Characteristics for a pupil of a preschool educational institution with a high level of readiness for school

Author: Koikova Anna Valerievna, teacher-psychologist, MDOU "Kindergarten" Forest Fairy Tale ", Longyugan village, Nadym region
Dear colleagues, I bring to your attention the characteristics I developed for an active pupil of six years with a high level of readiness for school.

Psychological and pedagogical characteristics for ___ 20__ year of birth of a pupil of kindergarten No. 1 .___

The family is not complete: he lives with his mother, grandmother and older sister. Mom is an elementary school teacher. She is the second child in the family. Has been attending kindergarten since 20__.
During her stay at the preschool educational institution, Marina showed herself as a kind, non-conflict girl. The leader in the group. She shows initiative and independence in various types of children's activities - play, communication, drawing, in the field of solving elementary social and everyday problems.
He actively interacts with peers and adults, participates in joint games, organizes them. Able to negotiate, take into account the interests of others. Marina shows attention to others, is responsive to the feelings of another person, has a sense of her own dignity, respects the dignity of others. In the course of joint activities, he discusses emerging problems and rules.
Being in a society of peers in a subject-rich environment, she easily chooses her occupation, partners and discovers the ability to generate and implement various, replacing plans. Creative abilities are manifested in drawing, inventing fairy tales, dancing, singing. Marina loves to fantasize out loud, to play with words. This ability testifies to the emergence of an internal plan of action, the development of the imagination function and the formation of the arbitrariness of the objective action.
General social and household skills are formed: eats neatly, always combed, tucked up, things are neat.
She runs, jumps, climbs with pleasure.
The volitional principle in Marina's actions is manifested in productive activity. He tries to make the product with high quality, removes it if it doesn't work out. Arbitrariness also manifests itself in social behavior: it can follow the instructions of the teacher, follow the established rules.
The girl shows wide curiosity, asks questions about close and distant objects and phenomena, is interested in cause-and-effect relationships. Tries to independently come up with explanations for the phenomena of nature and the actions of people. Likes to observe, experiment. Shows interest in cognitive literature, graphic diagrams, tries to use them independently. The volume of knowledge about the surrounding world is high. He is fluent in reading technique. Speech is competent, intelligible, the vocabulary is rich.
Marina's competence is manifested not only in the fact that she possesses knowledge, skills, and skills, but is also able to make her own decisions based on her.
Thank you for attention!
I wish you professional success!

Ponomareva Elena Vitalievna

Teacher speech therapistMBDOU D / s No. 31

kamyshin

General information about the child: Lesha K.,… ..year of birth, attends MBDOU D / s number…, attends kindergarten for the third year.

History study: Child from 4 pregnancies. During pregnancy, the mother lay in bed with complaints of toxicosis. Early childbirth is rapid. Asphyxia, hypoxia, ischemia. Features of early development: holds the head from 3 months, sits from 7 months, walks from 1 year 2 months. Mom could not remember the features of early speech development. First words at 4 years old (ma, pa, ba). Parents have no hereditary, neuropsychiatric diseases. Diseases of the first year of life: frequent ARVI. Hearing and vision are normal.

Family upbringing conditions: He is brought up in a complete family, but dad works in another city. Mom works in a factory, pays little attention to the child. There is an older brother (15 years old) with speech development corresponding to the age norm. The family has a grandmother who spends more time with the child than the rest of the family. She sincerely loves the child, but due to her lack of literacy, she cannot provide Lesha with the necessary developing speech environment. All family members are Russian-speaking.

Self-care skills at a high level: he washes his hands and towels himself. She dresses and undresses without help. He folds his clothes. Eats on its own. Holds cutlery correctly.

Play activities:In the game, as a rule, takes a subordinate position. Constantly imitates children. He tries to attract the attention of children, sometimes takes toys from them. Sometimes he asks: "Give the BBC." Often plays alone.

Motor-motor development:Physical activity at an average level. Motor awkward, gets tired quickly. Fine motor skills of hands are underdeveloped: Lesha performs shading with violations of the outline of the drawing. Ties the strings on the hat on her own, but with difficulty, while her movements are slow and awkward.

Prerequisites for educational activities:Performs tasks according to the step-by-step instructions of an adult and together with an adult. Self-control skills are poorly developed.

