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

Author: Koikova Anna Valerievna, teacher-psychologist, MDOU "Kindergarten" Forest fairy tale"Longyugan settlement, Nadym district
Dear colleagues, I bring to your attention the characteristics I have developed for an active six-year-old pupil with a high level of readiness for school.

Psychological and pedagogical characteristics of a pupil of kindergarten No. 1, born ___ 20__

The family is not complete: lives with mother, grandmother and older sister. Mom is a teacher primary school. He is the second child in the family. Visits kindergarten since 20__.
During her stay at the preschool educational institution, Marina showed herself to be a kind, non-conflict girl. The leader of the group. She shows initiative and independence in different types children's activities - play, communication, drawing, in the sphere of solving basic social and everyday problems.
Actively interacts with peers and adults, participates in joint games, and organizes them. Able to negotiate and take into account the interests of others. Marina shows attention to others, is responsive to the experiences of another person, has a sense of self-esteem, and respects the dignity of others. During joint activities, discusses emerging problems and rules.
Being in the company of peers in a subject-rich environment, she easily chooses her occupation, partners, and discovers the ability to generate and implement various, successive ideas. Creative abilities are manifested in drawing, inventing fairy tales, dancing, and singing. Marina loves to fantasize out loud and play with words. This ability indicates the emergence of an internal plan of action, the development of the imagination function and the formation of arbitrariness of objective action.
General social and everyday skills are formed: eats carefully, always has her hair combed, smart, things are neat.
She runs, jumps and climbs with pleasure.
The strong-willed principle in Marina’s actions is manifested in productive activity. Tries to make a high-quality product, redoes it if it doesn’t work. Arbitrariness also manifests itself in social behavior: it can follow the teacher’s instructions and follow established rules.
The girl shows broad curiosity, asks questions regarding near and distant objects and phenomena, and is interested in cause-and-effect relationships. Tries to independently come up with explanations for natural phenomena and human actions. Loves to observe and experiment. Shows interest in educational literature, graphic diagrams, and tries to use them independently. The amount of knowledge about the world around us is high. Possesses reading technique. Speech is literate, intelligible, and the vocabulary is rich.
Marina’s competence is manifested not only in the fact that she has knowledge, skills, and abilities, but is also able to make her own decisions based on it.
Thank you for attention!
I wish you professional success!

Ponomareva Elena Vitalievna

Teacher speech therapist MBDOU D/s No. 31

Kamyshin

General information about the child: Lesha K., born ....., attends MBDOU D/s No...., attends kindergarten for the third year.

Study of anamnesis: Child from 4th pregnancy. During pregnancy, the mother was in confinement, complaining of toxicosis. Premature birth is rapid. Asphyxia, hypoxia, ischemia. Peculiarities early development: holds 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). The parents do not have hereditary neuropsychiatric diseases. Diseases of the first year of life: frequent acute respiratory viral infections. Hearing and vision are normal.

Conditions family education: Raised in a complete family, but dad works in another city. The mother works in a factory and pays little attention to the child. Has 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 other family members. She sincerely loves the child, but due to illiteracy, she cannot provide Lesha with the necessary developmental speech environment. All family members are Russian-speaking.

Self-care skills at a high level: he washes his hands and wipes himself with a towel. Dresses and undresses without help. He folds his clothes. Eats independently. Holds cutlery correctly.

Game activity:In the game, as a rule, he occupies a subordinate position. Constantly imitates children. Tries to attract children's attention, sometimes takes away their toys. Sometimes he asks: “Give me a bib.” Often plays alone.

Motor-motor development:Motor activity is at an average level. Motor clumsiness, gets tired quickly. Fine motor skills hands are underdeveloped: Lesha performs shading with violations of the contour of the drawing. He ties the strings on his hat on his own, but with difficulty, and his movements are slow and awkward.

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

Cognitive processes:

- attention: sometimes with difficultyconcentrates and switches attention to tasks proposed by adults. Showsinterest in the task being performed, but copes with completing tasks and exercises only when individual approach adult.The rate of work capacity is low, which is associated with absent-minded attention and very rapid fatigue.

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

- memory:visual memory predominates. The memory capacity is small.Memorization is short-term, even if a memorization setting has been given.

