow. Increased fatigue, exhaustion. Efficiency is low, self-control is insufficient.
Learns material better in individual lessons. The teacher does not always perceive the instructions and not in full. Help (step by step)
accepts, providing assistance effectively. The girl has a slow perception and comprehension of new educational material. She needs constant organizing help from a teacher in the form of leading questions, tips, and support from visual material. Situations of success evoke positive emotions in the child.
Speech is slurred, not always understandable to others, sound pronunciation is impaired. This is due to the innate characteristics of the palate. Vocabulary and coherent speech are below the age norm. Most often the speech is monosyllabic. Has difficulty constructing complete sentences.
Attention is unstable and quickly depleted. Concentration is weak. Visual memory is slightly better than auditory memory. Slowly remembers information; multiple repetitions are required before the girl reproduces the poem. Perception is slow, fragmented. Cannot always identify parts of an object; finds it difficult to match a part to the whole. Distinguishes and correlates by color, shape, size. Names all primary, monochrome colors. Knows circle, triangle, square. Spatio-temporal orientation is not sufficiently developed .
Thinking is below the age norm, the operations of analysis and synthesis are poorly developed . The child does not independently establish cause-and-effect relationships in a series of plot paintings with a clear meaning of the plot, and cannot cope with determining logical relationships when working with a series of paintings with a hidden meaning and an unfinished end to the action. Classifies and generalizes poorly, finds it difficult to exclude unnecessary items.
Ideas about the outside world are below average. Basic quantitative skills are also below average.
Loves work and individual assignments, outdoor games. Shows interest in drawing. The girl paints quite well and neatly. In sculpting and appliqué classes, he experiences difficulties due to poorly developed hand motor skills .
The child is being brought up in a single-parent family. The mother pays enough attention to her daughter, is actively interested in the girl’s behavior in classes and in free activities, and worries about her. Follows all recommendations of specialists. The family has a prosperous microclimate.
Summary of a lesson on applications with children 5–6 years old with mental retardation “Starlings have arrived” Synopsis of an application lesson with children 5–6 years old with mental retardation “Starlings have arrived” Alfira Mukhametdinova Topic: “Starlings.
End of lesson on application with children 5-6 years old with mental retardation “Starlings have arrived” artistic and aesthetic development (applique) Topic: “Starlings have arrived” for work with children 5-6 years old with mental retardation.
Summary of a group lesson on the development of speech of children 2–2.5 years old with delayed speech development on the topic “Pets” Topic: Pets Goals and objectives of the lesson: - Correctional and educational: continue to expand the active vocabulary, work on development.
Summary of an individual lesson for a 5-6 year old child with mental retardation on the topic “Animals” Purpose: to expand the understanding of animals; develop mental processes. Objectives: – develop thinking, attention, memory, visual perception;.
Summary of a speech therapy lesson for children 4–5 years old with mental retardation “Sounds and letters A, U” Topic: “Sounds and letters A, U” (lexical topic: Poultry). Purpose: pronunciation, differentiation, analysis of sounds A, U. Objectives: Educational:.
Summary of educational activities on FEMP for children 4–5 years old with mental retardation “Number and figure 2” Topic: “Number and figure 2” (lexical topic: Poultry). Goal: familiarization with numbers and numbers 2. Objectives: Educational: show education.
Notes on the development of elementary mathematical concepts for children 5–6 years old with mental retardation. Notes on the development of elementary mathematical concepts for children 5–6 years old with mental retardation. Concepts: “long”.
Summary of a lesson on familiarizing children 5–6 years old with mental retardation with the world around them “Fruits” “A system of correctional work to overcome disorders of coherent speech in older preschoolers with mental retardation. ”Summary of a lesson on familiarization with the environment.
Methods for developing coherent speech in children with mental retardation The problem of speech disorders and their correction in preschool children with mental retardation is considered an urgent problem in speech therapy.
Specific features of communicative and speech skills in children 2–3 years old with delayed speech and psycho-speech development. Individual defects associated with violations of only communicative and speech skills are not considered in children 2–3 years old. In young years.
Source of the article: https://www.maam.ru/detskijsad/primernaja-harakteristika-na-rebenka-5-let-s-zaderzhkoi-psihorechevogo-razvitija.html
Drawing up characteristics for preschool pupils.
Ekaterina Shabalina
Drawing up characteristics for preschool pupils.
Drawing up characteristics for pupils is an integral part of the work of a preschool teacher . The need to write arises when a child is enrolled in a speech therapy group or a speech center, at the request of specialists or doctors, and in other cases. This is an important and responsible matter. After all, the characteristics must be comprehensive and objective. Its purpose is to reveal those features of the child that are not always evident during examination by PMPC members or doctors. The examination of specialists is limited in time; an unusual environment can distort the child’s actual knowledge and skills. Experts have developed approximate characteristics of a child . As a rule, it should reflect:
1. General information about the child.
2. Physical development.
3. Interaction with the team.
4. Educational activities.
5. Labor activity.
6. Characteristics of cognitive activity.
7. Features of the emotional-volitional sphere.
8. General and special abilities.
9. Temperament.
10. Character.
11. Psychological and pedagogical conclusions.
When writing a characteristic for a preschooler, it is very important to rely on the educational program and draw conclusions according to the child’s fulfillment of the goals and objectives of this program. And another very important addition. Behind all this, this particular child must be visible; you need to choose words that characterize the person so that, without knowing the last name, another teacher can tell who it is about.
In accordance with my profession, in my practice I often encountered complex children, whose characteristics should have helped in deciding the question of the further place of upbringing and education of the child , when tracking the dynamics of development or clarifying the diagnosis. Knowing how many difficulties teachers experience in this work, I offer several examples of characteristics . I will be glad if they are useful to you.
Psychological and speech therapy characteristics of the pupil
The boy has a proportional build and good appearance. Visual contact is accessible, but already during the initial examination he showed characterological traits . When the pyramid was presented to him, he scattered the rings and tore off the stick. Switching him to another type of activity caused aggression.
