Early childhood includes the period from one year to three years. The leading activity at this age is substantive activity, which, together with communication that stimulates speech development, determines the entire course of the child’s social, personal and cognitive development. Diagnosis of speech development is not carried out separately, since at this age speech is included in communication and is its means. The level of cognitive activity is determined during the diagnosis of objective activity.
In the second year of life, the child moves from object-manipulative activity to actual object-based activity, during which the child masters actions with objects.
The development of objective activity is based on the development of motor skills (see Table 6).
Table 6
Motor skills in early childhood.
|
Fine motor skills |
Gross motor skills |
|
|
12-13 months 15-18 months 18-21 months 21-24 months 24-30 months |
Draws on paper with colored crayons. Inserts an object into a hole, for example, a clothespin into a bottle. He holds a spoon and brings it to his mouth. He puts on his hat and shoes. Turns the pages of the book (2-3 at a time). Draws doodles and strokes. Opens the door by turning the handle. Strings three or more beads. Turns the pages of a book one at a time. Holds a chalk or pencil with your fingers: thumb on one side, the rest on the other. |
Walks independently. Crawling up the stairs. Clumsily throws the object. Takes and throws large toys. Walks barefoot and backwards. Climb and descend stairs with the help of adults. Throws the ball 1-1.5 meters. He goes up and down the stairs himself, holding on to the railing, stepping on the steps with the same foot, then putting the other one on. Kicks a big ball. Bends easily to pick up objects. Stands briefly and balances on one leg without assistance. Stands on tiptoes. Alternates legs while climbing stairs. He rides a small tricycle, pedaling. |
The parameters of subject activity are:
Types of actions
Cognitive activity,
Involvement of activities in communication with adults.
How many species are distinguished? actions with objects:
Indicative and manipulative actions. These include actions through which the child gets acquainted with objects (touching, examining, etc.), object manipulations (knocking, throwing, etc.), physical actions determined by the specifics of the object (rolling a ball, stretching an elastic band, etc.)
Subject and game. These actions are carried out taking into account the purpose of the objects (eats with a spoon, builds a house from cubes, etc.).
Cognitive activity includes the following indicators:
Interest in actions with objects;
Perseverance in objective activities;
Emotional involvement in actions with objects;
The desire for independence in activities.
Inclusion of objective activity in communication reflected in the following parameters:
The child’s desire to act according to the model;
Focus on adult assessment;
Speech accompaniment of actions.
Communication with adults, along with the development of objective activities, is decisive in the development of a young child. The main form of communication at an early age is situational business communication. In addition to situational business communication, the child retains the need for emotional contacts with adults, and elements of non-situational cognitive communication are also emerging (manifested in interest in reading and looking at books together).
The parameters of situational business communication are the child’s initiative in communication, sensitivity to adult influences and means of communication.
Initiative in communication reflects the child’s desire to attract the attention of an adult to his actions, an invitation to joint activities (demonstration of skills, requests for help, seeking an assessment of his actions, etc.).
In the third year of life, procedural play intensively develops - actions with toys that imitate people, animals, and real objects. The development of procedural play can also be considered as a diagnostic parameter. A child’s need for play is determined based on the following indicators:
Initiative in play (variability of play actions, the child’s speech activity in play, the child’s use of substitute objects);
Duration of the game;
Emotional state during the game.
Sensitivity to the influences of an adult reflects the child’s desire and readiness to accept the form of cooperation offered by the adult.
Communication means include actions through which the child seeks to attract the attention of an adult. The indicators of this parameter are:
Understanding adult speech;
Expressive-facial means;
Subject actions;
Active speech (babble, individual words, phrases).
Early age is a period of intensive speech development. Therefore, speech diagnostics at this age is the most important.
When diagnosing speech development, three main parameters are distinguished:
The degree of development of active speech - any speech appeals, requests, demands, names of objects, etc. in the child’s repertoire of communicative means;
The degree of development of passive speech - understanding the meaning of words, sentences, various parts of speech;
Ability to follow adult verbal instructions.
The most obvious age-related changes are in the area of active vocabulary. The number of words in a child’s speech (both understood and actively used) is rapidly increasing: at 2 years - about 250 words, at 2 years 6 months. - 450, at 3 years - 800 (according to some sources - up to 1500). At the same time, it is believed that the child’s so-called “passive vocabulary” (find and show upon request, or bring) is approximately one and a half times greater than “active” (that is, the ability to name correctly). Not only the number of words changes significantly, but also their composition.
By 2.5 years To the already mastered questions “who”, “what” new ones are added: “where”, “where”, “which”.
We can say that, starting from this age, the content of speech, its vocabulary, accompanies and reflects the child’s cognitive development: for example, the ability to distinguish and combine examples by size is manifested in the correct use of the words “small” and “large.” During this period, the ability to perceive (and accordingly designate aesthetic and ethical categories and the gender of people) appears.
It can often be observed that the appearance of a word in a conversation evokes others on the same topic; they can be connected by contiguity association (“the bunny has long ears and a small tail”).
By the age of three, almost all parts of speech (except participles and gerunds) already appear. Word creation is often observed (both as unusual changes to familiar words and as the invention of one’s own). The designations of people almost always reflect gender and age. The child can, upon request, name the parts of the body and determine their purpose.
The appearance of numerals reflects the idea of number and size, although this cannot yet be considered as the ability to count.
The formation of a grammatical system of speech (word changes, syntactic structure of sentences) requires a certain level of the child’s cognitive abilities: in order to correctly use, for example, the plural or gender form, you need to understand what these forms mean. In psychological and pedagogical development schemes, the period from two to two and a half years in terms of speech development is usually characterized quite briefly: “complex sentences appear, not always grammatically correct.”
As a diagnostic criterion for normal age-related development in terms of mastering grammar in the third year of life, one should consider not so much the correctness of the changes in word endings used, but rather the attempts to change them themselves.