- thinking:Can perform basic logical operations, sometimes with adult supervision. It is difficult to classify objects according to the main characteristic; it does not build cause-and-effect relationships. Most often, Lesha manages to cope with tasks that do not require reasoning or do not require answers.

- imagination: reproductive.

Personality characteristics:

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

- emotional-volitional development: the prevailing mood is neutral.There is no clear expression of any emotions. He is not capricious. A smile appears on the face rarely, fleetingly. Children do not offend him, but if this happens by chance, then Lesha simply withdraws from the game.

- communication activity: in Lesha’s peer group« accepted " Not proactive.Accepts the terms of a group game proposed by an adult. He is contactable with children and well-known adults, but with unfamiliar adults he is silent and withdraws into himself.

- individual characteristics, character traits: child balanced, friendly. He is diligent, but his activities are 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:

- dictionary: The passive vocabulary 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, on), two-syllable (mother, aunt, bye, autumn). Very rarely uses simple, uncommon sentences (Auntie, bye. Where is uncle? Give me bibi.) Speech is of an everyday nature. The verb dictionary is characterized by insufficiently formed ideas about the actions being performed and their differentiation. A high-quality dictionary is characterized by the absence of adjectives that describe the color, shape, and size of objects.

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

- sound pronunciation: the violation of sound pronunciation is polymorphic in nature.

- syllable structure:grossly violated. Speech is unclear

- prosodic aspect of speech:the voice is quiet, unemotional. Speech is slurred.

- structure and mobility of the articulatory apparatus, the presence of hesitations: performs articulation exercises with errors, long search for a pose, distortion of the articulatory pose.

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

- formation of coherent speech: not formed.

Speech therapy conclusion: OHP level 1. Motor alalia.

Long-term plan for correctional work with a child:

Stage I. Education of speech activity, the formation of a passive and active vocabulary accessible to understanding and perception. Dialogue, a short story, a simple unexpanded and a common sentence are used.
Stage II.Formation of phrasal speech:
- distribute the proposal on specific issues, on the didactic elements of the phrase, presented visually;
- formulate sentences intonationally and grammatically;
- work to complicate the structure of the phrase;
— complication of the dictionary due to abstract words;
- dialogue, descriptive stories (description of one object, group of similar objects, compare descriptions of different objects).
Stage III. Formation of coherent speech as a particularly difficult communicative activity.
- the method of breaking it down into parts that are accessible for perception and repetition is used;
— work on the coherence and integrity of the text;
- creative storytelling in likeness;
— texts and pictures with more complex 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 a specific one! to the word),
= the child learns to reason, generalize, and draw conclusions.
A) practical, b) visual and c) verbal methods are used:
A)games, exercises, modeling (game methods + demonstration, question, instruction, 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 ages. Every age period is associated not only with further development, but also with a significant restructuring of the child’s cognitive activity and personality, necessary for his successful transition to a new social status - the status of a schoolchild.

IN preschool age y okay developing child great changes occur throughout mental development. Cognitive activity increases enormously - perception, visual thinking develops, and the rudiments of logical thinking.

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 knowledge of the world around him and in the development of communication and 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 and acquire knowledge based on explanations only if they have clear visual representations.

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

There is an intensive formation of personality and will. Child learning moral ideas, forms of behavior, becomes a small member of human society. In preschool age, a normally developing child's cognitive activity and interest in learning about the world around him increases enormously. It is not for nothing that preschool children 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 perception, visual-effective and visual-figurative thinking is formed in a preschool child 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 thanks to the improvement of perceptual actions and the assimilation of systems of sensory standards developed by humanity throughout history ( geometric shapes, colors of the spectrum, measures of weight, quantities, time, system of phonemes of the native language, pitch range, etc.).

In three-year-old children, perception reaches a relatively high level. For example, they can identify the properties and relationships of objects, which can happen not only practically, but also visually with the help of perceptual actions. Children are able to work according to a model, 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 activities, it helps him to perform feasible, familiar in nature tasks presented to adults (or encountered in everyday life), and to find a solution much faster and more efficiently than before.

The perceptual actions themselves younger preschoolers 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 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 already acquire many sensory standards (for example, the names of shapes and objects: circle, oval, square, rectangle, triangle), but still unsystematically.