Egor attended kindergarten from the age of 2. But I never got used to the kindergarten regime, the group teachers and the children. The child came to the group crying and after a while became distracted. But the organization of his activities in accordance with the regime moments caused violent aggression. The kid took the children's toys, lay down on them, and pushed away everyone who wanted to get closer. He actively resists - he bites, screams, tries to hit him in the face, be it an adult or a child. Favorite activity is running in circles with a car, or jumping from high objects.
Individual work with a baby is currently only possible with food stimulation (nuts)
.
The duration of classes is very unstable. This can be 30 minutes (computer, and sometimes a complete refusal of activity with tears and aggression. Lotto “Paired pictures”
is laid out, a picture is found by word. The child’s knowledge of color and shape is at the level of comparison. Using the
“hand in hand”
it is possible coloring pictures, cutting out simple shapes.
Knowledge about the environment is limited. The child’s mother was actively involved in the process of teaching her son, expanding his vocabulary, knowledge about the environment, but the boy’s performance was extremely low and was of an unstable episodic nature . Attention is distracted, concentration is low. The results are still insignificant.
The child’s active vocabulary consists of some onomatopoeias and vocalizations that even the child’s mother cannot relate to a specific object.
As a rule, a boy, when trying to get adults to communicate, remains silent, clenching his teeth tightly. Onomatopoeia appears in moments of emotional revival.
Self-service skills have not been developed. The child does not try to dress himself, but at the first opportunity he takes off his shoes and clothes.
Contact with the child is difficult.
The specification is given for presentation at the place of request.
Teacher's signature
Psychological and speech therapy
characteristic for the pupil
Sasha entered the correctional group for children with severe speech impairments in September 2008. According to the conclusion of the PMPK: general speech underdevelopment, level 3.
The boy is thin, alert, active. His mood changes quickly. He often seeks praise and kind words, but even more often he is aggressive, disobedient, touchy, and vindictive. Clearly strives for leadership, tests the strength of new team members (loses painfully, cries, hides, gets angry)
. Those who managed to fight back are not touched, but the weaker ones are offended.
Performs tasks and instructions from adults willingly and diligently, waiting for encouragement. Can keep yourself busy; loves to play with construction sets, color, and draw.
Sasha is demonstrative. The boy has a violation of the communication distance, primarily with adults.
Goes to classes reluctantly, after the teacher’s persuasion. In the process of work he is active, if you do not ask him first, he may become offended and withdrawn. He loves to work in checkered notebooks and completes tasks according to the model. Graphic skills are sufficiently developed.
The boy is physically developed. Movements are coordinated.
When examining fine motor skills, he performs movements by imitation; difficulties are observed in switching from one movement to another. In simultaneous action with both hands. The leading hand is the right.
Articulatory motor skills are not sufficiently developed. Differentiation and accuracy of movements suffer, and there is a decrease in the amplitude of movement of the articulatory organs.
Involuntary attention has been formed. However, the volume of visual and auditory attention is reduced.
The volume of voluntary attention is also significantly reduced, and there is a violation of the distribution and switching of attention. Stability is insufficiently developed, is quickly exhausted.
Sasha knows and names primary and tinted colors. Names all plane figures. Compares the entire set of presented volumetric forms. When independently named, it denotes only the most elementary forms (ball and cube)
.
The perception of the body diagram and its parts is formed.
The idea of the sequence of parts of the day and seasons has been formed. Reproduces based on pictures.
The child does not have a formed idea of the sequence of months one after another and the number of seasons in the months.
All types of memory are slightly reduced. The ability to memorize poems is reduced.
Visually - effective thinking has been formed. Visually - imaginative thinking at an average level of formation.
Classifies and generalizes. The plot pictures are combined into a plot, the story is made up .
Ideas about quantity have been formed. Counting to 10. Counting operations within 10 using visual material. A countdown is being generated.
Sasha's vocabulary has expanded significantly. The sense of self-control over the delivered sounds is not developed. Monitors the correct pronunciation only in memorized texts and when reading and in reflected speech. Spontaneous speech continues to remain blurred and unclear. The automation of the sounds sh, zh, ch, shch, r, r', l, ts continues.
In speech there is an insufficient formation of language means. The boy understands the purpose of complex prepositions. But it is difficult to use them in speech.
Doesn't remember letters and numbers right away. Cognitive activity is average.
Head of BDOU No.
Teacher speech therapist
Psychological and speech therapy
characteristic for the pupil
Serezha entered the correctional group for children with severe speech impairments in September 2009 with a PMPK conclusion: general speech underdevelopment of level 3.
Seryozha is lively, emotional, and friendly. He tries to attract the attention of children and adults, although not always successfully. Calls names, breaks buildings, hurts other guys. He reacts adequately to comments, admits his guilt, but after a short time repeats his mistakes.
It took me a while to get used to the kindergarten regime. Very selective in food, capricious.
In classes he shows average activity, there is a weakness of volitional tension. Efficiency is insufficient, the nature of the activity is unstable, and requires constant monitoring by the teacher.
Attention is not stable enough. The attention span is satisfactory.
Gross and fine motor skills are sufficient. The leading hand is the right.
Self-care skills are age appropriate.
Semantic memory prevails over mechanical memory. The ability to memorize poetry is reduced. Visual memory: 7/6, auditory – 7/4.
Seryozha knows and names primary and shade colors. Names geometric shapes: circle, square, triangle, rectangle and oval.
Orients himself in the sides of his own body. Differentiates spatial concepts: higher - lower, further - closer, right - left, ahead - behind.
Visual-figurative thinking at a fairly high level.
Classifies, excludes, tries to explain.
Working with a series of plot pictures does not cause any difficulties. The boy lays them out in the required sequence, highlighting the beginning and end of the story.
Ideas about quantity have been formed. There are concepts of “more and less”
,
"equals"
. Counting straight up to 10, counting backwards – not sure. Mastered counting operations within 5 using visual materials.
The phonetic structure of speech is not sufficiently formed; in isolation, the child pronounces all sounds correctly, but in spontaneous speech the sounds produced are not automated. Speech is intelligible. The ability to distinguish and identify phonemes by ear is preserved; auditory-pronunciation differentiation of speech sounds that are not mixed in pronunciation is preserved, those that are mixed in pronunciation are impaired.