Cognitive processes:

- attention: sometimes with difficultyconcentrates and switches attention to the tasks offered by the adult. Exhibitsinterest in the task being performed, but copes with tasks and exercises only with an individual approach of an adult.The rate of performance is low, which is associated with scattered attention and very rapid fatigability.

- perception: knows and shows correctly the primary colors. Correctly correlates geometric shapes with the sample. Folds cut pictures from 2, 3, 4 parts (including diagonally). Relates objects relative to size by trial and error and with the help of an adult.

- memory: visual memory prevails. The memory is small.Memorization is short-lived, even if the memorization setting was given.

- thinking: can perform basic logical operations, sometimes accompanied by an adult. It is difficult to classify objects according to the main criterion, does not build cause-and-effect relationships. Most often, Lesha is able to cope with tasks that do not require reasoning or do not imply answers.

- imagination: reproductive.

Personality characteristic:

- motivational-need sphere: Often he does not understand the instructions for the task the first time. A child often needs support and praise from an adult. All tempo characteristics are slightly reduced.

- emotional-volitionaldevelopment: predominant mood is neutral.There is no vivid expression of any emotion. Not capricious. A smile appears on the face rarely, fleeting. Children do not offend him, but if this happens by accident, then Lesha simply removes himself from the game.

- communicative activity: in a peer group Lesha"Accepted ". Not proactive.Accepts the conditions of the collective game proposed by the adult. With children and well-known adults, the contact person, but with unfamiliar adults, is silent, withdrawing into himself.

- individual characteristics, character traits: child balanced, benevolent. Persevering, but the activity is most often ineffective, as he gets tired very quickly. The material is absorbed in small portions and slowly. All tempo characteristics are reduced.

Features of speech development:

- vocabulary: The passive dictionary is much wider than the active one. A good understanding of the speech addressed to him, not only at the everyday level, but also in specially organized classes. Words available in the active dictionary: monosyllabic (give, where, na), two-syllable (mom, aunt, bye, autumn). Very rarely uses simple, uncommon sentences (Aunt, bye. Where is uncle? Give bibi.) Speech is of a household nature. The verbal dictionary is characterized by insufficient formation of ideas about the actions performed and their differentiation. A high-quality dictionary is characterized by the absence of adjectives describing the color, shape, size of objects.

- grammatical structure of speech: Uses infinitive nouns and verbs. There is no word agreement in the sentence. Does not form plural nouns. I.p .. Word formation is not available.Understands but does not useprepositions in speech: on, in and many others.

- sound pronunciation: Violation of sound pronunciation is polymorphic.

- syllable structure:grossly violated. The speech is incomprehensible

- prosodic side of speech:the voice is low, unemotional. Speech is blurry.

- the structure and mobility of the articulatory apparatus, the presence of stuttering: Articulation exercises are performed with errors, long search for a posture, distortion of an articulatory posture.

- phonemic perception, analysis and synthesis:phonemic processes, as well as the skills of sound analysis and synthesis are not formed.

- formation of coherent speech: not formed.

Speech therapy conclusion: OHR level 1. Motor alalia.

Long-term plan for corrective work with a child:

Stage I. Education of speech activity, formation of a passive and active vocabulary accessible to understanding and perception. Dialogue, short story, simple non-widespread and widespread sentence is used.
Stage II.Formation of phrasal speech:
- to distribute the proposal on specific issues, on the didactic elements of the phrase, presented visually;
- intonationally and grammatically form the sentence;
- work to complicate the structure of the phrase;
- complication of the dictionary due to abstract words;
- dialogue, descriptive stories (description of one subject, a group of similar objects, compare the description of different objects).
Stage III. Formation of coherent speech as a particularly difficult communicative activity.
- the method of breaking down into parts accessible for perception and repetition is used;
- work on the coherence and integrity of the text;
- creative storytelling in the likeness;
- texts and pictures with complication of the content;
- when working on a text with a hidden meaning, speech and semantic activity is trained.
Speech exercises:
- perception of the finished sample,
- analytical types of work (highlight a specific word),
- construction of words (insert specific! To the word),
\u003d the child learns to reason, generalize, draw conclusions.
Used a) practical, b) visual and c) verbal methods:
and)games, exercises, modeling (game methods + demonstration, question, indication, explanation).
b) drawings, observation,
c) story, conversation, explanation pedagogical assessment.