In older preschool age, along with the assimilation of individual standards, the assimilation of systems in which these standards are included also occurs. Having mastered the system of sensory standards, children of senior preschool age already generalize objects according to essential features and properties. Along with the formation of the perception of the properties and relationships of objects, the preschool child develops an idea of ​​space, develops orientation in it, arising on the basis of the previously established consideration of the spatial properties and relationships of objects, and the holistic perception of objects changes.

It becomes clearer and at the same time more dissected - the child not only has a good idea of ​​the general outlines of an object, but also knows how to identify its essential parts, correctly imagines their shape, ratio in size, and spatial arrangement.

Another 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-effective thinking. It appears in practical activities (everyday and object-game activities) and is aimed at its maintenance.

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

At preschool age, a child can freely navigate the practical tasks that arise before him and can independently find a way out of a problematic situation. In visual-effective thinking, a problem situation is resolved with the help of auxiliary means or tools.

In 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 is basic in preschool childhood and becomes more generalized by older preschool age. Children can understand complex diagrammatic images, imagine 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 enables the child to solve problems and acquire more complex elementary scientific knowledge.

In children of the fourth and fifth year of life, voluntary memory continues to develop. The child has already accepted a variety of memorization tasks and begins to make special efforts in order to remember. 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 first repeating the task, he begins to carry it out.

Children gradually increase the volume of memorized material. A 4-5 year old child retains five to six objects or pictures in his memory. It is during this period that the elements of indirect memorization begin to be laid down.

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

In early preschool age, play represents continuation and development subject activity, the child uses real objects and toys representing them strictly for their intended purpose, mastering a variety of object-related actions: learning to take off and put clothes on a doll, unbutton and fasten buttons, load cubes into and unload a car, etc. In early preschool age, all these actions gradually cease to be an end in itself - they begin to be performed not on their own, but for something, for a specific purpose. Subsequently, they are replaced by a chain of logically sequential actions that reflect familiar situations that are often repeated in a child’s life, but they do not trace the plot and do not reflect the relationships between people.

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

By the age of five, role-playing play 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 standards, which influences the development of their personality as a whole. Of particular importance in this case are the relationships that arise in children in the game when distributing roles, in the course of agreeing on further actions, evaluating them, discussing rules of behavior, etc. Five-year-old children can choose the theme of the game, create conditions for it, and perform the appropriate actions and rules, have experience in dramatization games. They develop the ability to jointly build and creatively develop the plot of the game.

In preschool childhood, productive activities begin to form that require a fairly high level of sensory development, in particular perception and ideas. The result of productive activity is a product that reflects the reproduced object from the perspective of the whole, its parts and its properties. For example, drawings 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 perceptions and ideas and has a great influence on the development of the preschooler’s personality - it requires the ability to concentrate on a task and finish what has been started. It requires the development of motor skills, visual-motor coordination, the development of imagination and thinking: analysis of the object, highlighting the main operation of image-representations. In older preschool age, productive activity continues to actively develop on the basis of fairly highly developed perceptions and ideas. By the end of preschool age, children can create and play with 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 level of independence in everyday life: 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 determining and mastering the sequence of operations, on the one hand, and in mastering each of them, on the other. In this case, the organization of the orientation-exploratory phase of mastering skills, directly related to perception, acquires particular importance.

In early 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 children's speech there are substitutions, substitutions of familiar words in place of unfamiliar ones. Such speech cannot yet serve as a reliable support for transferring new knowledge to the child, which is formed in preschoolers only thanks to clarity (A. V. Zaporozhets).

The growing needs of communication lead to the fact that preschoolers develop all forms and functions of speech. Even in early preschool age, the adult’s speech plays a directing and organizing role. It attracts the child’s attention, directs him to the activity, and in simpler cases determines the goal of the activity, but the inclusion of verbal instructions does not always help the child in assimilation and implementation. A preschooler also needs other means of transferring knowledge and organizing activities: demonstration of actions, examples, joint actions with an adult.

In middle preschool age, the picture begins to change - the word can more adequately direct the child’s activity and convey information to him, but verbal instruction and the transfer of experience in verbal form still need sensory support.