In the child’s speech there are more and more complex and complex sentences, and many function words are used.
From about two years of age, the child begins to consistently use different intonations in cases where he utters a demand phrase, a message phrase, and a question phrase; By the age of three, the variety of emotions conveyed by speech intonations increases significantly.
Tatiana Krasnikova
Diagnosis of young children
DIAGNOSTICS OF EARLY CHILDREN(1-3 YEARS)
Diagnostics cognitive level development
The study records understanding of instructions, speed, accuracy of execution, adequacy of action, interest, acceptance of help, focus on results, learning ability, reaction to success.
Color Gnosis(4 colors : red, blue, yellow, green)
Standards:
discrimination from 1.5-2 years;
choice by name - at 2-3 years;
independence of the name - in 2.5-3 years.
Stimulus material: color sets of didactic games “Butterflies and Wings”, “Fishes and Tails”, “Flower and Petal”, “Socks and Mittens”, “Leaves”, etc.
Example instructions:
1) “put a petal of a suitable color for each flower”;
2) "show me where the red one is" (blue, yellow, green) petal";
3) “tell me what color this flower is.”
Other tasks are presented similarly.
Standards:
comparison - from 1.5-2 years;
choice by name - at 2 years;
independence of the name - at 3 years.
Stimulus material: circle (ball, square (cube, rectangle (brick, triangle) (roof) two sets of four primary colors.
Example instructions:
1) "give me the same" (shape and color match);
2) “show me where the cube is”;
3) “name the form.”
Subject gnosis
Stimulus material: 10-12 cards depicting familiar objects (lotto for kids).
Instructions:
1) “show me where it’s drawn.”;
2) “what is drawn?” or "what is this?"
Standards:
At 1.5-2 years old they name 4-5 pictures.
At 2.5 years old they name many objects from groups: toys, dishes, clothes, furniture.
At 3 years old, children know and name all objects, their properties and qualities; some generalizing ones have been formed in the passive dictionary concepts: toys, clothes, furniture, shoes.
Methodology "Selection by sample" (paired pictures)
Stimulus material: six pairs of identical object pictures.
Standards:
choice of two monk cards - at 2 years;
choice of four pictures - at 3 years old.
The technique is presented to children over 4 years old if they cannot cope with the classification.
Constructive praxis (method "Cut pictures")
Stimulus material: pictures cut into two and three parts with different cut configurations.
Standards:
a cut picture of two fragments - at 2.5-3 years;
cut-out picture of three fragments - at 3 - 3.5 years.
Analysis of results:
1) takes purposeful actions;
2) connects parts without analyzing the resulting whole;
3) application with turns;
4) visual relationship of parts without application.
Design by imitation (the technique is offered to children 2.5-3 years old)
Stimulus material: cubes, rectangular bars (bricks, triangular prisms (roof, hemispheres of different colors.
Analysis of results:
1) imitation of the external manipulations of an adult without taking into account shape, size and spatial relationships (what forchildren 3 years is inadequate);
2) imitation of manipulations taking into account shape, size and spatial location;
3) comparison and correction of errors;
4) accurate reproduction of the arrangement of figures without errors or corrections;
5) independent sample analysis and reproduction.
Spatial Gnosis
Stimulus material: small toys and pictures placed in a box.
Example instructions:
“Place the bear near the box”, “Put it in the box”, “Put it on the box”, “Hide the picture under the box”, “Take it out from under the box”, “Show me which way is up” (bottom)", "Walk straight (back)".
Standards:
2.5-3 years - children understand prepositional-case constructions; make mistakes in 1-2 tasks and are easily corrected;
3.5-4 years - complete all tasks.
Diagnostics ways of activity.
Folding a pyramid. Folding matryoshka
Stimulus material: a pyramid of four and six rings with a cap.
Standards:
remove the rings from the pyramid - at 1 year;
a pyramid is assembled without taking into account the diameter of the rings - in 1.5-2.5 years;
assemble a pyramid taking into account the diameter of the rings and setting the result without testing and trying on - in 3-3.5 years; work with visual ratio.
Analysis of results:
1) nonspecific manipulative actions (the child knocks on the table, brings it to his ear, rattles, puts it in his mouth, etc.). These actions are inadequate;
2) simple manipulation (specific manipulation);
3) strength test (for example, a child puts a small nesting doll into the lower part of a large one and vice versa, while using force (presses without taking into account the properties of the object);
4) targeted testing (the child notices mistakes, corrects them and finds the correct way to solve them);
5) trying on (the child cannot yet correlate objects at a distance and brings them to each other, noticing the discrepancy, changes them);
6) visual ratio (the child immediately solves the problem correctly, visually relating the elements).
Children 3 years old safe the intellect can work by visual correlation; trying on or purposeful testing is acceptable. Absence of these methods by 3 years testifies about shortcomings of mental development. Up to 2.5 years of age it is legal to use force.
Method "Inserts" ("Bowls")
Stimulus material: seven cylindrical or square cups (liners) different sizes in four primary colors.
Analysis of results:
1) nonspecific manipulations (use of the insert for other purposes; inappropriate actions);
2) specific manipulations (cognitive);
3) strength test (action by force, without taking into account the properties and size of the liner);
4) chaotic test (an intermediate method of performing a task when trial and force actions are combined);
5) targeted trial (independent error correction with finding a final solution);
6) trying on (determining the discrepancy between the inserts by bringing them closer to each other;
7) visual correlation (correct decision based only on
visual analysis);
Up to 2.5 years, a strength test is possible. By the age of 3, a visual relationship is formed; a targeted test or fitting is acceptable. Nonspecific manipulations in activities by 2.5-3 years testify about a decrease in intellectual development.