Preschool childhood is an important period in the mental and personal development of a child. In Russian psychology and pedagogy, it is customary to distinguish junior, middle and senior preschool age. Each age period is associated not only with further development, but also with a significant restructuring of the cognitive activity and personality of the child, which is necessary for his successful transition to a new social status - the status of a schoolchild.

In preschool age, a normally developing child undergoes great changes in all mental development. Cognitive activity increases tremendously - perception, visual thinking develops, the rudiments of logical thinking appear.

The growth of cognitive capabilities is facilitated by the formation of semantic memory, voluntary attention, etc. The role of speech increases significantly both in the child's cognition of the world around him and in the development of communication, various types of children's activities. In the works of A.V. Zaporozhets it is noted that preschoolers can perform actions according to verbal instructions, acquire knowledge based on explanations only if they have clear visual representations.

New types of activity appear: play is the first and main type of joint activity of preschoolers; visual activity is the first productive activity of a child; elements of labor activity.

There is an intensive formation of personality, will. A child, assimilating moral ideas, forms of behavior, becomes a small member of human society. In preschool age, a normally developing child has an extremely increased cognitive activity, interest in learning about the world around him. It is not for nothing that preschoolers go through the age of "why".

The basis of cognition for a preschool child is sensory cognition - perception and visual thinking. It is on how the preschool child's perception, visual-effective and visual-figurative thinking are formed, that his cognitive capabilities, further development of activity, as well as speech and higher, logical forms of thinking depend.

Perception is formed in preschool age due to the improvement of perceptual actions and the assimilation of systems of sensory standards developed by mankind throughout history (geometric shapes, colors of the spectrum, measures of weight, quantities, time, the system of phonemes of the native language, pitch range, etc.)

In three-year-old children, perception reaches a relatively high level. For example, they have access to the selection of properties and relations of objects, which can occur not only practically, but also visually using perceptual actions. Children are able to work according to a model, while highlighting the color, shape, size, material and other properties of objects, as well as some spatial relationships between them. Perception is actively involved in the child's activity, it helps him to perform feasible, familiar tasks presented to adults (or found in everyday life), to find a solution much faster and more efficiently than before.

The perceptual actions themselves in younger preschoolers are not yet perfect enough. Only the first step has taken place - the transition from practical orientation to perceptual orientation. So, for example, when folding a nesting doll, a three-year-old child already selects in advance those elements that seem suitable to him. But this choice is still often inaccurate, so the child checks its correctness by trying on the selected parts to each other, and, if necessary, replacing them. Here we are dealing with an expanded perceptual orientation. In the fifth year of life, children are already assimilating many sensory standards (for example, the names of shapes and objects: circle, oval, square, rectangle, triangle), but so far haphazardly.

In older preschool age, along with the assimilation of individual standards, the assimilation of the systems in which these standards are included takes place. Having mastered the system of sensory standards, children of senior preschool age are already generalizing objects according to essential signs and properties. Along with the formation of the perception of the properties and relationships of objects, the preschooler develops an idea of \u200b\u200bspace, develops an orientation in it, which arises on the basis of the previously established consideration of the spatial properties and relationships of objects, and the integral perception of objects changes.

It becomes clearer and at the same time more dismembered - the child not only has a good idea of \u200b\u200bthe general outlines of the object, but also knows how to highlight its essential parts, correctly imagine their shape, ratio in size, spatial arrangement.

The other side of sensory cognition is visual thinking, which is closely related to perception. The first form of thinking that arises in a normally developing child is visual-active thinking. It appears in practical activities (everyday and subject-play) and is aimed at serving it.

Visual-effective thinking is not only the earliest form of thinking, but also the initial one. On its basis, first visual-figurative, and then verbal-logical thinking arises. Therefore, the development of visual-active thinking largely determines the formation of the entire cognitive activity of the child.

At preschool age, the child is free to navigate in the conditions of the practical tasks that arise before him, can independently find a way out of a problem situation. In visual thinking, a problem situation is resolved with the help of aids or tools.