Phonemic analysis and synthesis at the stage of formation: the boy determines the location of the stressed vowel in the word; identifies a stressed vowel in a word, determines the location of a given consonant sound in a word, composing words from sequentially presented sounds is difficult. Phonemic awareness is insufficient.
The state of monologue and dialogic speech is at a satisfactory level (the story is compiled with some help , certain moments of action may be omitted, which generally do not violate the semantic correspondence of the story to the depicted plot; there are not pronounced violations of the coherence of the narrative, errors in the construction of phrases).
Seryozha has difficulty remembering letters. Works in a checkered notebook for now only under the supervision of an adult.
Serezha's cognitive activity has increased significantly.
The characteristics are given to resolve the issue of the child’s future place of education.
Teacher's signature
Psychological and speech therapy characteristics on
Child from 1st pregnancy, first birth. The pregnancy proceeded with toxicosis and threat of termination at 22 weeks. Mom suffered a herpetic infection (static treatment, pyelonephritis. Delivery at term, Apgar score 8/8 points. The severity of the condition in the maternity hospital was due to tonic convulsions at 3 d/g, prolonged apnea, hypotension, hyporeflexia. Was treated in the pathology department newborns within a month. Early psychomotor development within age limits. Speech development (according to mother)
: Booming and babbling according to age.
In the period from 9 months. up to 1 year 9 months I had seizures three times after vaccinations. The first words appeared at the age of one year, then speech development was interrupted. At the age of 3.5 years, the active dictionary contains 10 babbling words. A short phrase from 4 years old. Initially consulted by a speech therapist at 2 years old (D-z: ZRR)
. We started studying with a speech pathologist at the age of 4.
Ignat is a friendly, pleasant-looking boy who is often distrustful and fearful in unfamiliar surroundings.
Does not immediately come into contact with children and adults. In relationships with children he is passive, always in secondary roles or in an observing position.
In the game he acts more often by imitation.
Favorite entertainments are cartoons and computer games. At the same time, the boy falls into extreme excitement; twitching of the facial muscles and blinking of the eyelids intensifies. Emotional excitement subsides only after a few hours.
A child’s understanding of speech at the everyday level. Cannot always follow two-step instructions. Repeated repetition with demonstration of action is necessary.
. The active vocabulary has expanded somewhat due to everyday subject and verbal vocabulary. It became possible to use pronouns, conjunctions and sometimes simple prepositions. Ignat's independent statements contain simple, uncommon sentences. At the same time, there are gross errors in the use of grammatical structures, there is no agreement between adjectives and nouns, and there is a confusion of case forms. The passive vocabulary is limited, the subject and verbal vocabulary associated with the work activities of adults, the flora and fauna has not been formed.
The boy learned primary colors, shading at the level of comparison.
There are gross violations of the syllable structure and sound content of words. Ignat shows insufficiency in the phonetic aspect of speech (a large number of unformed sounds)
.
In individual lessons, the boy is not diligent enough, his attention is unstable and distracted. There is a rapid loss of interest, accompanied by twitching of the facial muscles.
During frontal classes, he is very dependent on the behavior of other children.
Since he mainly acts by imitation.
Articulatory motor skills are not sufficiently developed. Experiences difficulties in adopting and maintaining an articulatory posture, switching from one exercise to another; increased solitation is observed.
Speech is unclear, blurred, and not always understandable to others.
Involuntary attention is formed, but the volume of visual and auditory attention is reduced.
The volume of voluntary attention is also significantly reduced, and there is a violation of distribution and switchability. Resistance is insufficiently developed and is characterized by rapid exhaustion.
It is not enough to differentiate between the right and left sides.
All types of memory are significantly reduced. He has difficulty remembering small quatrains. Visual-figurative thinking at an average level. The boy shows no interest in laying out plot pictures or cubes on his own. Constructs from matches according to a model with the help of a teacher. Based on the model, with the help of the teacher, he lays out large puzzles of 6 parts.
Doesn’t generalize in words, excludes, often finding it difficult to explain the choice.
Ignat has mastered quantitative counting up to 10. He does not know the reverse. Does not perform counting operations.
Fine motor skills are not sufficiently developed, he holds the pencil uncertainly, the pressure is weak, and he performs the task inaccurately.
The specification is given for presentation at the place of request.
Teacher's signature
Psychological and speech therapy characteristics of the pupil
Roma was enrolled in a correctional group for children with severe speech impairments in June 2008 with a conclusion from the PMPC: general underdevelopment of speech, level 1. The parents provided a medical report from the Children's Children's Center with a diagnosis: consequences of perinatal brain damage in the form of mental retardation with motor alalia.
The child began attending kindergarten in September 2008.
The adaptation period to the kindergarten regime, teachers and children of the group was long, difficult and not completed to this day. The child comes to kindergarten calmly and easily tolerates separation from relatives. Difficulties were presented, first of all, by timing of feeding: the boy threw pieces of bread at the children, knocked over food, refused to eat during regular hours, and then demanded cookies or other sweets (usual food)
.
The boy's requirement to wear shoes in the group room caused strong hostility. At the first opportunity, Roma took off his shoes and threw shoes at children and adults at the most unexpected moment, causing injuries and causing discontent among other parents. After consulting with the administration and the child’s parents, we found a compromise solution - they allowed the child to wear warm socks and this type of aggression stopped. But Roma’s interest in throwing objects at “living objects”
has not yet dried up - toys are being used.
The boy has a special passion for flushing the toilet; at the slightest mistake on the part of the teachers and their assistant , toys, bars of soap, rags, rolls of toilet paper and, if there is no other possibility, then his own clothes are washed away.
Musical and physical education classes cause a storm of negative emotions in Roma. The boy runs on all fours, screams, rolls on the floor, knocking over other children.
He reacts violently to reproach or refusal of what he wants: he screams shrilly, hits his head on the floor, then pitifully shows where it hurts. When they feel sorry for him and stroke him on the head, he immediately calms down and obeys, calms down for a while.