Only by the age of five does the word begin on its own, within the limits of a certain content, to serve as a source of information and a way of transmitting social experience. The inclusion of the word not only speeds up, qualitatively changes, but also facilitates the process of assimilation of new knowledge and contributes to the mastery of new activities. The child can more easily transfer the skills acquired through verbal instruction to an unfamiliar situation or a new object. The role of the preschooler’s own speech also changes, this is manifested in the regulation of his activities. From an accompanying person, she turns first into a fixer, and then into a planner. Speech is actively included in the assimilation of knowledge, in the development of thinking, in sensory development, to moral, aesthetic education child, in the formation of his activities and personality.

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

In preschool age, under the influence of adults, the child acquires moral standards and learns to subordinate his actions to ethical standards. In this way, he develops correct behavior in a team, self-awareness, self-esteem, self-control appears, the emotional and volitional sphere and motivation for 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 of social life.

However, they are not always clear-cut. The older a child gets, the more actively he becomes involved in the life of society, so he needs communication with others and their moral assessment. A five-year-old child has already mastered these norms to a large extent, he has accumulated social experience, feelings such as shame, pride, etc. appear. He begins to especially need empathy, mutual understanding from adults and peers, and their assessment. At the same time, he begins to evaluate them himself: actions, personal qualities. At this age, the child experiences the adult’s assessment very acutely. He no longer simply strives to perform some work for the sake of the action itself, but waits for evaluation of his activities by others.

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

Children of the sixth year of life are able to voluntarily control their own activities. They are able to limit their desires, overcome obstacles that stand in the way of achieving goals, and evaluate the results of their actions. At this age, children understand the meaning of the tasks set by adults and can independently follow his instructions.

When examining children in 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 parallel three-year and four-year primary education. Therefore, the survey should be focused on a reasonable determination of the conditions of schooling.

Ready for schooling includes the necessary level of physical and mental development of the child, certain skills, as well as generalized ideas about the world around him.

Today, there is a generally accepted understanding of the phenomenon psychological readiness to schooling as a complex structural formation consisting of a number of components.

By psychological readiness for school, many researchers understand the presence of a set of certain psychological qualities that have already been formed by the time they enter school and can be diagnosed using special techniques. The following areas are identified as components of psychological readiness for school: motivational, intellectual, communicative and voluntary. Let's look at these components in a little more detail. 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 system of motives, manifested in cognitive choice, self-affirmation, establishment and maintenance of positive relationships with peers and adults.

Intellectual sphere. Her readiness is manifested 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 basic cognitive processes is noted.

An important prerequisite for schooling is general intellectual skills - awareness of the goal of an activity set by an adult, the ability to think through ways to achieve it, plan one’s actions, control oneself during work, and correctly evaluate the results obtained. A child's entry into school changes the social situation of his development. In order for the beginning of school 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 his peers.

Communication sphere. It captures the ability to build the right relationships in joint activities. Arbitrary sphere. The child's voluntary behavior is born in preschool age during role-playing and allows him to rise to a higher level in his development. The game 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 that D. B. Elkonin identifies as indicators of readiness for learning at school. The formation of the volitional 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 requires of him. To do not only pleasant things, but also necessary things, you need volitional effort, the ability to control your behavior, attention, thinking and memory.

The readiness of the child’s body for schooling considers the level of morphological and functional development that allows the child to withstand the requirements school life and teaching load. 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, and attention. The criterion of readiness in this case is the arbitrariness of cognitive activity, the ability to generalize and developed speech.

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

Evgenia Guseva
An example of a psychological and pedagogical characteristic for a preschool education student

Quite often today preschool teachers we have to write characteristics for pupils for various purposes, including for submission for examination by a psychological, medical and pedagogical commission, which, unfortunately, happens more and more often.

I offer you an example* of such a characteristic, reflecting all areas of activity of a preschool child.

* where it is written in italics in the example, 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 a pupil of GBOU kindergarten No., group No. ...

Child's name, date of birth...

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

The child is brought up in full/incomplete large family family. Lives with (list everyone with whom the child lives). Mainly involved in raising a child (specify). The family as a whole seems prosperous/disadvantaged (give examples indicating the chosen type of family: parents are morally stable; the child is neglected, cruel treatment with baby; drunkenness, parasitism, parents' criminal records, etc.). The relationship between parents and child and upbringing in the family can be characterized as a) democratic (taking into account the interests of the child; instilling in him discipline, independence, initiative); b) authoritarian (demanding unquestioning obedience from the child, strict control of all areas of his life); c) permissive (indifferent parental attitude and lack of any control, the child is left to his own devices); d) overprotection ( excessive care about the child, protecting him from any difficulties and worries, excessive control).