In the middle preschool age, the most characteristic form of thinking for a child is visual-figurative, which determines a qualitatively new stage in his development. At this age, the child can already solve problems not only in the process of practical actions with objects, but also in his mind, relying on his figurative ideas about objects.

Visual-figurative thinking in preschool childhood is the main one and by the older preschool age it becomes more generalized. Children can understand complex schematic images, represent a real situation based on them, and even create such images on their own. On the basis of figurative thinking in preschool age, verbal-logical thinking begins to form, which makes it possible for the child to solve problems, to acquire more complex elementary scientific knowledge.

Voluntary memory continues to develop in children of the fourth and fifth year of life. The child has already accepted a variety of memorization tasks and begins to make special efforts in order to memorize. If a child of this age is given any assignment, then he no longer rushes to immediately carry it out, like younger children, but after repeating the task, he begins to complete it.

The volume of memorized material gradually increases in children. A 4-5 year old child retains five to six objects or pictures in his memory. It was during this period that the elements of mediated memorization began to be laid.

Preschoolers develop several types of activity: play, visual, constructive and labor elements. Each type of activity poses certain tasks for the perception, thinking, speech and personality of the child and requires a certain level of their development.

At a younger preschool age, the game is the continuation and development of object-related activity, the child uses real objects and toys depicting them strictly according to their intended purpose, mastering a variety of object-related actions: learning to take off and put on clothes on the doll, unfasten and button buttons, load cubes into a typewriter and unload them etc. In the early preschool age, all these actions gradually cease to be an end in themselves - they begin to be performed not by themselves, but for something, for a specific purpose. In the future, they are replaced by a chain of logically sequential actions that reflect familiar situations that are often repeated in the child's life, but they do not trace the plot and do not reflect the relationship of people.

In the middle preschool age, a role-playing game appears. The following happens here: first, objects and objective actions cease to interest the child; secondly, the focus of his attention is on the relations of people, most often associated with specific objective actions. The child, playing them, assimilates human relationships. This type of game requires the participation of several children, therefore it is the first and main type of joint activity of preschool children and has a great impact on the development of their relationships.

By the age of five, the role-playing game becomes predominant and requires the participation of a group of preschoolers, therefore it is the first and main type of their joint activity. In the process of this game, children learn to interact, acquire moral norms, which affects the development of their personality as a whole. At the same time, the relationships that arise in children in the game during the distribution of roles, in the course of coordinating further actions, assessing them, discussing the rules of behavior, etc., are especially important. actions and rules, have experience of games dramatization. They develop the ability to jointly build and creatively develop the plot of the game.

In preschool childhood, productive activities begin to form, which require a sufficiently high level of sensory development, in particular, perception and representations. The result of productive activity is a product that reflects a reproducible object from the side of the whole, details and its properties. So, for example, pictures depicting objects appear in normally developing children by the end of the third - beginning of the fourth year of life.

Productive activity contributes to the formation of the child's perception and ideas and has a great influence on the development of the preschooler's personality - it requires the ability to focus on the task, to bring the work started to the end. It requires the development of motor skills, visual-motor coordination, the development of imagination and thinking: analysis of the object, highlighting the main thing, the operation of images-representations. In older preschool age, productive activity continues to develop actively on the basis of a fairly highly developed perception and ideas. By the end of preschool age, children can create and play around very complex buildings and structures.

The emergence of elements of work activity in three-year-old children is expressed mainly in the mastery of self-service skills, which provide them with a certain everyday independence: a child can dress, undress, wash, use the toilet, and eat without the help of an adult.

Self-care includes a number of very complex skills that a child must master. Two types of difficulties may arise here: in defining and mastering the sequence of operations, on the one hand, and in mastering each of them, on the other. At the same time, the organization of the orientation-research phase of mastering skills, directly related to perception, acquires special significance.

At a younger preschool age, a child's word often turns out to be insufficiently generalized, situational, or, conversely, generalized, and in some cases, the child's understanding of it may be completely incorrect. In the speech of children, there are substitutions, substitutions of familiar words in the place of unfamiliar ones. Such speech cannot yet serve as a reliable support for the transfer of new knowledge to the child, which is formed in preschoolers only thanks to visualization (A.V. Zaporozhets).