Taking into account the methods of activity is important for determining the level of mental development of the child. If a child achieves results using lower methods than required age, learning ability should be assessed or a conclusion about a certain form of mental development disorder should be made. High learning ability, i.e. rapid transition from a low method to a higher one, testifies in favor of the child. Lack of learning and exercise ability, as well as a focus on results, may be associated with disturbances in both the emotional-volitional and cognitive spheres.
Methodology "Mailbox" ("Box of Forms") (L. A. Wenger, G. L. Vygodskaya, E. I. Leongard)
Stimulus material: a wooden box or plastic box with five slots - semicircular, triangular, rectangular, square, hexagonal and ten three-dimensional geometric shapes.
Analysis of results:
up to 3 years of age, strength testing is allowed;
at 3 years of age and older, targeted tests with elements of visual correlation appear.
The child acts by force, that is, he pushes the figure into the first slot he comes across or into the one into which the adult dropped the previous figure. Samples:
the child moves from hole to hole, trying to push a figure into each of them; trying on: The child begins to focus on the shape of the slot and the figure. At the same time, he still cannot correlate the forms visually at a distance, so he places the figure on a slot that is similar, from his point of view. Thus, a hexagon is often applied to a square, then immediately transferred to the desired slot, a semicircle to a triangle, and vice versa. With this method, there are also difficulties with turning the triangle and semicircle. Visual correlation: the child visually correlates the shape of the slot and the figure and always lowers the figure into the desired slot; The reversal of the figures is done in advance, in the air.
Tasks with household items (according to O. V. Bazhenova)
Stimulus material and study: the child is presented with a corresponding household item with a request to perform a certain action with it.
Standards:
15 months - brings a spoon to his mouth, drinks well from a cup, can
takes a pill out of a bottle, draws doodles with a pencil, shows interest in a book;
18 months - takes off mittens, socks, leafs through a book, turning it over
2-3 pages at a time, pointing to pictures, eats thick food independently with a spoon. Able to reproduce actions often observed in life; If, in front of a child’s eyes, you hide a toy under one of two identical objects, and then swap the objects, he finds
a toy in a new place;
2 years - starts a top, inserts a key into a keyhole, turns a door handle, presses a bell button, feeds and lulls a doll, drives a car, leafs through a book - each page separately, puts on socks, shoes, panties, in the game reproduces a number of logically related
actions;
2.5 years - imitates a large number of actions of adults with household objects, acts interconnectedly and consistently in the game (wakes up the doll, dresses it, feeds it, takes it for a walk, etc.). Dresses independently, but does not yet know how to tie shoelaces or fasten buttons;
3 years - imitates a large number of actions of adults with household objects, plays a role in the game, dresses independently, fastens buttons, ties shoelaces with a little help from an adult.
Diagnostics of game development.
Children are offered to play with familiar toys.
Analysis of the level of development games:
2) manipulation with objects - up to 2 years;
3) procedural play actions - from 2 years (for example, drives a car, dresses and undresses a doll, etc.);
4) procedural game with elements of design - from 2-3 years (for example, loading a car with cubes, rolling a doll, etc.);
5) story game - by 3 years.
Diagnostics development of the motor sphere.
General motor skills.
Static and dynamic coordination are determined by the following parameters:
1 year - independent walking;
1.5-2 years - climbs and descends stairs, holding the handrail; steps over an obstacle on the floor; stands on a bench 20 cm from the floor;
2.5 years - jumps, simultaneously lifting both legs off the ground, with support; steps over several obstacles; bends over an object;
3 years - climbs up a staircase of 10 steps 12-15 cm high, alternately placing his feet on each step; hops on two legs without support, stands on one leg for 10 s with eyes open.
Simultaneity of movements: on the sides of the box there are large buttons or coins worth 20 rubles. three on each side. At a signal, the child must simultaneously take a coin from each side with both hands and place it in the box. Speed is not taken into account. The test is considered failed if the hands move at different times.
Clarity of movements: A 3-year-old child is asked to hit the table hard with a percussion hammer. Availability noted (or lack of) synkenesis.
Subtle movements of the fingers
The degree of differentiation of movements and the possibility of actions with small objects are assessed.
Standards:
2 years - repeat strokes, draw circles;
2.5-3 years - draw straight lines, circles as shown; can draw a person - a “cephalopod”.
Oral praxis:
lips (stretch your lips with a tube, stretch them into a smile);
cheeks (puff out and suck in your cheeks);
tongue (put your tongue on your lower lip, lick your upper lip, make a “slide” out of your tongue).
Presence of tongue deviation, grin asymmetry testify about neurological symptoms. Strength is noted (strong, weak, volume (whether movements are completed, switchability) (fast, slow) oral movements.
Memory research
Complete the series from memory instructions: get up, open the door, sit at the table, open the box, take a pencil.
Standards:
1.5 years - perform 3 actions;
2 years - perform 3-4 actions;
3 years - perform 5 actions.
Game "What has changed - what has disappeared"
The child is presented with four pictures, which he names. Then the child is asked to turn away, and the experimenter removes one of the pictures and replaces it with another or swaps them. Asks the child to find changes.
Failure to complete a task testifies about difficulties at the reproduction stage.
Attention Research
Methodology "Visual dictation"
Stimulus material: three tables of 16 cells, where familiar pictures are drawn (out of order).
Standards:
For children 2-2,5 years old - find two repeating pictures;
For children 3-4 years old - find two repeating pictures;
For children 5 years - finding pictures in a table.
Instructions: “Here, on the sign, there are pictures. Look and close all the same (for example, houses). As fast as possible. But make no mistake."
Analysis of results:
execution speed of one table is 1.5 minutes.
Attention disorders:
1) increased distractibility (impaired concentration);
2) generalization of attention (dependence of attention on external influences);
3) “stuckness” of attention (impaired switchability, weak ability to move from one object to another;
4) limited attention span (inability to perceive the required amount of information at the moment).