Upon admission to kindergarten adaptation passed bad/with great difficulty/quite easy/easy: cried/didn't cry when separating from parents, when he stopped crying, showed/didn’t show interest in the group room, toys, peers, adults; From the first days I ate lunch and stayed to sleep.

Features of appearance. Child slouches/does not slouch when walking, sitting. Gait smooth/uneven, calm/fast, moves around the group mainly walking/running. Facial expressions and gestures: describe salient features or difficulties. Appearance baby neat/untidy, well-groomed/neglected. If there is, indicate striking features: dirty clothes, an unpleasant supply from a child, etc.

Physical condition and somatic health. Health group – indicate. Weight (kg) and growth (cm) baby age. Information about chronic diseases absent (if yes, indicate which ones). Misses kindergarten due to illness often/rarely. Enuresis and encopresis does not suffer/suffers.

Daytime nap long/short-term (minutes), the process of falling asleep quick/long (describe difficulties, independent/requires the presence of an adult; awakening process quick/long (describe difficulties). If so, describe the behavior: running around in bed, waking up other children, etc. Appetite good/bad/selective (describe difficulties).

Movement disorders, paresis, obsessive movements, tics, coordination disorders were not noticed (if any, indicate which ones). Gross motor skills: normal/minor impairments (describe what)/motor awkwardness; describe the tempo, rhythm of movements. Performs movements according to verbal instructions . Maintains balance without difficulties/with difficulties (describe what). Fine motor skills are developed good/not good: describe the following actions: fastening and unfastening various fasteners (buttons, snaps, zippers, Velcro, laces, working with scissors, plasticine and small bulk material. Drawing, sculpting and cutting skills . Leading hand - right/left/ambidextrous.

Self-care skills well formed/not formed enough/not formed. The child dresses and undresses . Eating independently/not independently (indicate existing difficulties), holds a spoon and fork right wrong; eating fast/slow and neat/sloppy. Goes to the toilet independently/not independently (indicate existing difficulties). Hygiene skills (washing your face, washing your hands, brushing your teeth, combing your hair) formed/not formed (indicate existing difficulties). Cleans his things and bed independently/not independently (indicate existing difficulties).

Peculiarities play activity. When playing with other children, it mainly takes up leading/passive/aggressive/other position, describe the main manifestations: sets the rules, gets offended, takes away toys, fights, etc. Gives preference role-playing games / outdoor games / games according to the rules / independent games with toys. In games with toys it is observed stable/not stable interest in toys; activities with toys oriented/not oriented on the properties and purpose of these toys, the target component of the game formed/not formed (describe examples); noticeable breadth/narrowness use of substitute items; activities with toys accompanied/not accompanied verbal instruction or story. During games according to the rules understands/doesn't understand rules, should/shouldn't rules of the game; clear and correct/fuzzy and imprecise performs game actions. IN role-playing game noted availability/unavailability imaginary situation breadth/poverty game stories, stability/instability in accepting playing role, comes out/doesn't come out from the role during the game. 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 one and why.

Features of the cognitive sphere. Cognitive processes in general are considered developed within the age norm/above/below the norm.

Ideas about color and shape formed/not formed: colors and shapes baby recognizes/does not recognize, names/does not name and relates/does not relate according to your age (indicate existing difficulties). Ideas about space and time are also formed/not formed: right left distinguishes/does not distinguish; movement in the indicated direction according to verbal instructions fulfills/does not fulfill; time of day, days of the week, months and seasons .

Attention prevails voluntary/involuntary, during classes can/can't be attentive and concentrate on something for a long time, constantly distracted (indicate existing difficulties). The predominant type of memory is visual/auditory/kinetic. Memory is developed good/good enough/not good enough: fast/slow remembers and fast slow forgets what it is for single/multiple repetition; poems by heart child teaches independently/with difficulties/does not teach (indicate existing difficulties); retells stories and fairy tales independently close to the text/introduces fictitious borrowings/concentrates on secondary objects without catching the main idea/does not retell at all.