The growing needs of communication lead to the fact that preschoolers develop all forms and functions of speech. And in the younger preschool age, the directing and organizing role is played by the speech of an adult. It attracts the child's attention, directs him to activity, in simpler cases determines the purpose of the activity, but the inclusion of verbal instruction does not always help the child in its assimilation and implementation. The preschooler also needs other means of transferring knowledge and organizing activities: showing actions, a model, joint actions with an adult.

In the middle preschool age, the picture begins to change - the word can already more adequately guide the child's activities and transmit information to him, but verbal instruction, the transfer of experience in verbal form still need sensory support.

Only by the age of five does the word begin by itself, within a certain content, to serve as a source of information and a way of transferring social experience. The inclusion of a word not only speeds up, qualitatively changes, but also facilitates the process of assimilating new knowledge, contributes to the mastery of new activities. The skills acquired with the help of verbal instruction are easier for the child to transfer to an unfamiliar situation, to a new object. The role of the preschooler's own speech also changes, this is manifested in the regulation of his activity. From an accompanying one, it turns first into a fixing one, and then into a planning one. Speech is actively involved in the assimilation of knowledge, in the development of thinking, in sensory development, in the moral, aesthetic education of the child, in the formation of his activity and personality.

Thus, language and speech are traditionally viewed in psychology and pedagogy as a knot in which various lines of mental development are intertwined - thinking, imagination, memory, emotions. Speech is the main channel for the transmission of culture from generation to generation, as well as the most important means of teaching and upbringing.

In preschool age, under the influence of adults, the child learns moral norms, learns to subordinate his actions to ethical standards. Thus, the correct behavior in the team is formed, self-awareness, self-esteem, self-control appear, the emotional and volitional sphere and motivation of activity develop.

Older preschoolers have a fairly wide range of general information about the reality around them. This knowledge includes ideas about the work of adults, about family relationships, events in social life.

However, they are not always clear-cut. The older the child becomes, the more actively he becomes involved in the life of society, therefore he needs communication with others and their moral and ethical assessment. A five-year-old child already largely masters these norms, he accumulates social experience, feelings such as shame, pride, etc. appear. He begins to especially need empathy, mutual understanding on the part of adults and peers, and their assessment. At the same time, he begins to evaluate them himself: actions, personal qualities. At this age, the child's assessment of an adult is very acute. He no longer just seeks to do some work for the sake of the action itself, but waits for an assessment of his activities from others.

Older preschoolers have social, game motives associated with the desire for contacts with adults and peers, motives of pride and self-affirmation. There is a possibility of subordination of motives, which is one of the most important new formations in the development of the personality of older preschoolers. For example, a five-year-old child can suppress immediate desires; deliberate actions prevail over impulsive ones.

Children of the sixth year of life are able to arbitrarily control their own activities. They are able to limit their desires, overcome obstacles standing in the way of achieving goals, evaluate the results of actions performed. At this age, children understand the meaning of the tasks assigned to adults, they can independently follow his instructions.

When examining children of the seventh year of life, it is necessary to pay attention not only to the level of development of cognitive activity, but also to the prerequisites for educational activity. Currently, there are three and four years of primary education in parallel. Therefore, the survey should be focused on the informed determination of the conditions of schooling.

Readiness for schooling includes the required level of physical and mental development of the child, certain skills, as well as generalized ideas about the world around them.

To date, there is a generally accepted understanding of the phenomenon of psychological readiness for schooling as a complex structural education, consisting of a number of components.

Many researchers understand psychological readiness for school as the presence of a complex of certain psychological qualities that have already formed by the time they enter school and can be diagnosed using special methods. The following areas are distinguished as components of psychological readiness for school: motivational, intellectual, communicative and voluntary. Let's take a closer look at these components. Motivational sphere. The central place in this area is occupied by the formation of the student's internal position as an indicator of his social maturity and the system of motives manifested in cognitive choice, self-affirmation, establishment and maintenance of positive relationships with peers and adults.

Intellectual sphere. Its readiness manifests itself in a certain level of visual-figurative thinking, the presence of elements of logical thinking, figurative and semantic memory, voluntary attention, the necessary level of development of the perceptual sphere and imagination. In other words, the need for the formation of the basic cognitive processes is noted.