When studying the emotional-volitional sphere and behavior taken into account: contact, duration of concentration, emotional background of mood, reaction to encouragement and reprimand, presence or absence of motor disinhibition.
1. Contact:
a) easy, quick contact;
b) superficial;
c) establishes contact with difficulty;
d) leaves contact;
d) protest reaction.
2. Attention:
a) gaze fixes (does not capture);
b) sustainable (unstable);
c) with good switchability from one subject to another;
d) "stuck";
e) with generalization phenomena.
3. Mood background:
a) normal;
b) slightly increased (reduced);
c) euphoric;
d) depressed;
d) contrasting.
4. Reaction to encouragement and censure:
a) adequate;
b) indifferent;
c) with an increase (downgrade) performance;
d) adjustment of activities;
e) lack of reaction;
f) refusal of activity when reprimanded;
g) aggressive reaction to reproach;
h) disorganization of activities.
The research results are entered into the map with digital symbols in accordance with diagnostic level and age of the subject. Before starting a psychological study, complete anamnestic information and social characteristics of the family are collected. When drawing up a conclusion, the interpretation of the state of deviant development based on a qualitative analysis of the results is systematized only according to the nosological principle. Accordingly, recommendations are given on sending the child to one or another type of child care institution.
Dear moms and dads! Your baby's first year of life is coming to an end. This is the most important year, the most amazing and fast-paced, when compared with other age stages. In the first year of life, every day a child rises one more step in his development, overcomes a new milestone, and surprises himself and his family with new successes. During this period, more than in any other, it is important to understand whether the level of his development corresponds to the norm, which of the areas is ahead of the norm or lagging behind it.
From 5 to 6 years
In the sixth year of life, children for the first time begin to feel like the oldest among other children in kindergarten. At this age, children are able to independently set a goal, think about the path to achieving it, implement their plan, and evaluate the result obtained. The creative abilities and cognitive activity of older preschoolers develop. It is important to form a child’s understanding of the role of books as a source of knowledge, to stimulate interest in problems that go beyond the scope of kindergarten and personal experience.
Tatiana Krasnikova
Diagnosis of young children
DIAGNOSTICS OF EARLY CHILDREN(1-3 YEARS)
Diagnostics cognitive level development
The study records understanding of instructions, speed, accuracy of execution, adequacy of action, interest, acceptance of help, focus on results, learning ability, reaction to success.
Color Gnosis (4 colors : red, blue, yellow, green)
Standards:
discrimination from 1.5-2 years;
choice by name - at 2-3 years;
independence of the name - in 2.5-3 years.
Stimulus material: color sets of didactic games “Butterflies and Wings”, “Fishes and Tails”, “Flower and Petal”, “Socks and Mittens”, “Leaves”, etc.
Example instructions:
1) “put a petal of a suitable color for each flower”;
2) "show me where the red one is" (blue, yellow, green) petal";
3) “tell me what color this flower is.”
Other tasks are presented similarly.
Standards:
comparison - from 1.5-2 years;
choice by name - at 2 years;
independence of the name - at 3 years.
Stimulus material: circle (ball, square (cube, rectangle (brick, triangle) (roof) two sets of four primary colors.
Example instructions:
1) "give me the same" (shape and color match);
2) “show me where the cube is”;
3) “name the form.”
Subject gnosis
Stimulus material: 10-12 cards depicting familiar objects (lotto for kids).
Instructions:
1) “show me where it’s drawn.”;
2) “what is drawn?” or "what is this?"
Standards:
At 1.5-2 years old they name 4-5 pictures.
At 2.5 years old they name many objects from groups: toys, dishes, clothes, furniture.
At 3 years old, children know and name all objects, their properties and qualities; some generalizing ones have been formed in the passive dictionary concepts: toys, clothes, furniture, shoes.
Methodology "Selection by sample" (paired pictures)
Stimulus material: six pairs of identical object pictures.
Standards:
choice of two monk cards - at 2 years;
choice of four pictures - at 3 years old.
The technique is presented to children over 4 years old if they cannot cope with the classification.
Constructive praxis (method "Cut pictures")
Stimulus material: pictures cut into two and three parts with different cut configurations.
Standards:
a cut picture of two fragments - at 2.5-3 years;
cut-out picture of three fragments - at 3 - 3.5 years.
Analysis of results:
1) takes purposeful actions;
2) connects parts without analyzing the resulting whole;
3) application with turns;
4) visual relationship of parts without application.
Design by imitation (the technique is offered to children 2.5-3 years old)
Stimulus material: cubes, rectangular bars (bricks, triangular prisms (roof, hemispheres of different colors.
Analysis of results:
1) imitation of the external manipulations of an adult without taking into account shape, size and spatial relationships (what for children 3 years is inadequate);
2) imitation of manipulations taking into account shape, size and spatial location;
3) comparison and correction of errors;
4) accurate reproduction of the arrangement of figures without errors or corrections;
5) independent sample analysis and reproduction.
Spatial Gnosis
Stimulus material: small toys and pictures placed in a box.
Example instructions:
“Place the bear near the box”, “Put it in the box”, “Put it on the box”, “Hide the picture under the box”, “Take it out from under the box”, “Show me which way is up” (bottom)", "Walk straight (back)".
Standards:
2.5-3 years - children understand prepositional-case constructions; make mistakes in 1-2 tasks and are easily corrected;
3.5-4 years - complete all tasks.
Diagnostics ways of activity.
Folding a pyramid. Folding matryoshka
Stimulus material: a pyramid of four and six rings with a cap.
Standards:
remove the rings from the pyramid - at 1 year;
a pyramid is assembled without taking into account the diameter of the rings - in 1.5-2.5 years;
assemble a pyramid taking into account the diameter of the rings and setting the result without testing and trying on - in 3-3.5 years; work with visual ratio.