Processes of classification and generalization for various reasons in a child available/not available: groups/does not group words, pictures, objects with a common characteristic, picks up/doesn't pick up a generalizing word for a series (birds, animals, vegetables, fruits, furniture, clothes, etc.); can/can't establish the simplest cause-and-effect relationships (it’s snowing outside - winter, etc.); understands/doesn't understand content of plot lines and paintings, is/is not a story based on them .

Has/has not ideas about the relationship between numbers and quantity, understands/doesn't understand the concept of "one-many" owns/does not own ordinal count within, fulfills/does not fulfill the simplest counting operations: addition, subtraction, comparison within, decides/does not decide tasks based on visual material (describe examples, indicate existing difficulties).

Child does not experience/experiences difficulties in mastering the material according to the program " (indicate the program the group is working on)"and has high/medium/low level of development of the cognitive sphere. It is inherent high/medium/low level of cognitive activity, high/medium/low volume of ideas about the surrounding world. Your name and age of the child calls/doesn't call; parents' names, home address names/does not name (indicate existing difficulties). Knowledge about the seasons, flora and fauna, home life match/fail program requirements and age (describe examples, indicate existing difficulties).

Pedagogical characteristics

to Ivanov Ivan Ivanovich.

Date of birth: October 24, 2009 (5 years 11 months)

Ivan entered the Medical Educational Institution DSKN No. 4 in Sosnovoborsk on November 2, 2012. Adaptation was easy. He has been attending a compensatory group for children with speech disorders since October 8, 2014. Currently he is eager to go to kindergarten.

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

Family information:

Mother: Svetlana Ivanovna Ivanova, born in 1980.

Place of work: unemployed.

Father: Ivanovov Boris Ivanovich born in 1977

Education: secondary specialized.

Place of work: IHZ, fitter-adjuster.

The family is complete and lives in a two-room apartment. Material wealth below the average. Ivan has little brother Kostya born 2014 Parents do not take part in kindergarten and group activities, do not interact with teachers, homework assigned by the speech therapist is not done, and advice and recommendations are not followed. At home, the boy loves to play with cars, put together puzzles, and watch cartoons. The child does not have a play corner. The whole family spends their leisure time together: walking, relaxing in nature.

Ivan has health group II. General motor skills are underdeveloped. Chronic diseases absent, but the child has many absences due to illness. The leading hand is the right. Fine motor skills are poorly developed. Falls asleep quickly and sleeps for a long time.

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

Does not master the basic general educational program of a preschool institution in all types of activities. Inactive, cognitive motivation is not sufficiently formed. The proposed material is remembered only after repeated repetition; guidance and teaching assistance from a teacher is required. Cannot explain this or that action, situation, task using a detailed, emotionally charged statement. Can concentrate on one type of activity for 30 minutes, without being distracted by extraneous objects not directly related to the current activity. Cannot always establish cause-and-effect relationships. He does not retain the instructions completely; he needs to present them gradually.

Ivan distinguishes flat geometric shapes. Knows the basic colors of the spectrum and their shades. Not well oriented in space, on a sheet of paper. Does not speak verbal formulations to indicate the spatial properties of objects and the relationships between them. Can count forward and backward within 10. Cannot name seasons, days of the week, parts of the day, months.

The child willingly participates in choral singing and performing musical and rhythmic movements. Willingly takes part in holidays and entertainment held in kindergarten.

With standards of this age By physical culture Ivan copes at a low level. Skills in basic types of movements have not been developed. Experiences difficulties in handling the ball, jumping, and throwing. Willingly participates in competitive games.

Vanya is unsure of using scissors, a brush and a pencil. Paints and shades, going beyond the outline. Visual activities He works with desire, shows creativity, his work is distinguished by accuracy. In design, the plans are poor and monotonous.

Ivan was given previously impaired sounds; 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, unsure of 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 and does not have reading skills

Vanya is a friendly and calm boy. Makes contact with adults and children, but does not show initiative in communication. He is not a leader. Tries to avoid conflict situations. Willingly participates in games suggested by other children. Can engage in one type of gaming activity for a long time, without accompanying the game with verbal statements. Plays board games, role-playing games, and outdoor games with interest.

The boy is not able to choose an activity for himself and does not turn to adults for help. Carry out instructions from the teacher. The child has not developed self-regulation of his own actions.

Ivan is sensitive and impressionable. Able to distinguish the moods of other people. In affective situations, he shows negative emotions, expressing this through 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 unkempt clothes and with dirty nails.