An important prerequisite for school education is general intellectual skills - awareness of the goal of an activity set by an adult, the ability to think over ways to achieve it, plan your actions, control yourself during work, and correctly evaluate the results obtained. A child's admission to school changes the social situation of his development. In order for the beginning of schooling to become the starting point of a new stage of development, the child must be ready for new forms of cooperation with adults and with their peers.

The communicative sphere. It captures the ability to build correct relationships in joint activities. Arbitrary sphere. Voluntary behavior of the child: w is born in preschool age in the process of role-playing and allows him to rise to a higher level in his development. Play is a school of voluntary behavior, since the learning process at school from the very beginning is based on a certain level of development of total behavior. The arbitrariness of behavior is also manifested in those prerequisites for educational activity, which D. B. Elkonin singles out as indicators of readiness to learn at school. The formation of the willful readiness of the future first grader requires serious attention. He must be able to do not only what he wants, but also what the teacher, regime, program will require of him. To do not only pleasant, but also necessary, you need a volitional effort, the ability to control your behavior, attention, thinking and memory.

The level of morphological and functional development, which allows the child to withstand the requirements of school life and academic load, is considered under the readiness of the child's body for schooling. The criterion of readiness in this sense is the performance of children during the school day, school week, etc.

The readiness of mental processes is manifested in the level of formation of perception, thinking, memory, speech, attention. The criterion of readiness in this case is the arbitrariness of cognitive activity, the ability to generalize and developed speech.

Personal readiness to learn at school is expressed in the child's desire to become a schoolboy, to carry out educational activities, as well as in the child's attitude to school, educational activities, teachers, and himself. It is important that the school attracts the child with its main activity - teaching ("I will learn to read, write, solve problems").

Evgeniya Guseva
An example of psychological and pedagogical characteristics for a pupil of a preschool educational institution

Today, quite often, preschool educators have to write characteristics of pupils for various purposes, including for submission for examination by the psychological, medical and pedagogical commission, which, unfortunately, happens more and more often.

I offer you an example * of such a characteristic, reflecting all spheres of activity of a preschooler.

* where in the example it is written in italics, you must either choose from the proposed options, or describe in more detail the most striking features or existing difficulties.

Psychological and pedagogical characteristics of the pupil of the GBOU kindergarten number, group number ...

Full name of the child, date of birth ...

The child entered kindergarten (indicate when and where he came from: from a family, from another preschool educational institution and the reasons for the transfer) and is currently attending (junior, senior, etc.) group. Further indicate whether there were long breaks in attending a preschool institution, for what reasons.

The child is brought up in full / incomplete large family. Lives with (list everyone with whom the child lives)... Raising a child is mainly engaged in (specify)... The family as a whole is presented prosperous / dysfunctional (specify examples indicating the chosen type of family: parents are morally stable; child is neglected, child abuse; drunkenness, parasitism, parental convictions, etc.)... The parent-child relationship and upbringing in the family can be characterized as a) democratic (taking into account the interests of the child; fostering discipline, independence, initiative in him); b) authoritarian (demanding unquestioning obedience from the child, strict control of all spheres of his life); c) permissive (indifferent parental attitude and lack of any control, the child is left to himself); d) overprotection (excessive care of the child, protecting him from any difficulties and worries, excessive control).

Upon admission to kindergarten adaptationpassed bad / with great difficulty / easy enough / easy: cried / didn't cry when parting with parents, when he stopped crying, showed / did not show interest in the premises of the group, toys, peers, adults; from the first days I dined and stayed for sleep.

Features of appearance. Child slouching / not slouching when walking, sitting. Gait smooth / uneven, calm / fast, moves around the group mainly step / run... Facial expressions and gestures: describe prominent features or difficulties... Child's appearance neat / unkempt, well-groomed / neglected. If there is, indicate striking features: dirty clothes, an unpleasant stock from a child, etc.

Physical condition and somatic health. Health group - indicate... Weight (kg) and growth (cm) baby age. Chronic Disease Information absent (if any, indicate which ones)... Kindergarten misses due to illness often / rarely... Enuresis and encopresis does not suffer / suffers.