After persistent requests from the speech therapist to clarify the diagnosis of the child, the parents in December 2008 provided a new conclusion from the DCC with the diagnosis: Atypical autism of endogenous origin, on a residual organic background, with severe expressive speech disorder, cognitive impairment.
It was immediately explained to the parents that with such a diagnosis, children were subject to removal from the correctional group and were told all the difficulties of raising and communicating with the child. In preschool age, the number of inappropriate fears in such children increases; many are afraid to walk on the street; sometimes a child may be afraid of a piece of soap, glue spilled on the table, or jelly. Autistic children are afraid of everything new. The most important thing is how comfortable or uncomfortable the child will behave and feel. But the parents asked to give the baby a chance to communicate, especially since the mother had a second child in her second marriage and the family does not yet have the opportunity to attend a special kindergarten for autistic children.
The parents insisted on the child’s presence around the clock and threatened to complain, despite the teachers’ explanations that detachment from loved ones is an external manifestation, but inside the child is experiencing separation. The experiences manifested themselves in evening screams (literally, howling, rolling on the floor, falling asleep very late (after 11 p.m.)
and waking up early
(from 5 a.m.)
.
But the parents defended their point of view - look for an individual approach, show more attention, because we can cope at home. As it turned out from conversations with the child’s mother and stepfather, the parents’
parenting It was explained to parents that such methods are not acceptable not only in kindergarten, but also at home. The child is sick and this must be understood; the patient must be treated, and not intimidated and punished. The child often came to kindergarten from home with bruises and abrasions, but knowing about the boy’s manifestations of self-aggression, the teachers did not draw negative conclusions.
However, at the same time, the child experienced gradual dynamics. Baby (often sick)
He happily comes to kindergarten after another separation, looks into his face with a friendly smile, and tries to attract attention.
The duration of individual lessons has increased to 10 minutes. You can attend subgroup classes for 5-7 minutes, repeating some articulatory and phonetic gymnastics exercises. He undertakes to sculpt at the same table with all the children. He lends himself to speech stimulation like: “Tell me and I will fulfill what you want
.
Plays “Loto”
and repeats the names of the pictures after the teacher. There are attempts to form a two-word sentence:
“I’m thirsty.
Give me a car." Follows the teacher's instructions like:
"Go to the locker and bring a brush."
Repeats after the teachers the names of the primary colors: white - be, blue - si, etc. Collects a pyramid and a mailbox, a picture cut into two parts .
Does not like or is afraid of pencils and brushes. He draws with his fingers with the help of a teacher, and crumples the plasticine in his hands and makes attempts at circular and longitudinal movements. Parents complain that at home Roma vomits and crumples the coloring books and exercises given to her.
He works with a psychologist only individually, and when trying to involve children of 2-3 people in a group, he behaves inappropriately. Throws pencils on the floor, throws children's work off the table, reacts violently to remark, showing self-aggression. If the psychologist does not involve Roma in the work of the group, then the boy throws toys and pencils at the children, drawing attention to himself, but does not agree to join the general work, shakes his head negatively, “moos”
, runs away, hides.
In individual lessons, he completes the task for the first three to four minutes, then spins around in his chair, falls on his side, crawls to the side, without responding to game techniques for stimulating activity. He treats tasks selectively; refusal to perform activities is manifested by screaming, arching the body, and pushing material away from oneself.
Despite the child’s difficult behavior due to his underlying illness, positive dynamics are observed. But, unfortunately, there is no understanding on the part of parents of the colossal efforts of teachers and the effectiveness of their work. Parents' complaints against teachers are unfounded, far-fetched and nature .
But working with a special child requires a lot of patience. It can take quite a long time to master one skill, such as fastening buttons. Moreover, there is no guarantee that the acquired skill will not be lost at some stage of the child’s development (this may be due to both a lack of motivation and the difficulty of retrieving information from long-term memory).
Parents are explained that interaction with a special child must be built depending on the diagnosis and the real capabilities of the child himself. Corrective work with Roma is carried out in several directions simultaneously, among which one may be a priority.
Corrective work with such a child should be carried out comprehensively, by a group of specialists: a neurologist, a psychiatrist, a psychologist, a defectologist, and teachers.
Only in the process of working together with parents can one create certain stereotypes of raising a child . Unfortunately, in this case, the parents do not want to understand the peculiarities of Roma’s behavior and do not recognize his behavior as a special child.
Teacher's signature
Speech therapy characteristics for a child with speech delay
Age at the time of examination: 3 years 1 month
Group: II junior group of general developmental orientation
Personal and psychological characteristics of the child
. The girl is calm, affectionate, willing to make contact, and shows curiosity about the materials and toys offered. The child completes tasks after clarifying questions and according to the adult’s model.
Dictionary status.
The volume of passive vocabulary is below the age norm. Elya correctly shows objects called by adults (pyramid, doll, ball, bear, fox, bunny, duck, chicken), and gives the object to an adult at his request. Understands and shows the actions depicted in the pictures (the bear sits, stands, walks, jumps, runs, lies, eats), words denoting signs: big/small.
The child understands spoken speech and follows simple verbal instructions within the framework of a specific situation and everyday everyday communication. Elya correlates objects (towel, spoon, soap, chair) with their functional meaning. Understands simple general concepts, after clarifying questions: clothing (dress, socks, jacket), shoes (shoes, boots, sandals).
The girl's active vocabulary is at a low level. The child pronounces individual sound combinations and uses some vague onomatopoeic words “meow.” He pronounces the word “mom” instead of the whole word “dad”, pronounces the first stressed syllable “pa”, “grandfather” - sounds like “dea”. The girl does not repeat individual sound combinations after the adult, for example: car - “bee-bee”, mouse - “pee-pee”, chicken - “ko-ko”, goose - “ha-ga”, etc. The child expresses his requests mainly with the help of pointing gestures, vocal reactions and individual sound combinations.
Connected speech
. Speech as a means of communication has not been formed.
The grammatical structure of speech.
Understanding the meaning of grammatical changes in a word in its infancy. Elya differentiates from pictures the singular and plural nouns with stressed endings, after clarifying questions (ball-balls, ball-balls). Understands the meaning of “big” - “small”, with guiding help, differentiates from pictures nouns with diminutive suffixes (ball - ball, doll - doll, house - house). Phrasal speech has not been formed. According to the mother, the child once uttered the simple sentence “give me mako” - give me milk.