Analysis of results:
1) nonspecific manipulative actions (the child knocks on the table, brings it to his ear, rattles, puts it in his mouth, etc.). These actions are inadequate;
2) simple manipulation (specific manipulation);
3) strength test (for example, a child puts a small nesting doll into the lower part of a large one and vice versa, while using force (presses without taking into account the properties of the object);
4) targeted testing (the child notices mistakes, corrects them and finds the correct way to solve them);
5) trying on (the child cannot yet correlate objects at a distance and brings them to each other, noticing the discrepancy, changes them);
6) visual ratio (the child immediately solves the problem correctly, visually relating the elements).
Children 3 years old safe the intellect can work by visual correlation; trying on or purposeful testing is acceptable. Absence of these methods by 3 years testifies about shortcomings of mental development. Up to 2.5 years of age it is legal to use force.
Method "Inserts" ("Bowls")
Stimulus material: seven cylindrical or square cups (liners) different sizes in four primary colors.
Analysis of results:
1) nonspecific manipulations (use of the insert for other purposes; inappropriate actions);
2) specific manipulations (cognitive);
3) strength test (action by force, without taking into account the properties and size of the liner);
4) chaotic test (an intermediate method of performing a task when trial and force actions are combined);
5) targeted trial (independent error correction with finding a final solution);
6) trying on (determining the discrepancy between the inserts by bringing them closer to each other;
7) visual correlation (correct decision based only on
visual analysis);
Up to 2.5 years, a strength test is possible. By the age of 3, a visual relationship is formed; a targeted test or fitting is acceptable. Nonspecific manipulations in activities by 2.5-3 years testify about a decrease in intellectual development.
Taking into account the methods of activity is important for determining the level of mental development of the child. If a child achieves results using lower methods than required age, learning ability should be assessed or a conclusion about a certain form of mental development disorder should be made. High learning ability, i.e. rapid transition from a low method to a higher one, testifies in favor of the child. Lack of learning and exercise ability, as well as a focus on results, may be associated with disturbances in both the emotional-volitional and cognitive spheres.
Methodology "Mailbox" ("Box of Forms") (L. A. Wenger, G. L. Vygodskaya, E. I. Leongard)
Stimulus material: a wooden box or plastic box with five slots - semicircular, triangular, rectangular, square, hexagonal and ten three-dimensional geometric shapes.
Analysis of results:
up to 3 years of age, strength testing is allowed;
at 3 years of age and older, targeted tests with elements of visual correlation appear.
The child acts by force, that is, he pushes the figure into the first slot he comes across or into the one into which the adult dropped the previous figure. Samples:
the child moves from hole to hole, trying to push a figure into each of them; trying on: The child begins to focus on the shape of the slot and the figure. At the same time, he still cannot correlate the forms visually at a distance, so he places the figure on a slot that is similar, from his point of view. Thus, a hexagon is often applied to a square, then immediately transferred to the desired slot, a semicircle to a triangle, and vice versa. With this method, there are also difficulties with turning the triangle and semicircle. Visual correlation: the child visually correlates the shape of the slot and the figure and always lowers the figure into the desired slot; The reversal of the figures is done in advance, in the air.
Tasks with household items (according to O. V. Bazhenova)
Stimulus material and study: the child is presented with a corresponding household item with a request to perform a certain action with it.
Standards:
15 months - brings a spoon to his mouth, drinks well from a cup, can
takes a pill out of a bottle, draws doodles with a pencil, shows interest in a book;
18 months - takes off mittens, socks, leafs through a book, turning it over
2-3 pages at a time, pointing to pictures, eats thick food independently with a spoon. Able to reproduce actions often observed in life; If, in front of a child’s eyes, you hide a toy under one of two identical objects, and then swap the objects, he finds
a toy in a new place;
2 years - starts a top, inserts a key into a keyhole, turns a door handle, presses a bell button, feeds and lulls a doll, drives a car, leafs through a book - each page separately, puts on socks, shoes, panties, in the game reproduces a number of logically related
actions;
2.5 years - imitates a large number of actions of adults with household objects, acts interconnectedly and consistently in the game (wakes up the doll, dresses it, feeds it, takes it for a walk, etc.). Dresses independently, but does not yet know how to tie shoelaces or fasten buttons;
3 years - imitates a large number of actions of adults with household objects, plays a role in the game, dresses independently, fastens buttons, ties shoelaces with a little help from an adult.
Diagnostics of game development.
Children are offered to play with familiar toys.
Analysis of the level of development games:
2) manipulation with objects - up to 2 years;
3) procedural play actions - from 2 years (for example, drives a car, dresses and undresses a doll, etc.);
4) procedural game with elements of design - from 2-3 years (for example, loading a car with cubes, rolling a doll, etc.);
5) story game - by 3 years.
Diagnostics development of the motor sphere.
General motor skills.
Static and dynamic coordination are determined by the following parameters:
1 year - independent walking;
1.5-2 years - climbs and descends stairs, holding the handrail; steps over an obstacle on the floor; stands on a bench 20 cm from the floor;
2.5 years - jumps, simultaneously lifting both legs off the ground, with support; steps over several obstacles; bends over an object;
3 years - climbs up a staircase of 10 steps 12-15 cm high, alternately placing his feet on each step; hops on two legs without support, stands on one leg for 10 s with eyes open.
Simultaneity of movements: on the sides of the box there are large buttons or coins worth 20 rubles. three on each side. At a signal, the child must simultaneously take a coin from each side with both hands and place it in the box. Speed is not taken into account. The test is considered failed if the hands move at different times.
Clarity of movements: A 3-year-old child is asked to hit the table hard with a percussion hammer. Availability noted (or lack of) synkenesis.