Daytime sleep long-term / short-term (minutes), the process of falling asleep fast / long (describe difficulties, independent / requires the presence of an adult; awakening process fast / long (describe difficulties). If there is, describe the features of behavior: running on beds, waking up other children, etc. Appetite good / bad / selective (describe difficulties).

Movement disorders, paresis, obsessive movements, tics, coordination disorders was not noticed (if any, indicate which ones). General motor skills: norm / minor violations (describe which) / motor awkward; describe the pace, rhythm of movements... Movement according to verbal instructions performs ... The balance holds without difficulty / with difficulty (describe what)... Fine motor skills are developed good / not enough: describe the following actions: fastening and unfastening various fasteners (buttons, buttons, zippers, Velcro, laces, working with scissors, plasticine and small loose material... Drawing, sculpting and cutting skills ... Leading hand - right / left / ambidexter.

Self-service skills well formed / insufficiently formed / not formed... The child gets dressed and undressed ... Is eating on your own / not on your own (indicate any difficulties)holding a spoon and a fork right wrong; is eating fast / slow and neat / sloppy... Goes to the toilet on your own / not on your own (indicate any difficulties)... Hygiene skills (washing, hand washing, brushing teeth, combing) formed / not formed (indicate existing difficulties)... He removes his belongings and bed on your own / not on your own (indicate any difficulties).

Features of game activity. When playing with other children, it mainly takes leading / passive / aggressive / other position, describe the main manifestations: sets the rules, takes offense, takes away toys, fights, etc. Prefers role-playing / outdoor games / games by the rules / independent games with toys... In playing with toys, there is stable / not stable interest in toys; actions with toys guided / not guided on the properties and purpose of these toys, the target component of the game formed / not formed (describe examples); noticeable latitude / narrowness use of substitute items; actions with toys accompanied / not accompanied verbal instruction or story. During games by the rules understands / does not understand regulations, should / should not the rules of the game; clearly and correctly / unclear and imprecise performs game actions. The role-playing game celebrates availability / unavailability an imaginary situation latitude / poverty game plots, stability / instability in taking on a playing role, exits / does not exit out of the role during play. During the game reflects / does not reflect own life experience. The child's play activity is characterized by list the distinctive features and characteristic actions... Favorite game - indicate which and why.

Features of the cognitive sphere. In general, we consider cognitive processes developed within the age norm / above / below the norm.

Concepts of color and shape formed / not formed: colors and shapes baby recognizes / does not recognize, names / does not name and correlates / does not correlateaccording to your age (indicate any difficulties)... The concept of space and time is also formed / not formed: right left distinguishes / does not distinguish; movement in the indicated direction according to verbal instructions does / fails; time of day, days of the week, months and times of the year .

Attention prevails voluntary / involuntary, during classes may / may not to be attentive and to concentrate on something for a long time, constantly distracted (indicate any difficulties)... The predominant kind of memory is visual / auditory / kinetic... Memory is developed good / good enough / not enough: fast / slow remembers and fast slow forgets what it takes single / multiple reiteration; poems by heart child learns independently / with difficulties / does not teach (indicate existing difficulties); stories and fairy tales retells independently close to the text / introduces fictional borrowings / concentrates on secondary objects, not capturing the main idea / does not retell at all.

The processes of classification and generalization on different grounds to the child available / not available: groups / does not group words, pictures, objects on a general basis, picks up / does not pick up a generalizing word for a series (birds, animals, vegetables, fruits, furniture, clothes, etc.); can / can not establish the simplest causal relationships (snow outside - winter, etc.); understands / does not understand content of plot lines and paintings, is / is not a story about them .

Has / does not have ideas about the ratio of numbers to quantity, understands / does not understand the concept of "one-many", owns / does not own ordinal within the limits, does / fails the simplest counting operations: addition, subtraction, comparison within, decides / does not decide visual tasks (describe examples, indicate existing difficulties).

Child does not experience / experiences difficulties in mastering the material on the program " (indicate the program the group is working on)"And has high / medium / low the level of development of the cognitive sphere. It is inherent high / medium / low level of cognitive activity, high / medium / low the amount of ideas about the world around. Your name and age child calls / does not name; parents' names, home address names / does not name (indicate any difficulties)... Knowledge about the seasons, about the animal and plant world, about home life match / don't match program requirements and age (describe examples, indicate existing difficulties).

Pedagogical characteristics

on Ivanov Ivan Ivanovich.

Date of birth: 24.10.2009 (5years 11months)

Ivan entered the MADOU DSKN No. 4 of Sosnovoborsk on 02.11.2012. The adaptation was easy. The group of compensatory orientation for children with speech impairment has been attending since 08.10.2014. At present she goes to kindergarten willingly.

Home address: st. Komsomol Party, building 6, apt. 2.

Family information:

Mother: Ivanova Svetlana Ivanovna, born in 1980

Place of work: unemployed.

Father: Ivanov Boris Ivanovich 1977 year of birth

Education: secondary - special.

Place of work: IHZ, fitter-adjuster.

The family is complete, lives in a two-room apartment. Material wealth is below average. Ivan has a younger brother, Kostya, born in 2014. Parents do not take part in kindergarten and group activities, do not interact with teachers, homework on the instructions of a speech therapist is not conducted, tips and recommendations are not followed. At home, the boy loves to play with cars, collect puzzles, watch cartoons. The child does not have a play corner. The whole family spend leisure time together: they walk, relax in nature.

Ivan has a health group II. General motor skills are not well developed. There are no chronic diseases, but the child has many sick days. The leading hand is the right. Fine motor skills are poorly developed. Falls asleep quickly, long sleep.

When communicating with adults and peers, Ivan uses elementary forms of politeness (he can thank, apologize, say hello, say goodbye). The boy learned social norms of behavior and rules in various activities.

The main general educational program of a preschool institution does not master in all types of activities. Inactive, cognitive motivation is not sufficiently formed. The proposed material is remembered only after repeated repetition, guiding and teaching assistance of the teacher is required. Cannot explain this or that action, situation, task using a detailed emotionally colored statement. Can concentrate on one type of activity for 30 minutes, without being distracted by extraneous objects not directly related to the current occupation. Cannot always establish a causal relationship. He does not fully hold the instruction, he needs its gradual presentation.

Ivan distinguishes between flat geometric shapes. Knows the main colors of the spectrum and their shades. Not well enough oriented in space, on a sheet of paper. Does not own speech formulations to designate the spatial properties of objects and the relationship between them. Owns an account in forward and backward order within 10. Cannot name the seasons, days of the week, parts of the day, months.

The child willingly participates in choral singing and performing musical and rhythmic movements. She willingly takes part in celebrations and entertainments held in kindergarten.

Ivan copes with the standards of this age in physical culture at a low level. Skills in the main types of movements are not formed. Has difficulty handling the ball, jumping, throwing. Participates willingly in competitive games.

Vanya hesitantly owns scissors, a brush and a pencil. Paints and shades, going beyond the outline. He is engaged in visual activities with desire, shows creativity, his works are distinguished by accuracy. In design, ideas are poor, monotonous.

Previously, the disturbed sounds were delivered to Ivan, in isolation he pronounces them correctly, but not a single sound is automated. Vocabulary is not age appropriate. The grammatical structure is not sufficiently formed. The child uses simple phrases in dialogue. He can only retell a short literary work with help; it is difficult to compose a coherent story based on a series of plot pictures. Likes to participate in dramatization games, uncertainly playing his role. The skills of language analysis and synthesis are not sufficiently developed. The boy does not know all the letters of the Russian alphabet, he does not own the reading skill

Vanya is a friendly and calm boy. Keeps in touch with adults and children, but does not show initiative in communication. He is not a leader. He tries to avoid conflict situations. Eagerly participates in games suggested by other children. For a long time he can engage in one type of game activity without accompanying the game with speech statements. With interest he plays board games, role-playing games, outdoor games.

The boy is not able to choose an occupation on his own, he does not turn to adults for help. Carries out the instructions of the teacher. The child has not formed self-regulation of his own actions.

Ivan is distinguished by his sensitivity and impressionability. Knows how to distinguish the moods of other people. In affective situations, he shows negative emotions, expressing this with facial expressions and gestures. He treats his failures emotionally. The pace of activity is below average.

Compliance with the rules of personal hygiene of the child requires constant monitoring. Ivan comes to kindergarten in untidy clothes, with dirty nails.