Sound pronunciation.
Delayed formation of sound pronunciation. The girl pronounces vowel sounds [a], [i], [o], [e] and some simple consonant sounds of early ontogenesis [m], [p], [b], [d'], [n' ], the pronunciation of sounds is not always clear enough.
State of hearing function.
Hearing function is intact. The child shows and picks up a musical instrument that just sounded behind the screen (tambourine, bell, rattle).
Articulatory motor skills
. Performs several imitation movements in a playful manner: smiles, opens his mouth wide, sticks his tongue out of the mouth, puffs out his cheeks. There is weakness of the tip of the tongue (the tongue is located between the upper and lower incisors) and protrusion of the upper jaw anteriorly.
State of respiratory and vocal function.
Breathing is free. The voice is quiet. At the moment of emotional revival, the voice in a scream is louder, more ringing.
Visual-spatial gnosis and praxis.
The girl orients herself in the diagram of her own body, shows parts of the body of toy animals (paws, head, tail). Elya assembles the pyramid on her own, without arranging the rings by size. He tries to lay out a “house” figure from counting sticks according to the pattern, lays out the sticks unevenly, and places the “roof” of the sticks incorrectly on the plane.
Visual perception.
Sensory standards in a child are at the stage of formation. The girl uncertainly correlates the primary colors: red, green, yellow, blue.
Manual motor skills.
The child does not fully perform some movements by imitation. Movements are weak and imprecise.
State of the general motor sphere.
When walking, Elvira does not always fully step on her entire foot; sometimes she moves on her toes.
There is insufficient coordination of movements and dexterity in their execution. At the request of an adult, the child performs jumps on two legs, lifting his toes off the floor. Elya catches the ball and throws it with both hands from below. Performs the following movements: “fly like a bird”, “show how a bear walks”, following the example of an adult, the movements are unclear and blurry.
Speech therapy conclusion:
Marked delay in the rate of speech development.
Head of MKDOU kindergarten “Petushok” ___________ /full name/
Speech therapist teacher at MKDOU kindergarten “Petushok” ________ /full name/
Source of the article: https://www.prodlenka.org/metodicheskie-razrabotki/394017-logopedicheskaja-harakteristika-na-rebenka-s-
Characteristics of children with general speech underdevelopment
By the age of 4.5-5, a modern child must master the entire system of his native language : speak coherently; express your thoughts fully, easily constructing detailed complex sentences; easily retell stories and fairy tales. Such a baby pronounces all sounds correctly and easily reproduces polysyllabic words. His vocabulary ranges from four to five thousand words.
A different picture is observed with general speech underdevelopment . It can be expressed to varying degrees: from the complete inability to combine words into phrases or from pronouncing individual onomatopoeic complexes instead of words (mu-mu, aw, tu-tu) to extensive speech with elements of phonetic-phonemic and lexical-grammatical imperfection. But in any case, the violation affects all components of the language system: phonetics, vocabulary and grammar. Hence the name of the defect - general speech underdevelopment.
The lowest level of speech development in such children is 1st. The highest is 3rd. Let us characterize the speech of children with the 3rd, most typical level of speech development. At the age of 5, their vocabulary is approximately 2.5-3 thousand words. It lacks or contains in a distorted form less commonly used words denoting the names of objects, objects, actions, and their characteristics.
The most common lexical difficulties relate to knowledge and naming:
- parts of objects and objects (cabin, seat, trunk, foundation, entrance, back of the head, temples, mane, udder, etc.);
- verbs expressing the specificity of actions (licks, licks, gnaws, bites off, chews - everything is expressed by the word “eats”);
- prefixed verbs (swam, sailed, swam across, surfaced, etc.);
- antonyms (smooth - rough, brave - cowardly, deep - shallow, thick - liquid, etc.);
- relative adjectives (woolen, clay, sandy, cherry, pear, strawberry, etc.).
Errors are common in grammatical structure:
- in the use of prepositions В, К, С (СО), FROM UNDER, BECAUSE OF, BETWEEN, THROUGH, ABOVE (“The handkerchief is in the pocket”, “Mom took the book from the shelf”, “The boy came up to the closet”, “The cat crawled out under beds”, etc.);
- constructing sentences (“Petya went to pick mushrooms in the forest”, that the hedgehog was injecting himself, why is the girl crying”).
Phonetically, children:
- they pronounce 10-20 sounds incorrectly: they do not distinguish between similar-sounding soft-hard, voiced-voiceless sounds S-SH, 3-ZH, T-H, S-SH, L-R, etc.;
- distort the syllabic structure and sound content of words: vodchik - datavotik, photograph - atagafiya, tape recorder - matafon;
- cannot reproduce a number of words that are similar in sound, sound and syllable combinations (cat-kit-tok, bull-bak-bok, pa-bafta-kta, ta-cha).
Naturally, all of the above are reflected in coherent speech. However, the detailed semantic statements of children with general speech underdevelopment are also distinguished by a lack of clarity, consistency of presentation, and fragmentation.
We offer an example of a story based on a painting by a 5-year-old child with speech underdevelopment (3rd level of speech development): “The children made a fnigak (snowman). Catawifa children on a funky (sled). Children of katawif iv goyki (from the hill), (the teacher) fell (called) detof (children) defkiy fat (garden).”
At the 2nd level of speech development, violations in all parts of the language system are more severe and persistent. Let's give an example of a picture compiled by a 5-year-old child: “Basya... cat. She... veil. Basya kos zilya hodiva.” (The dog She... briefcase. The dog took the bone and walked around.)
At the 1st level of speech development, the child has coherent speech, it contains individual polysemantic distorted analogues of the onomatopoeic plan, for example: dog, goat, cow, ram - ava car, ship, rocket, bicycle - tu-tu fall, go down, sit down, lie down - eat, drink, bite, chew - am, etc.
All of these speech features were observed in children aged 4.5 - 5 years with normal hearing and intact intelligence. Only with the noted parameters can the defect be characterized as a general underdevelopment of speech.
For children with general speech underdevelopment, along with the indicated speech characteristics, insufficient development of processes closely related to speech activity is also characteristic, namely:
- attention and memory are impaired;
- impaired finger and articulatory motor skills;
- verbal and logical thinking is insufficiently formed.
Impaired attention and memory are manifested in such children in the following ways : they find it difficult to restore the order of arrangement of even four objects after rearranging them, and do not notice inaccuracies in joke drawings; objects or words are not always identified according to a given characteristic. For example, this happens in cases where it is proposed to show only squares (red figures, circles, etc.) on a piece of paper; clap your hands if clothing (food, animal, etc.) is named; collect all metal objects (wood, plastic, etc.) into a box.
It is even more difficult to concentrate and maintain their attention on purely verbal material outside of a visual situation. Therefore, such children cannot fully perceive the teacher’s lengthy, non-specific explanations, long instructions, and lengthy assessments of their activities.
It is characteristic that disturbances of attention and memory affect voluntary activity to a greater extent. Concentration and memorization on an involuntary level is much better. Thus, when watching a cartoon, attention does not need to be mobilized and it remains for a long time. Or, for example, a child can much more easily reproduce the names of six to eight birthday gifts than four or five toys hidden during class.
Violation of articulatory motor skills is manifested in limited, inaccurate or weak movements of the movable organs of articulation - the tongue, soft palate, lips, lower jaw. The articulation of all speech sounds occurs when the listed movable organs form closures and gaps between themselves or with fixed organs - the palate and teeth. Naturally, a violation of the articulation of sounds leads to their defective pronunciation, and often to general slurred speech.
How to write a character reference for a non-speaking child
Many people ask questions about writing characteristics for a child. It is often required at PMPK, when registering guardianship, deprivation of parental rights, etc. Sometimes there are not enough “phrases” to describe the available data, and it is simply useful to have samples to speed up the work. The characterization should be neutral, stating facts, without evaluative expressions. Rough plan and samples
real characteristics from practice below.
Characterization plan.
on F.I. child_____________________ ________________________________________
Age of parents, family composition, conditions of upbringing, professions of parents. Type of parent-child relationship (overprotection, authoritarianism, harmonious relationships, permissive parenting style, rejection)
Personality-characterological, typological and emotional-volitional characteristics
Active, mobile - inert, slow.
Calm, balanced – excitable, unbalanced
Makes contact (easily, willingly, slowly, with difficulty)
Attitude towards leadership in a peer group (strives for primacy, is recognized by others as a leader, formal or informal leader)
Does he take initiative in games, activities, or follow the example of others, or is he passive.
Attitude towards comrades (conflictual, friendly, benevolent)
There are: increased emotional excitability, irritability, lethargy, lethargy, etc.
The predominant mood in class (cheerful, depressed, without any special shade)
Do you experience sudden mood swings throughout the day?
Are there behavioral difficulties and how do they manifest themselves?
Do elements of negativism and aggressiveness appear?
The nature of the volitional sphere (sufficiently developed, weak)
Does the child persist in the face of difficulties?
Interests and inclinations. In what types of activities are they manifested?
The child’s attitude towards leading activities (activity, interest, hard work, accuracy, passivity, indifference, negligence)
The activity of verbal communication (corresponds to the norm, increased, decreased, there is isolation, a negative attitude towards verbal communication, manifestations of autism).
Stability of attention (capable of long-term concentration on a subject or quickly distracted)
Nature of distraction (distracted by external stimuli or in the absence of external stimuli)
Switching of attention (fast, easy, slow, difficult)
General level of development of voluntary attention (appropriate for age, below age norm, very low)
Remembers quickly or slowly, with difficulty
Remembers for a long time, quickly forgets
Characteristics of verbal memory (sufficient, insufficient)
Are there any difficulties in memorizing new words, syntactic structures, text material?
Orientation in everyday life, development of self-care skills
A stock of knowledge about the surrounding world, about living and inanimate nature, about natural phenomena, about cause-and-effect relationships in nature
Level of formation of ideas about yourself and your family
Level of visual orientation to the properties and qualities of objects: color, shape, size, spatial relationships, holistic perception of the object
The state of visually effective (in practice) and visually figurative (creativity) thinking
Elements of the development of logical thinking
Insufficiency of the generalization process, reduction in the level of generalization; Lability (increased exhaustion, unstable method of execution, acceleration of tempo)
Inertia (excessive circumstance, detail, viscosity, pronounced stiffness)
Diversity (reasoning about a subject in different planes)
Reasoning (“deep reasoning about a small subject”; limited vocabulary, egocentrism, stereotypes)
Impaired self-regulation (inability to purposefully organize mental actions; violation of the sequence of actions)
Level of speech development
State of the articulatory apparatus (dysarthria), does he work with a speech therapist?
Active vocabulary (small, sufficient)
General level of speech development (presence of phrasal speech: uses common phrases, using various syntactic structures and phrases; monosyllabic phrases, not common sentences)
Formation of the grammatical structure of speech (violation of the grammatical structure of speech, consistency of parts of speech, violation of syllabic structure)
Performance in class
Starts working (quickly, slowly, with difficulty)
Works with concentration or gets distracted during classes
Nature of distraction (to external stimuli, in the absence of stimuli)
A decline in performance is noted (5-10 minutes after the start of the lesson, towards the middle of the lesson, towards the end of the lesson)
Fatigue occurs (at the beginning, in the middle, at the end of classes)
Subjective and objective signs of fatigue (decline in performance, increased distractibility, decreased quality of work, increased number of errors, complete refusal to work, complaints of fatigue, dizziness, headaches, etc.)
General conclusion: (the general level of mental development corresponds to the age level, below the age level. Immaturity comes to the fore..... Behavioral disorders..... Difficulties in socialization.... etc.).
Date _________ Signatures __________
Psychological and pedagogical characteristics of a preschooler with disabilities
Characteristics of the pupil
MKDOU "Kindergarten No. 9 of compensatory type"
Alekseev Alexey Alekseevich
Date of birth: October 16, 2010
Home address:
G. Efremov, Druzhby street, apt.
The child lives in a complete family. Relations between family members are friendly. The mother is mainly involved in upbringing. The family lives in an isolated apartment. The child has his own place to study and relax. Socially and materially, the family is prosperous (the parents adequately accept the child’s impairment and this does not affect relationships in the family).
Alexey is undergoing systematic inpatient treatment for his underlying disease. Positive dynamics are observed.
Alexey Alekseev has been attending MKDOU “Kindergarten No. 9 of compensatory type” since December 5, 2016. He came to the preparatory group from another preschool educational institution, in the direction of ET PMPK, reason: systemic speech impairment. For the 2016 – 2021 academic year, the program of the preparatory group for school was not sufficiently mastered, as a result, duplicate training was recommended. For the 2021-2021 school year, the program of the preparatory group for school has been mastered to a sufficient extent, but at the request of the parent (speech defects), the boy was left for repeated training.
General awareness.
The child has difficulty making contact. Has a sufficient level of knowledge about himself, his family, and the world around him. The active dictionary is poor and inaccurate.
Self-service.
Alexey dresses, eats, and performs personal hygiene independently. Neat.
Visual activity.
The student shows interest in works of art and responds emotionally to beautiful things. He draws and sculpts on his own. Holds the brush and pencil correctly. When drawing the outline of an object with a simple pencil, he cannot control the pressure on the pencil, leaving rough lines. When working individually, Alexey uses a variety of brush painting techniques.
Uses plasticine, sculpts objects of different shapes, using learned techniques and methods. Doesn't always convey the proportions and poses of the figures.
Constructive activity.
Alyosha plans to create his own building, creates buildings according to a drawing, according to a model, according to a diagram. The student loves to use building material. The boy finds new constructive solutions and is happy when he is praised. It is not always possible for a child to work collectively: he takes the construction kit parts from the children, trying to independently create his own building.
Game activity.
2016 – 2021 academic year.
Game activity is not formed. There are no preferences in choosing games. Does not obey rules, does not recognize the distribution of roles. Plays alone.
2017 – 2021 academic year.
Can play in small groups, sets its own rules.
Motor development.
Performs basic movements awkwardly. The child's coordination is impaired. Doesn't always keep up with the overall pace. When changing lanes, he gets confused and his sense of rhythm is disturbed. The leading hand is the right.
Behavior.
2016 – 2021 academic year.
Adaptation process without features. Passive. Selective in communication between peers. He turns to adults for help and actively uses it.
2017 – 2021 academic year.
Conflicted. Relationships with surrounding peers and elders are selective.
Features of the emotional-volitional sphere.
The child is motorically disinhibited, emotional reactions are inadequate, affective outbursts may occur, and shows a tendency to refuse reactions and anger. Reacts very violently to critical remarks. An emotionally unstable background is noted.
Mental processes.
2016 – 2021 academic year.
Perception in accordance with the age norm.
Attention. Alyosha does not know how to concentrate on any task for a long time; incapable of distributing and quickly switching attention from one type of activity to another. Shows dissipation of attention to the secondary with loss of the main one.
Memory. Storing information is difficult; mechanical memory predominates. When reproducing material, he constantly forgets details, needs leading questions, cannot express the main meaning, and makes numerous mistakes in the sequence of reproduction; concentrates on secondary objects and does not grasp the main idea of the content. Auditory and visual memory – below the age norm
Thinking. Alexey does not independently establish cause-and-effect relationships; when completing a task, needs constant support from a model and the help of an adult; the sequence of actions when performing a task is established using.
2017 – 2021 academic year.
Perception in accordance with the age norm.
Attention. The attention span is sufficient; stability of attention is reduced as it is distracted by external stimuli; easy switching of attention.
Memory. Visual memory predominates.
Thinking. Arseny shows the ability to compare, generalize, and classify. It is difficult to verbally explain the choice made. Well establishes cause-and-effect relationships in a clear situation. Understands and highlights the main thing in the content, understands and conveys the content of the pictures.
Speech. Speech has numerous defects in sound pronunciation and insufficient vocabulary. Agrammatisms: agreement of words in gender, number, case, use of prepositions, various parts of speech. The boy has a lag in the development of phonemic processes: the child makes mistakes when reproducing syllable series consisting of 2-3 syllables; cannot determine the presence or absence of a sound in a word, but is able to hear a given sound against the background of a sound series; cannot find a word for a certain sound; finds it difficult to distinguish oppositional phonemes, finds it difficult to analyze the sound and syllabic composition of a word, allowing omissions and rearrangements of sounds. Low speech activity and pale emotional coloring of independent statements. The sentences used by the child are not common, incomplete; constructs statements with the help of an adult. Systemic speech disorder.
Features of performance.
Pace of activity: completes tasks slowly; lethargy and inertia are noted. Slowly starts working. Gets tired quickly and loses interest.
Teacher _____________________________________________
Teacher-psychologist ___________________________________
Teacher – speech therapist, defectologist _________________________
Head of MKDOU "D/s No. 9 kV"_______________________
EXAMPLES OF CHARACTERISTICS
CHARACTERISTIC
OF XXXXXXX Denis XXXXXXXXXXX
living at the address: _____, st. __________
Denis entered kindergarten in 2009.
Family characteristics.
Single-parent family, one child. The mother and grandmother are involved in raising the child and make contact with the teacher and kindergarten. Mom is an authoritative person.
General health of the child.
Height: 102cm is normal. Weight: 17 kg. Proportional.
Motor development: awkward. Previous illnesses: chicken pox. Injuries, bruises: no
Cultural and hygienic skills.
He doesn’t fasten buttons himself, he doesn’t know how to tie and untie shoelaces, he holds a spoon with his right and left hands, he doesn’t hold a pencil correctly. Eats selectively, sloppy, requires additional feeding. Swallows food without chewing.
Games and interests.
Loves to play musical instruments, mindlessly pressing the keys, with soft toys. Does not participate in role-playing games. He treats his toys with interest, doesn’t break them, but doesn’t let others play with them either. Shows interest in new toys, secretly taking them home. The game is accompanied by sound combinations.
Character traits.
He goes to kindergarten with interest and loves to play with some children. He doesn’t react in any way to the teacher’s calls, he just looks intently into his eyes. Spends his free time alone, playing with himself. It doesn't help other guys. Touchy, complains about other children and cries. The children in the group hardly notice him. He rejoices at his success, clapping his hands.
Characteristics of learning ability.
Mastery of the program requirements: I have not completely mastered any section of the program; “World of Arts – Drawing” is of greater interest. Speech and mathematical development cause the greatest difficulty.
There are difficulties in perceiving the material. The type of thinking is visual - effective.
Features of educational activities and behavior.
Not active, not attentive, not involved in work. He does not participate in class work, but does not violate discipline. In case of any difficulties, he does not ask for help, he just sits without doing anything. Organizes the child better - encouragement. Doesn't carry out public orders at all. Persistent.
Features of the cognitive sphere.
Cognitive development is below the age norm. Perception of color and shape at an average level of development. Perception of the seasons, attention, imagination, motor skills, thinking are at a low level of development. Hand-eye coordination is impaired.
Speech state:
speech is quiet, sound pronunciation is impaired. The syllable structure of words, vocabulary, and grammatical structure of speech are somewhat below the age norm. Coherent speech is not age appropriate.
Head of MADOU ___ ______________________.
Child's full name: XXXXXXXXXXXX Sonya, Date of birth
The girl is very sociable, emotional, inquisitive, and in classes she is active and eager to learn something new. He calmly makes contact with both peers and adults, knows the rules of communication, knows how to manage his behavior, knows what is possible and what is not.
Adapts well to new surroundings. Has a basic supply of information about himself, his family, and everyday life, and knows how to use it.
Perception processes are formed according to age, but the perception of space is formed with difficulty (knows, but is difficult to apply in a task).
The level of memory development is high. When memorizing, there is no need to repeat the proposed material multiple times. There are no particular difficulties in retaining information and the order of the visual and auditory series.
The level of attention development (volume and stability) corresponds to the age norm. Easily switches from one type of activity to another, but is very often distracted by external stimuli
The child masters mental operations. Knows how to generalize and differentiate objects and phenomena of the surrounding world, knows how to plan his activities and exercise self-control.
The state of phonemic hearing and perception is at a high level.
Teacher - psychologist _____________.
n
and the pupil of MDOU No. ___
XXXXXXXXX Daria
The girl is uncommunicative and calm. He is not active in class, but completes assignments diligently. Contact is made selectively and on the initiative of an adult. The child prefers individual games. He knows how to manage his behavior, knows what is possible and what is not. Dasha is interested in fine arts, loves to draw, cut out, and paint. Appreciates beauty and grace.
Adaptation is complicated by frequent somatic diseases.
Has a basic supply of information about himself, his family, and everyday life, and knows how to use it. Self-care skills are well developed.
Cognitive processes (perception, memory, attention, thinking) are at the average level of the age norm.
Violation of the expressive side of speech.
The girl's guardian grandfather XXXXXXXXXXX is in charge of raising the girl. The grandmother is directly involved in upbringing. They are in constant contact with teachers, interested in the girl’s problems and her successes.
Characteristics of a kindergarten graduate
In such a document, it is very important to pay attention to motivation for learning and the knowledge gained. It is on the basis of this document that it will be easier for future teachers to navigate the successes of a pupil of a preschool educational institution or a group of a preschool department of a gymnasium.
- Personal data in the form of initials, address and birth information.
- Information about the number of the kindergarten and group.
- Duration of kindergarten attendance.
- Information about the child’s family, the presence of brothers and sisters is indicated.
- The initials of the parents and their places of work are indicated.
- If the family is single-parent, you need to indicate with whom the child mostly lives at the moment.
- If the family is low-income, this should also be noted.
- It is indicated how the child reacted to entering kindergarten.
- The baby's attention is described, as well as the characteristics of memory and thinking.
- The teacher focuses on describing sensory development, speech and analysis of sounds.
- Information about the child's mathematical development is provided.
- Attention is paid to motor skills, how developed they are. Which hand is the dominant one, how much the child can draw, sculpt, and so on.
- The presence or absence of motivation for educational activities is noted.
- The emotional background of the baby is indicated, as well as the psychological characteristics of a particular child.
- In the last paragraph, the teacher must give his recommendations for subsequent teaching in the first grade.
Second version of the characteristics
- General information about the child is indicated, starting with initials and ending with place of residence.
- The family is characterized. Information about parents and their places of work, family composition, and the presence of children in the form of brothers and sisters is indicated here. It is indicated who most often takes part in raising the child, and how much attention he gets from his parents.
- The child's character traits are indicated. Mobility, presence of whims, pathogens, calmness, speed of reaction, and so on are indicated. It also characterizes how cheerful, cheerful and healthy the child is.
- It describes the open or closed style of sociability, how the baby makes contact, and how adequately he reacts to current situations.
- The peculiarity of the child’s behavior in the team is indicated.
- Psychological characteristics are established. For example, the presence of auditory and visual or visual memory, tactile sensation, the presence or absence of long-term memory, working memory, and so on. Particular attention is paid to the stability of attention.
- The level of development of the thought process is indicated. How much a child can qualify the information received, generalize it, and also use it for memorization.
- The possibility of using touch functions is indicated.
- It indicates how much a child can develop his imagination. Here, attention is mainly paid to the richness of imagination, as well as the ability to present various images.
- It is indicated how the child reacts to reading fairy tales and stories, how much he can retell what he has read, and ask questions.
- It is indicated if the child has speech defects, for example, choking, speech stamps, difficulties in pronouncing certain sounds.
- It is indicated how efficient the child is during classes according to a given program. How quickly or slowly he completes the task, is he motivated.
- The performance of the activity is established. Its goal, plan, and how purposeful the child is in general are indicated.
- It is indicated what work was done with the child, whether there was any correction, as well as containment of emotional outbursts.
- How parents influenced the child's ability to learn.
- In conclusion, the teacher makes a conclusion about what approach to apply to the child when he enters first grade.