Subtle movements of the fingers
The degree of differentiation of movements and the possibility of actions with small objects are assessed.
Standards:
2 years - repeat strokes, draw circles;
2.5-3 years - draw straight lines, circles as shown; can draw a person - a “cephalopod”.
Oral praxis:
lips (stretch your lips with a tube, stretch them into a smile);
cheeks (puff out and suck in your cheeks);
tongue (put your tongue on your lower lip, lick your upper lip, make a “slide” out of your tongue).
Presence of tongue deviation, grin asymmetry testify about neurological symptoms. Strength is noted (strong, weak, volume (whether movements are completed, switchability) (fast, slow) oral movements.
Memory research
Complete the series from memory instructions: get up, open the door, sit at the table, open the box, take a pencil.
Standards:
1.5 years - perform 3 actions;
2 years - perform 3-4 actions;
3 years - perform 5 actions.
Game "What has changed - what has disappeared"
The child is presented with four pictures, which he names. Then the child is asked to turn away, and the experimenter removes one of the pictures and replaces it with another or swaps them. Asks the child to find changes.
Failure to complete a task testifies about difficulties at the reproduction stage.
Attention Research
Methodology "Visual dictation"
Stimulus material: three tables of 16 cells, where familiar pictures are drawn (out of order).
Standards:
For children 2-2,5 years old - find two repeating pictures;
For children 3-4 years old - find two repeating pictures;
For children 5 years - finding pictures in a table.
Instructions: “Here, on the sign, there are pictures. Look and close all the same (for example, houses). As fast as possible. But make no mistake."
Analysis of results:
execution speed of one table is 1.5 minutes.
Attention disorders:
1) increased distractibility (impaired concentration);
2) generalization of attention (dependence of attention on external influences);
3) “stuckness” of attention (impaired switchability, weak ability to move from one object to another;
4) limited attention span (inability to perceive the required amount of information at the moment).
When studying the emotional-volitional sphere and behavior taken into account: contact, duration of concentration, emotional background of mood, reaction to encouragement and reprimand, presence or absence of motor disinhibition.
1. Contact:
a) easy, quick contact;
b) superficial;
c) establishes contact with difficulty;
d) leaves contact;
d) protest reaction.
2. Attention:
a) gaze fixes (does not capture);
b) sustainable (unstable);
c) with good switchability from one subject to another;
d) "stuck";
e) with generalization phenomena.
3. Mood background:
a) normal;
b) slightly increased (reduced);
c) euphoric;
d) depressed;
d) contrasting.
4. Reaction to encouragement and censure:
a) adequate;
b) indifferent;
c) with an increase (downgrade) performance;
d) adjustment of activities;
e) lack of reaction;
f) refusal of activity when reprimanded;
g) aggressive reaction to reproach;
h) disorganization of activities.
The research results are entered into the map with digital symbols in accordance with diagnostic level and age of the subject. Before starting a psychological study, complete anamnestic information and social characteristics of the family are collected. When drawing up a conclusion, the interpretation of the state of deviant development based on a qualitative analysis of the results is systematized only according to the nosological principle. Accordingly, recommendations are given on sending the child to one or another type of child care institution.
Diagnosis of mental development
young children. Part 8
The task of adults raising a child is to, based on the child’s capabilities, develop him with the active participation of the child himself. Early and timely diagnosis is necessary to determine the level and current zone of its development. Indicators and methods for diagnosing mental development have been developed for young children. For babies 1 year of age, their authors are E.L. Frucht, N.M. Shchelovanov; and for children 2-3 and 4 years of age N.M. Aksarina, G.V. Pantyukhina, K.L. Pechora.
Diagnosis of individual aspects and levels of mental development occupies an important place in modern pedagogical practice, since children under 3 years of age are predominantly raised in the family and are not covered by the public education system, where diagnosis is a component of the pedagogical process. Teachers and parents should focus on the image of the child as a self-governing, active, independent and creative individual.
Diagnostics involves emotional and business communication between an adult and a child, taking place in a relaxed situation. At the same time, not only an alternative solution to the proposed problem is important. Such points as the direction of the child's thinking, the manifestation of the child's personality (attitude to the proposed activity, the ability to accept a task, find ways to solve it, the desire to cooperate with an adult, attitude towards the results of one's activities) are provided for.
Diagnostics of mental development makes it possible to determine the complexity of a task that arouses the child’s interest due to elements of novelty, and to gain the joy of cognitive communication from cooperation with an adult. Such emotional and business communication between an adult and a child also determines the zone of “proximal development.” This concept was used by L.S. Vygotsky, referring to mental processes in general, “the area of not mature, but maturing processes,” which can be attributed to the development of personality as a whole.
For deviations in children’s behavior and correction methods, see Appendix 3.
Below are the initial indicators of the neuropsychic development of children of both early and preschool age, various diagnostic methods, some games and activities with children, Table. 7 - 14. In the next article we will tell you what educational games to play with children of different ages.
Indicators of neuropsychic development (NPD) of children 1 year 3 months. up to 4 years
Developed by N.M. Aksarina, G.V. Pantyukhina, K.L. Pechora
Table 7
|
Age |
Development line |
||||||||
|
Speech understanding |
Active speech |
Development of the cognitive sphere (through trial and error) |
Play and actions with objects |
Movement |
Skill |
Constructive activity |
Visual activities |
Social development |
|
|
1 year. 3 months. |
The stock of understood words is rapidly increasing |
Uses babbling, lightweight words |
Orients in 2 sizes of objects (2 cubes) |
Reproduces learned actions in the game |
Walks for a long time, changing positions |
Eats thick foods independently |
Places one cube on top of another, reproducing the actions of adults |
Leaves a pencil mark on paper |
Easily responds to adult contacts in joint activities, sometimes shows his own initiative |
|
1 year. 6 months. |
Finds homogeneous objects based on an adult’s word |
Uses the word at a moment of strong interest |
Focuses on 4 contrasting object shapes (ball, cube, brick, prism) |
Displays individual actions |
Steps over obstacles with an extended step |
Eats liquid food independently |
Reproducing the actions of adults, the child places a brick on a narrow edge (makes a “fence”) |
Using a pencil, he tries to purposefully leave a mark on the paper. |
Constantly shows initiative when communicating with adults on various occasions |
|
1 year 9 months |
Based on an adult’s word, searches for images of familiar actions. |
Uses two-word sentences. Lightweight words are replaced with correct ones |
Focuses on three contrasting sizes of objects |
Uses substitute items in the game |
Able to walk on a narrow board (15-20 cm wide, 15-20 cm high from the floor) |
Able to partially undress with a little help from an adult |
Reproduces simple buildings (bench) |
Leaves a pencil mark on paper without going beyond the sheet |
Emotionally connects with peers |
|
Understands a short story without demonstration about events that have occurred in the child’s experience many times |
Uses three-syllable sentences |
Focuses on three contrasting colors, selects paired objects of the same color according to the sample |
The game reproduces a series of sequential actions |
Steps over obstacles in alternating steps |
Able to partially put on clothes with the help of an adult (hat, boots) |
Reproduces buildings such as “table”, “chair”, “gate” |
Imitating an adult, draws vertical and horizontal lines |
Shows interest in the games of peers, plays nearby, engages in one type of activity (like other children, feeds dolls, sticks mushrooms into holes, builds) |
|
Table 8
Assessment of the developmental skills of children 1 year 3 months to 3 years
|
Development groups |
||||
|
I |
II |
III |
IV |
V |
|
1. Children with normal development. |
1. Children with developmental delays at the first epicrisis: 1st degree: according to 1-2 indicators; 2nd degree: according to 3-4 indicators; 3rd degree: according to 5-7 indicators. |
1. Children with developmental delays for 2 epicrisis periods: 1st degree: according to 1-2 indicators; 2nd degree: according to 3-4 indicators; 3rd degree: according to 5-7 indicators. |
1 . Children with a delay of 3 epicrisis periods: 1st degree: according to 1-2 indicators; 2nd degree: according to 3-4 indicators; 3rd degree: according to 5-7 indicators. |
1. Children with a delay of 4-5 epicrisis periods: 1st degree: according to 1-2 indicators; 2nd degree: according to 3-4 indicators; 3rd degree: according to 5-7 indicators. |
|
2. Children with advanced development: a) for an epicrisis period(in the second year of life the epicrisis period is 3 months, in the third year - 6 months) ( accelerated development).; b) for 2 or more epicrisis periods (high development); c) children with disharmonious development, ahead of schedule for different epicrisis periods according to one or many indicators. |
2. Children with inharmonious development(some of the indicators are higher by 1-2, the other part is lower by 1 epicrisis period) |
2. Children with disharmonious development(some indicators are higher, some are lower by 1-2 epicrisis periods, some indicators may correspond to the norm) |
(some indicators are 1-2 epicrisis lower, part for 3 epicrisis periods, some indicators may correspond to the norm) |
2. Children with disharmonious development(some indicators are below the norm by 1-3 epicrisis periods, some may correspond to the norm) |
Table 9
Diagnostics of sensory development of children 1 year 3 months to 3 years
|
Age |
Form |
Magnitude |
Color |
|
1 year 3 months |
By trial and error |
||
|
Orients itself in two contrasting sizes of objects with a difference of 3 cm. |
|||
|
1 year 6 months |
It is oriented in four contrasting shapes: ball, cube, brick, prism with a difference of 3 cm. |
||
|
1y9mo. |
Oriented in three contrasting values with a difference of 3 cm. |
||
|
2g. |
Focuses on 3-4 primary colors (matching the sample with similar paired items - mittens) |
||
|
2y6months |
Without preliminary trying on |
||
|
Oriented in six contrasting shapes: prism, sphere, cube, brick, cylinder, cone (match to sample) |
Focuses on four contrasting colors (matching a variety of objects and pictures to a sample) |
||
|
3g. |
Using geometric shapes in your activities (by overlay, matching to a pattern) |
Names four colors |
|
Table 10
Game-activity for sensory development of children from 1 year 3 months to 3 years
|
Age |
Form |
Magnitude |
Color |
||
|
Matryoshka dolls |
Pyramid |
||||
|
1 year 3 months |
Game with a builder. Rolling balls |
Two contrasting nesting dolls: one unfolds, the second does not. |
Pyramid of 4-5 rings of the same size |
Naming all the colors |
|
|
1 year 6 months |
Entertaining boxes; correlating the shape of an object to the shape of a hole; two shapes (circle, square) |
Two folding nesting dolls of contrasting sizes |
Rings (4-5 pieces) of two contrasting sizes |
||
|
1y9mo. |
The same, four shapes (circle, square, triangle, rectangle) |
Three contrasting nesting dolls. Two open, one doesn't |
Rings (6 pieces) of contrasting sizes |
Didactic games on color. Find a homogeneous pair “Dress the doll” |
|
|
2g. |
Matching objects of similar shape to a sample |
Three contrasting nesting dolls |
Rings (4-5 pieces) of contrasting sizes (through the ring: 1st, 3rd, 5th, 7th, 2nd, 4th, 6th, 8th) |
Sorting (selection according to sample) |
Naming all shades |
|
2y6months |
Correlating the shape of flat objects to an image |
Didactic games with matryoshka dolls from 4-6 parts |
Pyramid of 6-8 rings |
Color lotto |
|
|
3g. |
Drawing up cut-out pictures of their two parts. Bag of bulk materials |
Pyramid of 8-10 rings |
Didactic games: bring it, name it |
||
|
In addition, didactic games: with natural materials; on the development of auditory attention; riddles to clarify the properties of objects, generalization (“what is white?”, “who floats?”, “who flies?” |
|||||
Table 11
Diagnostics of play skills and actions with objects of children from 1 year 3 months to 3 years
|
Age |
Diagnostics |
Games and activities |
|
1 year 3 months |
Reproduces a series of learned actions. 1. Feeds the doll (doll, cup) 2. Builds a tower, a train (2 cubes, bricks each). 3. Thread rings of the same size onto the rod. |
1.Display of objects and actions with them. 2. Story shows |
|
1g6 months |
Displays individual actions. 1.Doll, comb. 2. Doll, handkerchief. |
1. Observations. 2. Guiding games with a problem situation. |
|
1y9mo. |
Reproduces simple buildings such as “gates”, “benches”, “ceilings” |
Proposal to use substitute items in the game |
|
2g. |
Displays a series of sequential actions, solving a “problem situation”. “Bathing a doll” (doll, bath, sponge, towel, soap) |
Imaginary objects |
|
2y6months |
The game has a plot character (mother, doctor, hairdresser, driver, salesman) Several activities, games for two, planning, imagining |
1. Puppet theater 2. Games with roles. 3. Board games with story toys |
|
3g. |
The beginning of the role-playing game |
1. Didactic games. 2. Construction materials |
Table 12
Diagnostics of speech development of children from 1 year 3 months to 3 years
|
Age |
Diagnostics |
Games and activities |
||
|
Speech understanding |
Active speech |
|||
|
1 year 3 months |
The stock of understandable words is growing rapidly. Items: 1. Toys: watch, car, ball, dog. 2. Clothes. 3. Orientation in the environment |
Babbling, light words in a normal situation, motor activity |
1. “Wonderful bag” (items with names). 2 Separate pictures |
|
|
1 year 6 months |
Generalizes individual homogeneous objects in understandable speech (in a conflict situation) Subjects: 1. The cat is white, black, small. 2. Toy spoon, dessert spoon, scoop |
Uses the word at a moment of strong interest. Answers to the question “Who is this?” The word is light and correct. Material: doll, bunny, car, kitten |
1.Indoor tours. 2. Games with sounds. 3. Finger games. 4. Showing objects in action. 5. Generalizations in pictures. |
|
|
1y9mo. |
Understands the depiction of simple scenes in pictures. Answers the question “Where?” 1. The boy feeds the dog. 2. Mom bathes the baby. 3. Children have lunch |
Denotes his actions with a word, using two-word sentences (in a natural situation, game, communication) |
1.Story screenings. 2. Pictures in action, simple 3. Running errands (find, bring, deliver) 4. Stories without showing. 5 Pronouncing quatrains. 6. Trifle |
|
|
2g. |
Understands a short story without demonstration about events that were in the child’s experience |
When communicating with adults, uses three-word sentences in a natural situation |
||
|
2y6months |
Grammar |
Questions |
1.Shadow puppet theater. 2. Excursions, observations. 3. Stories without showing, fairy tales 4. stories based on the picture. 5. Didactic games. Lotto “Kids”, “Who needs what?” |
|
|
In speech uses multi-word sentences in a natural situation |
Where? Where? |
|||
|
3g. |
- |
Subordinate clauses appear in the child’s speech |
Why? When? |
|
Table 13
Psychological and pedagogical examination of children 4-6 years old
in a clinic and preschool
(Compiled by K.L. Pechora)
Table 14
|
Age |
Thinking and speech |
Attention and memory |
Motor skills (small and large) |
Social contacts |
|
4 years |
I.Thinking - revealed through techniques 1.Seguin board. 2.Cut pictures (of 3 parts). 3. Koss cubes (1 option). 4.Classification (fourth extra). II.Speech - revealed through: story pictures with open, hidden meaning (answers to questions) |
Revealed through: 1. Methodology of G.I.Rossolimo. 2. Didactic games: “What’s gone?”, “What’s changed?” 3. Nonsense (simple) |
Revealed through skills: Fasten buttons, snaps, zippers, lace shoes; Ability to hop on two legs and move forward |
Manifested in role-playing games when distributing and performing roles |
|
5 years |
I.Thinking 1. Cut pictures (of four parts). 2. Koss cubes (2 options). 3. Definition of time concepts (morning, evening). 4. Classification (fourth extra, with explanation). 5. Similarities and differences (water - ice, etc.). 6. Riddles. II. Speech A story based on plot pictures with open and hidden meaning. |
1. Pictures for attention. 2. Nonsense. 3. Riddles, quatrains (for memorization) |
1. Ability to dress independently. 2. Jump on one leg, moving forward. |
They appear in role-playing games, with the ability to follow the rules of the game. |
|
6 years |
I. Thinking 1. Cut pictures (of four parts, complex cut). 2. Koss cubes (3, 4 options). 3. Temporal concepts (yesterday, today, seasons). 4. Classification (fourth extra, more complex options). 5. Solving logical problems. 6. Riddles. 7. Labyrinths. II. Speech 1. A story based on several pictures. 2. Pictures with hidden meaning. III. Psychological readiness for school The above skills are revealed |
1. Pictures for attention 2. Nonsense (more complex). 3. Riddles, poems (for memorization). 4. Associative memory. Methodology of A.R. Luria (10 words) |
1. Carefully paint a circle with a diameter of 2.5 cm in 70 seconds. 2. Long jump from a place of 70 cm. Kern-Irasek test. |
Manifest: 1. In children's creative games through the ability to build a plot, coordinating individual game plans. 2. Drawing of a family (Homentauskas). 3. “Ladder” (modification by V. Shchur). 4. Decision-making tasks in different situations. The student’s internal position has been formed. |
Transition to other articles of the manual:
