Subject classification diagnostic kit for psychologist Semago instructions. To help the teacher psychologist

Title: Diagnostic album for assessing the development of a child’s cognitive activity. Preschool and primary school age.
Authors: Semago N. Ya. Semago M. M.
Publisher: Iris-press
Year of publication: 2005
Pages: 46 album sheets (stimulus material) + methodological recommendations + cover
Format: pdf and doc in rar. archive
Size: 14.6 MB
Good quality

"is the result of twenty years of practical work. The methods presented in the album were tested on children with various types of developmental disabilities (dysontogenesis). The album includes both classical developments and original techniques used in in-depth psychological diagnostics of children. The sequence proposed in the technology is optimal and generally reflects the sequence of a child’s psychological examination.

» is intended for psychologists working in the education, healthcare, and social protection systems. Can be used by students of defectology departments of pedagogical universities, as well as with the system of advanced training for education workers.

Book's contents " Diagnostic album»:

• 1 BLOCK. Study of the characteristics of memory, attention and performance.
• 2 BLOCK. Study of the characteristics of visual perception (visual gnosis).
• 3 BLOCK. Study of nonverbal and verbal-logical thinking.
• 4 BLOCK. Study of the formation of spatial representations.
• 5 BLOCK. Understanding complex logical-grammatical speech structures.

Screenshots of the book “Diagnostic Album”:

INTRODUCTION

The topic of a child’s readiness for school in Russian psychology is based on the works of the founders of Russian psychology L.S. Vygotsky L.I. Bozhovich, A.V. Zaporozhets, D.B. Elkonina.
For the first time, the question of children’s readiness to start school arose in the late 40s, when it was decided to switch to teaching children from the age of 7 (previously, education began at 8 years). It is from that time that interest in determining a child’s readiness for regular education has not waned.
A second surge of interest arose in 1983 - after the famous decision to study from the age of six. And again, society was faced with the question of the child’s maturity and the formation of the prerequisites for educational activities.
Today, education is already penetrating into preschool institutions in the form of developing reading, writing, and oral (and not only oral) numeracy skills. Pedagogical science is solving an equally important issue, closely related to “readiness,” about the continuity of preschool and primary school education. Interest in the problem is fueled by the well-known fact of the actual infantilization of the child population (even ardent adherents of this phenomenon have already forgotten about acceleration).
The problem of the readiness of the child and the child population as a whole to start school has been considered over the past decade by almost all authors working in “childhood”. As the most complete “review” manuals, we can suggest the book by N.I. Gutkina (1996) and “Handbook for a practical psychologist...” (1998).
The positions of most authors agree on the following: the main reason for the so-called unpreparedness of a child for school is “a low level of functional readiness (the so-called “school immaturity”), i.e. discrepancy between the degree of maturation of certain brain structures and neuropsychic functions and the tasks of school education" ( I.V. Dubrovina, 1995, 1998).
Manifestations of such immaturity can be grouped as follows.

Low level of development of individual functions or groups of functions: from immaturity of visual-motor coordination, problems in the development of fine motor skills to immaturity of logical forms of thinking.
Low level of development of the motivational-volitional sphere, including insufficient development of voluntary functions, starting with problems of voluntary attention and memorization and ending with problems of voluntary regulation of behavior.
Low level of social maturity, that is, the lack of formation of the “internal position of the student,” the presence of communication problems (difficulties in communication), etc.

In all studies, despite the difference in approaches, the fact is recognized that schooling can only become effective if a first-grader has the necessary and sufficient qualities for learning, which develop and improve during the learning process.
Indicators of a child’s readiness for school can be ranked according to their level of significance in the following order: social-communicative, motivational-need, voluntary regulation of one’s own activity, intellectual, speech.
It is characteristic that the majority of practicing psychologists are dissatisfied with the existing diagnostic programs, which is why more and more modifications are currently appearing. One of the latest, adding to the already long series of programs that are quite monotonous in content, is “Express diagnostics of readiness for schooling” (Genesis publishing house, 1998).
The main parameters of such programs: minimizing the duration of the examination, incomplete research of the necessary components of child development, “technological” accessibility for specialists who do not have much experience. Some programs and tests are aimed not only at non-specialists, but even at parents, actually putting professional psychological tools into their hands (see, for example, Cherednikova T.V. Almanac of Psychological Tests. KSP, 1996).
These programs allow us to roughly divide them into three categories.
The first, most meaningful and integral, includes diagnostic programs that have clear, conceptually designed diagnostic methods. These primarily include the I.V. program. Dubrovina (1995), the main component of which is the program of N.I. Gutkina (1996)), program edited by D.B. Elkonin and his colleagues (1988), psychodiagnostic complex L.I. Peresleni, E.M. Mastyukova (1996), P. Kees’ test (Leaders, Kolesnikov, 1992), E. Ekzhanova’s complex (1998), which, although aimed at first-grade children, can be legitimately used in preparatory groups in kindergarten, and some others. Of the foreign, well-proven programs, we can note, first of all, the diagnostic program of G. Witzlack (Leaders, 1992) and the Kern-Jirasek test (J. Švancar et al. 1978).
The second group of diagnostic programs (if you can call them that) includes a number of manuals, which are a simple set of a wide variety of tests and techniques. Such complexes (they usually include from 10-15 to 49 (!) tests and methods) include diagnostic programs: Aizman I., Zharova G.N. et al. (1990 - 26 methods and tests), Baukova N.N., Malitskaya T.A., (1995. - 10 methods), Zemtsova L.I., Sushkova E.Yu. (1988. - 16 techniques), Kamenskaya V.G. et al. (1996.- 9 methods and tests) and many others. Most of these programs, in one or another combination, include the “Patterns” technique (developed by L.I. Tsekhanskaya, T.V. Lavrentieva), the Kern-Jirasek test (or parts thereof), parts of diagnostic programs by N.I. Gutkina, A.L. Wenger, etc.
Some authors consider it possible to use the Luscher color test and the “Pictogram” technique of A.R. Luria (the latter, in principle, cannot be used for preschool children due to its focus on a much older age), individual subtests of the Wechsler test.
But, in our opinion, the value of the diagnostic program is, first of all, the compactness and reasonable speed of the examination.

METHODOLOGICAL BASICS
PROPOSED PROGRAM
SCREENING ASSESSMENT

Experts may think: “Why another school readiness assessment program and why is it better than the previous ones?” The main differences of the proposed program are as follows.
1. In our opinion, the solution to the issue of assessing a child’s readiness to start school lies exclusively in the plane of binary assessment: “ready for school” - “not ready for school.” This approach does not imply either qualitative, let alone quantitative assessment individual parameters of cognitive, affective-emotional or regulatory development of a particular child.
Of course, an in-depth individual psychological and pedagogical assessment can determine the level of readiness in general and formation in accordance with age standards of individual areas and mental processes, but this requires completely different examination technologies and time costs.
In turn, for some of the children who do not meet the readiness requirements, an in-depth psychological examination and subsequent comprehensive support in the educational environment are necessary.
2. This two-level approach makes in-depth diagnostics unnecessary everyone children entering school. Moreover, there are clear and definite instructions in this regard at all levels (clause 1, article 52 of the Law of the Russian Federation “On Education”; clause 59 of the Model Regulations on Educational Institutions, approved by Decree of the Government of the Russian Federation of March 19, 2001 No. 196 , etc.), according to which parents (legal representatives) of children have the right to choose a general educational institution and the form of education, which, in turn, prohibits any selection of children on a competitive basis. Thus, using most readiness assessment programs, we will only waste human and material resources, and as a result, even a child who is not assessed as ready will still go to school. And the psychologist will have to re-examine him, but this time “for real,” since it is almost impossible to do this at the proper level during the examination, bashfully called a “school admission interview.”
3. At the same time, according to the letter of the Ministry of Education of the Russian Federation “On the organization of education in the first grade of a four-year primary school” (No. 2021/11-13 dated September 25, 2000), the school has the opportunity to refuse admission to the first grade for children who are On September 1 of this year, I turned 6 years 6 months old and have developmental problems. Score them as unprepared to start training allows you to organize training on the basis of a preschool educational institution (instructive letter from the Ministry of Education of the USSR “On the organization of education for children in preschool institutions...” dated February 22, 1985 No. 15) or in any other forms.
Thus, for the category of children whom parents, with all their inherent persistence, try to “push” into school, citing the need to develop the child and not realizing the real capabilities of their child, it is enough to identify him unpreparedness, inconsistency the standards that the school imposes (and has the right to impose) on a first-grader. Especially if we are talking about a specialized school with in-depth study of any subject, a lyceum or a gymnasium. In any case, in the future the child will have to undergo an in-depth examination and assessment of his capabilities, which is not currently required.
This implies the need to create at least a two-level assessment system. The first (screening part) is what this program consists of.
4. Most programs, and especially tests, to assess the level of readiness can only be used in the form proposed by the authors. Especially if this concerns well-known psychodiagnostic methods and tests. This opens up the possibility of “coaching” children for tests.
The proposed program provides only a sample of stimulus material. Without changing the performance analysis system, all components of the task can be varied at each subsequent examination. So, in task No. 1 you can change the nature of the patterns. It is only necessary to adhere to a single strategy: the patterns should make it possible to evaluate the indicators contained in the tasks of this task (see the description of the study). In the same way, in task No. 2 you can change the number and shape of the presented figures. In task No. 3, it is possible to change the analyzed words (this must be done together with the speech therapist of the educational institution, since we are talking about sound-letter analysis), the number of syllables (within the preschool education program), and the presence or absence of empty squares. In task No. 4, it is permissible to change the encryption characters, the location of the characters in the figures (that is, which figure should be left empty), etc. This cannot affect the assessment of the child’s switching capabilities, his tempo characteristics and performance.
Thus, the program is designed for repeated presentation. Additional research has shown that it is adequate when examined at least once every six months.

PROGRAM DESCRIPTION

The presented tasks allow us to assess the level of formation of the prerequisites for educational activity: the ability to work in accordance with frontal instructions, the ability to independently act according to a model and exercise control, to have a certain level of performance, and also to stop in time in performing one or another task and switch to performing the next one. In this way, the maturity of the regulatory component of the activity as a whole is assessed.
It should be noted that highlighting the voluntary regulation of one’s own activity as a primary component of a child’s readiness to begin education is the basis of this program, the principled position of the authors ( N.Ya. Semago, M.M. Semago, 2001).
On the other hand, tasks make it possible to assess the maturity of sound-letter analysis operations, the correlation of number and quantity, the maturity of “more-less” ideas - that is, the actual prerequisites for educational activity, the formation of which occurs already during the child’s stay in the senior and preparatory groups of a preschool institution. Tasks No. 2, 3 show, first of all, the child’s assimilation of the preparatory group program or even special preparation for school, which is practiced in most preschool educational institutions. And much less often is the readiness of the child himself to begin regular education.

Tasks No. 2 and 3, the technology for their implementation, as well as the technology for assessment and analysis were developed by a methodologist-defectologist of the Odintsovo Center for Diagnostics and Consulting O.G. Khachiyan.

These tasks were created based on the requirements of the standard preschool education program and reflect the necessary skills in counting operations and sound-letter analysis that should be developed in children of this age range.
In addition, the level of development of motor skills, in particular fine motor skills, the ability to maintain a simple motor program in graphic activity (task No. 1) is assessed, and it also becomes possible to compare these features of graphics and the quality of graphic activity in free drawing (task No. 5). Indirectly (primarily in tasks No. 1, 2, 5) the level of formation of spatial representations, which are also an integral component of the child’s cognitive development, is also taken into account.
In addition to assessing the results of the tasks performed, we considered it important and necessary to take into account the characteristics of the activity and the nature of the child’s behavior during the work process. This is extremely important, since, on the one hand, the “price” of the child’s activity, his emotional, “energy resource” costs are more clearly revealed, on the other hand, it becomes possible to predictively assess the child’s behavioral characteristics in group work. It is these parameters that are rarely considered and taken into account when analyzing a child’s level of readiness to begin education and fundamental changes in the requirements for a child at this age.
The combination of an objective assessment of the child’s performance results and a subjective assessment of his behavioral characteristics by a specialist allows, from our point of view, to sufficiently avoid one-sidedness in assessing the child’s capabilities.
The capabilities of the proposed set of tasks were tested in the spring of 2002 on children attending preschool educational institutions, as well as undergoing interviews for admission to general education and specialized schools in Moscow and the Moscow region (Odintsovo district).
In September 2002, a repeat study was conducted on the basis of the same schools in Moscow and the Odintsovo district to determine the validity and clarify the quantitative indicators of the level assessment and adjustment factors.
Scores and the range of their spread for different levels of readiness were obtained in a preliminary study on children in preschool educational institutions in Moscow and preparatory groups at secondary schools in Moscow in 2002 (the study was conducted on 99 children aged 5 years 2 months to 7 years 2 months).
The tasks of the complex, adjusted as a result of the preliminary study, were presented during interviews to children attending preschool educational institutions and children entering secondary schools in the city of Odintsovo and Odintsovo district, Moscow region, aged 5 years 8 months. up to 7 years 3 months
(359 people). A re-assessment (in September 2002) was carried out on 227 children from those examined in the spring of the same year, which made it possible to adjust the ranges of readiness levels and adjustment factors for behavioral characteristics.
The study and primary analysis of the results of the examination (main and repeated) of children in the Odintsovo district were carried out deputy Director of the Odintsovo Center for Diagnostics and Consulting, educational psychologist M.V. Borzova.
It should be noted that the study required preliminary methodological meetings with deputy directors and methodologists of preschool educational institutions and training of preschool teachers and psychologists in screening examination skills.

GENERAL REQUIREMENTS FOR CARRYING OUT A FRONTAL EXAMINATION

A specialist (teacher or psychologist) works with a group of children consisting of no more than 12–15 people. Children sit at their desks one at a time. Each child is given a signed worksheet, two soft "M" pencils without an eraser, and one colored pencil. The third and fourth tasks are partially drawn on the board during explanation. The instructions are given in short sentences, clearly, clearly and not quickly.

Observation sheet for children's behavior during a group examination

All tasks (except for the additional task to task No. 2) are completed with a simple pencil.

As the tasks are completed, in a pre-prepared observation sheet, the specialist notes the characteristics of the children’s behavior and needs for help (additional instructions, repetition, etc.) and the pace of the child’s activity. To fill out the observation sheet, the specialist needs to know the last name, first name of each child and the place where he sits during the diagnostic process (table number, desk number). In chapter "Other" It is necessary to note such manifestations in the process of completing tasks as “crying”, “starting to laugh” (see below).
Each subsequent task is submitted after All the children of the group finished completing the previous one, with the exception of task No. 4 (completing this task is limited in time to two minutes, but children are not told about this). If a child takes an extremely long time to complete a task, he can be asked to stop. It is advisable that the characteristics of each child’s performance of tasks are noted on the observation sheet.
Instructions are given with intonation stresses and pauses (in the instructions such semantic stresses are highlighted in bold). Instances when the examiner needs to refer to the drawing on the board or the task sheet to clarify the progress of the work are indicated in the instructions.
The specialist is required to read the instructions and assignments in advance, prepare all the materials necessary for the work: reproduce the assignment forms, sign them (last name, first name of the child, age - full years and months) and write down the names and table numbers in advance (if possible), which the children will work on, on the observation sheet.
Typically, the time spent working on tasks does not exceed 15–20 minutes for a group of children of 10–12 people.

TASKS

Preliminary instructions. Now we will study with you. Look at the sheets in front of you. We will all work together. Until I explain what needs to be done, no one takes a pencil and starts working. We will start everything together. I'll tell you when. Listen carefully.
The specialist takes the task form ( see p. 7-8) and focuses children's attention on the first task.

Task No. 1. “Continue the pattern”

Target. Assessment of the characteristics of fine motor skills and voluntary attention (retention of both the instruction itself and the motor program), the ability to work independently in the frontal instruction mode.
The form contains examples of two patterns, which the child must continue to the end of the sheet without lifting the pencil from the sheet of paper.
Specialist under no circumstances should when drawing children's attention to patterns in any way name the elements of patterns: « similar to P, L", "big M and small L" etc. Such a gross simplification of the task leads to the impossibility of adequately assessing the fulfillment of the assigned objectives of the task.
Instructions. There are two patterns drawn here.(The specialist shows on the form with his finger the place where the patterns are located.) Take a simple pencil and continue the patterns to the end of the line. First continue the first pattern(shows first pattern) , and when finished, continue the second pattern(shows second pattern). When you draw, try not to lift the pencil from the sheet of paper. Take a pencil and start working. The main part of the instructions can be repeated twice: Take a simple pencil and continue the patterns to the end of the line.
The specialist observes how the children perform the task and notes on the observation sheet the characteristics of the task and the children’s behavior. At the same time, it is convenient not to sit at the table, but to walk between the rows to see how the children are completing the task, who is “slowing down,” who is in a hurry, who is distracted or disturbing others. The only thing that is possible when performing any task is to calm an anxious child without repeating instructions to him. In this case we can say: “Everything is fine, start working and don’t worry. You will succeed, we will wait for you" and so on.
When the specialist sees that one of the children has already finished the work, it makes sense to say: “Whoever finished, put down your pencils so that I can see that you have completed the first task.”

Target. Assessment of the development of counting skills within 9, correlation of numbers (graphemes) and the number of depicted figures. Assessment of motor skills in digit representation. Determination of the formation of the concept of “more-less” in a situation of “conflicting” arrangement of elements.
Instructions. Did everyone find task number 2? Count how many circles are drawn on the sheet and write the number(follows the show - where on the form you should write the corresponding number indicating the number of circles) how many squares are drawn(follows a show - where on the form you should write the corresponding number), and write the number of squares. Use a colored pencil to place a dot or a tick where there are more shapes. Take a simple pencil and start working.
The entire task can be safely repeated twice (of course, to the entire group of children).
As task No. 2 is completed, the children’s independence in completing the task is analyzed even more carefully, and features of performance and behavior are noted on the observation sheet. Just like in the first task, if necessary, you can use the so-called stimulating help: “ You’re great, everything will work out, don’t rush.” and so on.
When the specialist sees that one of the children has already finished the work, it makes sense to repeat: “Whoever has finished your work, put down your pencils so that I can see that you have completed the second task.”

Task No. 3. “Words”

Target. Assessment of the child’s development of sound and sound-letter analysis of material presented aurally, the development of graphic activity (in particular, writing graphemes), voluntary regulation of one’s own activity.
To complete this task, preliminary orientation of children is necessary.
The specialist draws four squares on the board, located side by side horizontally. As he gives instructions, he places the letters in the appropriate squares, showing the children how to put the letters (or signs) in the squares.
Instructions. Look at the sheet. Here is task number 3.(The following is shown on the form where task No. 3 is located.) Now look at the board.

Now I will say a word and put each sound in its own square. For example, the word HOUSE. At this moment, the teacher clearly pronounces the word HOME and demonstrates to the children how to mark the sounds in the squares.
The word HOUSE has three sounds: D, O, M(writes letters into squares). You see, there is one extra square here. We will not mark anything in it, since the word HOME has only three sounds. There can be more squares than sounds in a word. Be careful!
If you don’t know how to write a letter, then just put a checkmark instead of the letter - like this(letters in the squares on the board are erased - one or two, and ticks are placed in their place).
Now take a simple pencil. I will say the words, and you will mark each sound in your own square on the sheet(at this moment the specialist shows on the form where the letters need to be written).
Let's start. The first word is BALL, we begin to note the sounds... The specialist watches how the children perform the task and notes the features of their work on the observation sheet.
The second word is SOUP. Next, the teacher pronounces the remaining words. If necessary, the word can be repeated, but do not do this more than two or three times.
Words for analysis: BALL, SOUP, FLY, FISH, SMOKE.
Words for task No. 3 are selected by a specialist in consultation with a speech therapist and in accordance with the program of the educational institution. In order to prevent teachers or parents from “coaching” children at each subsequent screening (especially when carrying out similar work multiple times each year in a given educational institution), you can, together with a speech therapist, select other groups of words, but so that the task is equally difficult for the children, including writing letters.

Task No. 4. “Encryption”

Target. Identification of the formation of voluntary regulation of activity (maintenance of the activity algorithm), the possibilities of distributing and switching attention, performance, pace and purposefulness of activity.
The time to complete this task is strictly limited to 2 minutes. After 2 minutes, regardless of the amount completed, all children must move on to task No. 5 (drawing). The specialist’s task is to track this moment.
Four empty figures are drawn on the board (square, triangle, circle, rhombus), which, in the process of giving instructions, the specialist fills in with the appropriate signs, the same as in the sample task (the first line of four figures, which is underlined).
This methodological guide provides one of the options for filling figures with signs. There can be many such options. In accordance with the requirements of the Pieron-Ruzer method, the figures must be filled with signs that do not repeat the shape of the figures themselves (for example, there should not be a dot in a circle, and just a line parallel to one of the sides in a square). One (last) figure must always remain empty.
Before starting the screening, the specialist must appropriately put “tags” in the sample figures of this task in all forms. This is convenient to do before duplicating forms. The marks should be clear, fairly simple (a cross, a tick, a dot, etc.) and occupy the middle part of the figure, without approaching its edges.
Instructions. Now turn the sheet over. Look carefully. Figures are drawn here. Each of them has its own icon. Now you will place signs in the empty figures. This should be done this way: put a dot in each square(accompanied by showing and placing a dot in the middle of the square on the board) , in each triangle - a vertical stick(accompanied by showing and placing the corresponding sign in a triangle on the board) , in the circle you will draw a horizontal stick(accompanied by appropriate display), and the diamond will remain empty. You don't draw anything in it. On your sheet(the specialist shows a sample form on the form) shows what needs to be drawn. Find it on your sheet (point your finger, raise your hand, whoever saw it...).
All figures must be completed according to queues, starting from the very first row(accompanied by gesture along the first row of figures from left to right in relation to the children sitting in front of the specialist). Don't rush, be careful. Now take a simple pencil and start working.
The main part of the instructions can be repeated twice: In each figure, put your own sign, fill in all the figures in turn.
From this moment the task completion time is counted (2 minutes). The instructions are no longer repeated. We can only say: how to fill out the figures is shown in the sample on their form.
The specialist records on the observation sheet the characteristics of the task and the nature of the children’s behavior. The work lasts no more than 2 minutes. After this time, the teacher asks all children to stop and stop working: And now everyone put down their pencils and looked at me.
It is important that all children finish the task at the same time, regardless of how much they have completed.

Target. General assessment of the formation of graphic activity, assessment of topological and metric (maintenance of proportions) spatial representations, general level of development.
Instructions. And now the last task. In the space remaining on the sheet(the specialist shows with his hand an empty space on the form) draw a person. Take a simple pencil and start drawing.
There is generally no time limit for completing the last task, but it makes no sense to continue completing the task for more than 5–7 minutes.
In the process of completing tasks, the specialist notes the nature of the children’s behavior and work on an observation sheet.

ANALYSIS OF RESULTS
COMPLETE TASKS

First, each task is assessed on a five-point scale. Subsequently, a level assessment is carried out.

Task No. 1. “Continue the pattern”

A variant of the continuation of the drawing is considered successfully completed when the child clearly maintains the sequence in the first pattern, does not introduce additional angles when writing a “sharp” element and does not make the second element look like a trapezoid (score - 5 points ) (Fig. 1A). In this case, it is allowed to increase the size of the elements or reduce them by no more than 1.5 times and a single pencil tear-off. This analysis provides an evaluation of the proposed sample program. In each case of changing a particular task, an additional assessment of the correlation between the level of task completion and the score is required. Therefore, it is desirable that other tasks are constructed in a similar way, with logic corresponding to this option.

Fig.1A 1

It is considered acceptable (if there are no gaps, double elements, and their sequence is clearly maintained) for the second element to have a “somewhat trapezoidal” shape (assessment also
5 points ).
We also allow the line to “go” no more than 1 cm up or down (Fig. 1A 1). If the line moves out more or the scale of the patterns increases (but the program is held), a rating is given 4.5 points (Fig. 1B). Moreover, since the second pattern is objectively more difficult to continue (copy), its execution may be less accurate. It is allowed to tear off a pencil, depict two large peaks as a capital printed letter M, and a small peak as an L (score - 5 points ). Reliance on familiar letter elements, even if they are of slightly different sizes and the line itself “lowers” ​​or “rises,” is considered correct (in the event that such reliance on familiar letters is the child’s independent production, and not a “guidance” from a specialist, which, as we have already said, is unacceptable).
A child's graphic activity, which is similar to M and L, remains different in size and is drawn without lifting the pencil (score - 4.5 points ). With a slight increase in the number of such inaccuracies, an estimate is given 4 points (Fig. 1B 1).
Moderately successful(when performing the first pattern) it is considered to be performed with only isolated errors (double elements of the pattern, the appearance of extra corners when moving from element to element, etc.) while maintaining the correct rhythm of the pattern in the future. When executing the second pattern, we will allow a slightly larger scatter in the size of the elements and also the presence of isolated execution errors (score - 3 points ) (Fig. 1B, 1B 1).
Unsuccessful An option is considered when the child makes mistakes in performing the first pattern (extra elements, lower right angles), and in the second pattern rhythmically repeats a combination of equal numbers of large and small elements. For example, there may be two small peaks and one large one, or this alternation of a large and a small peak is a simplification of the graphic program and making it similar to the first pattern (score - 2.5 points ) (Fig. 1D).
The presence of isolated writing of elements (breaks) is considered unsuccessful and is valued at 2 points (Fig. 1D 1).
The inability to hold the program, including “not finishing” the pattern to the end of the line, or the constant presence of additional elements, and/or frequent lifting of the pencil and pronounced changes in the size of the pattern, or the complete absence of any specific rhythm (especially in the second pattern) is considered unsuccessful(estimated as 1 point ) (Fig. 1D, 1D 1).
If a child does not complete a task or starts and quits, while doing something of his own, - assessment 0 points .

Task No. 2. “Count and compare”

Successful completion the correct recalculation of figures within “9”, the correct correlation of number and quantity, the formation of the concept of “more-less” are considered. The numbers “9” and “7” must be depicted in the appropriate places and in the corresponding half of the sheet, and the mark where more , must be done with colored pencil. In this case, the score is assigned
5 points . If the mark is made with a simple pencil, the score may be reduced, but not more than 0.5 points (score 4.5 points ). Same rating ( 4.5 points ) is given if the solution is correct, the numbers are located in the right places, but are depicted with a rotation of 1800 (inversion in space). The presence of one or two independent corrections or one error in execution is assessed at 4 points .
Moderately successful It is considered that there are up to three errors in completing the task. It can be:
incorrect recalculation on one of the halves of the sheet;
incorrect place for writing numbers;
mark with a simple pencil, not a colored pencil, etc.
If there are two errors (one of them in the conversion, and the other in the place where the number is written and/or inversion in the spelling), a score is given - 3 points .
Unsuccessful execution it is considered the presence of three errors or a combination of two errors and incorrect graphics of numbers, including inverted writing of numbers, which is assessed at
2 points . IN 1 point Incorrect recalculation of figures (on both sides of the vertical line on the sheet), incorrect relationship between number and figure, and inability to depict the corresponding figures on paper are assessed.
If at the same time the child does not yet mark the side of the sheet on which there were more figures (that is, here we can talk about the unformed concept of “more-less” or the impossibility of maintaining the task), assessment of completion 0 points .

Task No. 3. “Words”

Successful completion (assessment 5 points ) is considered to be the error-free filling of squares with letters or the replacement of individual “complex” letters with checkmarks in the required number and without gaps. It is also important that the child does not fill in those extra squares that (according to the sound-letter analysis of the word) should remain empty. In this case, single independent corrections are acceptable.
IN 4 points performance is assessed in which the child makes one mistake and/or several of his own corrections, and also if the child performs everything correctly, but instead of all the letters in all the analyzed words he correctly puts down icons, leaving the necessary squares empty.
Moderately successful Filling out the squares with both letters and checkmarks with up to three errors, including omissions of vowels, is considered. In this case, one or two independent corrections are acceptable. This performance is assessed at 3 points .
Unsuccessful incorrect filling of the squares is considered only check marks if there are three errors and one or two own corrections (score - 2 points ).
IN 1 point Incorrect filling of squares with letters or checkmarks (three or more errors) is assessed, that is, in the case when there is clearly insufficient development of sound-letter analysis.
Inability to complete the task as a whole (checkmarks or letters in separate boxes, checkmarks in all boxes regardless of the composition of the word, pictures in boxes
etc.) is estimated at 0 points .

Task No. 4. “Encryption”

Successful error-free filling of geometric shapes in accordance with the sample for a period of up to 2 minutes is considered (estimate - 5 points ). Your own single correction or a single omission of a filled-in figure is acceptable. At the same time, the child’s graphics do not go beyond the boundaries of the figure and take into account its symmetry (graphic activity is formed in visual-coordinating components).
One random error (especially at the end, when the child stops referring to the completion standards) or the presence of two independent corrections is assessed as 4.5 points.
With two omissions of filled figures, corrections or one or two errors in filling out the quality of the task is assessed at 4 points . If the task is completed without errors, but the child does not have time to complete it in the allotted time (no more than one line of figures remains unfilled), the assessment is also 4 points .
Moderately successful is such a performance when there are not only two omissions of filled figures, corrections or one or two errors in filling, but also poor filling graphics (exceeding the boundaries of the figure, asymmetry of the figure, etc.). In this case, the quality of the task is assessed at 3 points .
IN 3 points The error-free (or with a single error) filling of figures in accordance with the sample, but omitting an entire line or part of a line, is also assessed. And also one or two independent corrections.
Such completion is considered unsuccessful when, due to one or two errors in combination with poor completion graphics and omissions, the child did not manage to complete the entire task in the allotted time (more than half of the last line remains unfilled). This embodiment is estimated at 2 points .
Estimated at 1 point This type of implementation, when there are marks in the figures that do not correspond to the samples, the child is not able to follow the instructions (that is, he begins to fill in all the circles first, then all the squares, etc., and after the teacher’s comment he continues to complete the task in the same style). If there are more than two errors (not counting corrections), even if the entire task is completed, 1 point .
Particular attention should be paid to such performance results when the child does not have time to complete the entire task within the allotted time. This can characterize both the low pace of activity, the difficulty of the task itself, and the child’s fatigue (since this task is one of the last).
The pace of completing this task must be compared (including using an observation sheet, where you can note whether the child has time to complete tasks simultaneously with other children or whether he completes each task, even if not standardized in time, more slowly than others) with the pace of completing other tasks (in in particular task No. 1). If task No. 4 is completed significantly slower than everything else, this indicates a high “price” of such activity, that is, compensation difficulties by slowing down. But this is a reflection of the child’s physiological unpreparedness for regular learning.
If it is impossible to complete the task as a whole (for example, the child started to do it, but could not finish even one line, or made several incorrect fillings in different corners and did nothing else, or made many mistakes), a score is given 0 points .

Task No. 5. “Drawing of a person”

This task is a reflection of both the maturity of graphic activity itself and, to a certain degree, the maturity of the child’s motivational-volitional and cognitive sphere. Since this task is the last one and is not actually educational, discrepancies are possible between the quality of the graphic execution of tasks No. 1, 2, 3 and the quality of the drawing itself.
In general, the quality of the drawing (the degree of detail, the presence of eyes, mouth, ears, nose, hair, as well as not stick-shaped, but voluminous arms, legs and neck) indicates the maturity of graphic activity, the formation of ideas about the spatial characteristics and relative proportions of the human body. Such a drawing of a person (with the presence of the above characteristics) is considered successful and normative(estimated at 5 points )
(Fig. 5A).

At the same time, in the drawings of girls, the legs can be covered with a dress, and the shoes “peek out”. The number of fingers on the hand may not correspond to five, but it is important to note that these are not sticks sticking out of the hand, but some semblance of a brush, even a “mitten-shaped” one. For evaluation in
5 points The proportions of the face and body must be generally respected.
IN 4 points a less proportional pattern is assessed, which may have either a large head or overly long legs. In this case, as a rule, there is no neck, and there may not be an image of a hand, although the body is dressed and the arms and legs are voluminous. On the face when assessed in 4 points The main details should be drawn, but may be missing, for example, eyebrows or ears (Fig. 5B).

Unsuccessful a more severe violation of the graphic image of a person as a whole or individual parts is considered, it is assessed at 2.5 points (Fig. 5D). If, in addition to this, hair, ears, hands, etc. have not been drawn (at least an attempt has been made to depict them). - the completion of the drawing is estimated at 2 points .

Completely unsuccessful and assessed at 0 points is an image of a person as a “cephalopod” or “cephalopod-like” person (Fig. 5E).

The assessment of the child’s performance of all tasks is determined by the sum of points for all completed tasks.

ASSESSMENT OF BEHAVIORAL CHARACTERISTICS
CHILDREN DURING SCREENING

It is extremely important that, in addition to assessing the actual effectiveness of completing tasks, the final indicator of readiness also takes into account the child’s behavioral characteristics in the process of performing work, which are reflected in the observation sheet.
An observation sheet is a form that contains individual data, including the place where the child is when performing tasks, and, in addition, the characteristics of the child’s activities are noted.
They are grouped into the following assessment areas.
– In the column "Needs more help" The specialist notes those cases when the child repeatedly needs help in completing tasks. The child himself calls the adult and asks him to help or cannot start work without stimulation from the adult - in any case, if the child more than once If additional help from an adult was needed, a “+” sign or a tick is placed next to his last name in this column. Moreover, if the child needs help in completing each task, additionally in the column "Other" this feature is noted (for example, “needs constant help,” “cannot work independently,” etc.).
– In the column "It works slowly" The specialist notes those cases when the child does not fit into the task completion time, which is sufficient for all the children in the group. If you have to wait for the child and this is observed during work with more than one assignment, in this column a “+” sign or a tick is placed opposite the child’s last name. When a child for some reason does not begin to complete a task and the specialist needs to further intensify it, this can more likely be attributed to the need for additional help than to a slow pace of completion.
- If the child is disinhibited and interferes with other children, cannot concentrate on his own, grimaces, is distracted, talks loudly, etc., this is noted in the appropriate column. If such behavior is observed throughout most of the work, this fact must be noted in the column "Other".
In the column "Other" The following features of the child’s behavior should also be noted:

complete refusal or expressed negative attitude towards the process of completing tasks;
the child bursts into tears and cannot stop;
has shown a violent affective reaction or requires some special additional help from an adult;
demonstrates a complete lack of understanding of what is happening.

In any case, if in the column "Other" if at least one feature is noted that distinguishes the child, then this is counted as an additional aggravating moment and is marked with another “+” sign (see sample filling).

A sample of filling out an observation sheet for the example below.

Thus, one, two, three or four behavioral features (+ signs or checkmarks) characterizing his immaturity may be noted on the observation sheet. The more such comments, the more unprepared the child should be considered to start learning. The number of additional features determines adjustment factors when determining the overall final assessment of a child’s readiness to start school.
Adjustment factors are defined as follows:
1. If the observation sheet is marked one sign of behavioral difficulties (no matter what), then the total score received by the child for completing all tasks is multiplied by
coefficient 0,85 .
2. If the observation sheet is marked two sign of behavioral difficulties (no matter what), then the total score received by the child for completing all tasks is multiplied by a coefficient 0,72 .
3. If the observation sheet is marked three sign reflecting behavioral difficulties, then the total score received by the child for completing all tasks is multiplied by
coefficient 0,6.
4. If the observation sheet is marked four sign reflecting behavioral difficulties, then the total score received by the child for completing all tasks is multiplied by the coefficient 0,45.

TOTAL ASSESSMENT OF TASKS COMPLETION

As already noted, the completion of all tasks is assessed at four levels - depending on the total score scored by the child, taking into account adjustment factors for assessing the child’s behavior during work.
1st level. Ready to start regular schooling.
2nd level. Conditional readiness to begin training.
3rd level. Conditional unpreparedness to start regular training.
4th level. Unpreparedness at the time of examination to begin regular training.
Research conducted on the child population of Moscow and the Moscow region (458 observations) and retesting of children (220 observations) made it possible to identify the following scoring ranges for each of the identified levels of readiness to start school:
Ready to start regular training(1st level): from 17 to 25 points.
Conditional readiness to start training(2nd level): from 14 to 17 points.
Conditional unpreparedness to start regular training(3rd level): from 11 to 14 points.
Unpreparedness to start regular training(4th level): total score below 10 points.

An example of scoring the results obtained

Maxim S., 6 years 1 month.
Results of test tasks (in points):
Task No. 1 "Patterns": 4 points.
Task No. 2 "Count and compare": 5 points.
Task No. 3 "Words": 4 points.
Task No. 4 "Encryption": 4.5 points.
Task No. 5 "Drawing of a Man": 3.5 points.
Total performance score: 4 + 5 + 4 + 4.5 + 3.5 = 21 points.
Number of behavioral difficulties: “+” in the column “Disturbs other children” and “+” in the column "Other" as he disturbed other children most of the time.
Adjustment factor: 0.72.
Maxim's total readiness assessment score: 21 x 0.72 = 15.12 points. The child is conditionally ready to begin education.

Analysis of this example

It should be taken into account that Maxim S. at the time of the examination - in February - was only 6 years and 1 month old. His behavior can be explained by insufficient regulatory maturity, which is quite acceptable for this age.
If in the time remaining before the start of school (7 months) there is no qualitative shift in the formation of voluntary regulation of one’s own behavior, the child will be at risk for school maladjustment precisely in behavioral aspects. This fact was recorded in the observation sheet and was indirectly reflected in the assessment of the quality of graphic activity (3.5 points).
The child's potential cognitive abilities are sufficiently appropriate for his age.

Based on the results of the level assessment (confidence level: P< 0,05) можно сказать, что дети, получившие в результате проведенного исследования total scores range from 17 to 25, are ready (regardless of their age at the start of school) to study at school.
Of course, during the period between the examination and the start of education, additional difficulties may arise that provoke a maladaptive state (trauma, serious infectious disease, etc.), but in general, such children, when retested, showed sufficient adaptation to school and the educational process as a whole.
It should be noted that children in this group do not need additional in-depth psychological examination, focused on some more thorough assessment of individual aspects of their development (if we are talking about the child’s admission to a regular secondary school).
Analyzing the quality of assignments and behavioral characteristics of children who received a total score from 14 to 17 points , we can partly predict not only difficulties for them when starting regular education (that is, being at risk for school maladaptation), but also the predominant direction of this maladjustment.
At the same time, retesting of children in this group at the beginning of school (September-October) showed that the majority were able to adapt to learning without additional help from specialists, mainly due to well-organized pedagogical influence. If possible, it is advisable to conduct an in-depth psychological examination of these children.
Children whose total score falls within the range 11–14 , need the help of specialists (speech therapist, psychologist, teacher), and, naturally, they must be examined by a psychologist in order to identify compensatory possibilities and ways of help. It is likely that it makes sense to send such a child to a psychological center or to a primary medical treatment center to decide on the choice of directions and methods of correctional work.
The child who is typing less than 11 points , must be examined by a psychologist, and, if necessary, by a speech therapist or speech pathologist in a preschool institution, and he urgently needs correctional assistance.
At the same time, as already noted, if a child is already 6.5 years old at the time of starting school, he is required to be admitted to a general educational institution at his place of residence, regardless of the results of any assessment of his capabilities.
In our opinion, preschool specialists should inform the administration of the school where the child is admitted about his possible difficulties, possible (we emphasize possible ) maladaptation at the beginning of schooling. Such children Firstly must be examined by school specialists (school psychologist, speech therapist, speech pathologist). To resolve the issue of specialized assistance, children must undergo a comprehensive examination by the school psychological-medical-pedagogical council, at which a decision is made on the direction, form and methods of assistance to the child.
In difficult cases, it is the school PMPK that decides on sending the child to a psychological, medical and pedagogical commission in order to determine his further educational route. In some cases, already at the level of examination of such a child by specialists of a preschool institution, his parents may be recommended to apply for a PMPK.
It is convenient to summarize the final results of the examination of each child and the group of children as a whole into a general table (see sample form). In the column “Last name, first name of the child, age” It is convenient to record the child’s age in full years and months (at the time of the examination), rather than giving the date of birth. This makes it easier to analyze the results.
In the column “Task Score” The corresponding results of completing individual tasks and the overall (“raw”) total score are given.
Add to column "Behavioral Features" from the observation sheet, the number of signs (“+” or checkmarks) is transferred to the first column; the adjustment factor corresponding to the number of signs of the severity of behavioral characteristics is entered into the second column: 0.85; 0.72; 0.6; 0.45.
Add to column "Total score" the final score adjusted in accordance with the obtained coefficients is entered.
In the column "Readiness level" the level corresponding to the final score is noted: G; UG; UNG; NG.

Results of a frontal assessment of the level of readiness of children ___________ academic year

Sample form for the final results of assessing the level of readiness of children to start school

Natalya SEMAGO,
candidate of psychological sciences,

Mikhail SEMAGO,
Candidate of Psychological Sciences

LITERATURE

1. Aizman R.I., Zharova G.N., Aizman L.K. etc. Preparing a child for school. 2nd ed. - Tomsk: Peleng, 1994.
2. Bezrukikh M.M., Efimova S.P. The child goes to school. - M.: Publishing Center "Academy", 1998.
3. Bezrukikh M.M., Morozova L.V. Methodology for assessing the level of development of visual perception of children 5–7.5 years old: Guidelines for testing and processing of results. - M.: New School, 1996.
4. Questions of psychology of a preschool child / Collection of articles, ed. A.N. Leontyeva, A.V. Zaporozhets.- M.: International Educational and Psychological College, 1995.
5. Readiness of children for school: Diagnosis of mental development and correction of its unfavorable options (Authors: E .A. Bugrimenko, A.L. Wenger, K.N. Politova, E.Yu. Sushkova). M., 1992
6. Readiness for school: developmental programs / Ed. I.V. Dubrovina, 4th ed. - Ekaterinburg: Business book, 1998.
7. Gutkina N.I.. Psychological readiness for school. - M.: NPO “Education”, 1996.
8. Ekzhanova E. Diagnostic and prognostic screening in the first grades of secondary schools / In: Psychodiagnostics of junior schoolchildren. - St. Petersburg: Institute of Special Pedagogy and Psychology of the International University of Family and Child named after R. Wallenberg, 1998.
9. How to build readiness for schooling in a family environment? What needs to be taught to a child? What is school readiness? (Recommendations for parents) //Series: “Child’s readiness for school” /Rep. ed. Kurneshova L.E. - M.: Center for Innovation in Pedagogy, 1998.
10. Kravtsova E.E. Psychological problems of children's readiness to study at school. - M., 1991.
11.Nizhegorodtseva N.V., Shadrikov V.D. Comprehensive diagnostics of children's readiness for school. Yaroslavl, 1999.
12. Nizhegorodtseva N.V., Shadrikov V.D.. Psychological and pedagogical readiness of a child for school: A manual for practical psychologists, teachers and parents. - M.: VLADOS, 2001.
13. Ensuring children’s readiness for school // Series: “Child’s readiness for school” / Rep. ed. Kurneshova L.E. - M.: Center for Innovation in Pedagogy, 1998.
14. Semago N.Ya., Semago M.M. Problem children: basics of diagnostic and correctional work of a psychologist (Library of a practicing psychologist). - M.: ARKTI, 2000.
15. Handbook for a practical psychologist of an educational institution on the problems of a child’s readiness for school // Series “Child’s readiness for school” / Rep. ed. Kurneshova L.E. - M.: Center for Innovation in Pedagogy, 1998.
16. Cherednikova T.V. Tests for preparing and selecting children for schools: Recommendations from a practical psychologist. - St. Petersburg: Stroylespechat, 1996.

BLOCK 1. STUDY OF FEATURES OF MEMORY, ATTENTION AND PERFORMANCE

Study of auditory-verbal memory

Methodology “Memorizing 10 words” (according to A. R. Luria), sheet 1

The technique is aimed at studying the volume and speed of auditory-verbal memorization of a certain number of words, the possibility and volume of their delayed reproduction. The use of the technique provides additional information about the possibility of a child’s purposeful and long-term work with auditory-verbal material.

For memorization, simple (one-syllable or short two-syllable), frequent, unrelated words in the singular nominative case are used.

The procedure for presenting the methodology has been sufficiently developed and described in a number of suggested sources. Depending on the purposes of the study, the number of repetitions is limited (most often 5 repetitions) or words are repeated until complete memorization (9-10 words).

It seems quite difficult to assess the possibility of maintaining word order. Based on the results of the study, a memorization curve can be constructed.

Analyzed indicators:

• volume of auditory-verbal memorization;
• speed of memorization of a given volume of words;
• volume of delayed playback;
• features of mnestic activity (presence of literal or verbal paraphasias, etc.);
• features of auditory, including phonemic, perception.

Age characteristics of performance. The technique can be used in full, starting from the age of 7. Memorization of 9±1 words is available to healthy children. Delayed recall of 8±2 words is available to 80% of children in this age group. For children under 7 years old, smaller vocabulary material is used (5-8 words).

“Memorizing two groups of words” (sheet 1)

The technique is aimed at studying the speed and volume of auditory-verbal memorization, the influence of the interference factor of mnestic traces, as well as the possibility of maintaining the order of the presented material: For children under 5-5.5 years old, a reduced volume of material is presented (3 words - 3 words), for older children It is possible to submit more words in the first group (5 words - 3 words).

Note. For memorization, simple, frequent, unrelated words in the singular nominative case are used.

Procedure.

The child is given the task of memorization in a playful way. You can also introduce competitive and other forms of motivation.

Instructions A. “Now we will memorize the words. I will say it first, and you will listen, and then repeat the words in the same order in which I said them. Do you understand what “order” is? Just as my words stood one after another, so repeat them too. Let's try. Do you understand?" Next, the researcher clearly pronounces the words at intervals of just under half a second and asks the child to repeat them. If the child does not repeat a single word, the researcher encourages him and repeats the instructions again. If a child pronounces words in a different order, he should not make a remark, but simply draw his attention to the order in which the words were pronounced.

The researcher repeats until the child repeats all the words (whether in the correct or incorrect order). After the child has repeated all the words, it is necessary that he repeat them again on his own.

Both the order and the number of repetitions required for complete memorization of the 1st group of words are recorded. The correctness of repetition and all added words are also recorded.

Instructions B. “Now listen and repeat the other words.” Next, the second group of words is presented in the order described above.* The whole procedure is repeated.

Instructions B. “Now repeat the words that you memorized first, at the beginning. What words were those?”

All words called child are also registered. The child is approved regardless of the result of repeating words.

Instructions D. “Now repeat the other words that you memorized.” All the words that the child pronounces are also recorded.

Analyzed indicators:

• the number of repetitions required for complete memorization;
• ability to maintain word order;
• the presence of introduced words and words that are close in meaning;
• the presence of difficulties in the selectivity of mnestic traces;
• the presence of negative influence of groups of words on each other.

A child 4.5-5.5 years old usually understands the instructions well and is able to voluntarily memorize words in a given volume. As a rule, at this age children remember a group of 3 words in the correct order from 2-3 presentations, and from 5 words - from 3-4 presentations. But in this case, the word order may be slightly changed.When reproducing the second group of words, the same memorization features are revealed. As a rule, children do not go beyond the boundaries of groups, that is, words in a group do not interfere with each other. The word order is mostly preserved. If the repetition contains words that are close in meaning, we can talk about difficulties not so much in memorizing, but in actualizing the word needed at the moment.Children aged 5.5-6 years are able to reproduce groups of words in the amount of 5+3.The nature of playback is generally similar to that described above. During repeated playback, it is possible to “lose” no more than one or two words or minor changes (rearrangement) of the word order (one or two words).

Study of visual memory (sheet 2)

The technique is aimed at studying the characteristics of visual memory. A number of abstract visual stimuli are offered for memorization. The child is presented with a column of three stimuli located on the right side of the sheet. The exposure time of the stimuli is quite arbitrary and depends on the objectives of the study. It lasts 15-30 seconds. In this case, the left side of the sheet with the stimulus table should be closed. A few seconds after the end of the exposure (the time and nature of the interfering activity after exposure may vary depending on the objectives of the study), the child is presented with a table of stimuli, among which he must recognize the three stimuli presented earlier. In this case, the right side of the sheet with test stimuli must certainly be closed.

Analyzed indicators:

• number of correctly recognized stimuli;
• the ability to hold a number of visual stimuli;
• nature of recognition errors (based on spatial characteristics).

The technique is used mainly for children starting from 5 years old.

Study of the characteristics of attention and the nature of the child’s performance

Studying the characteristics of attention and performance is possible by analyzing the performance of any tasks, including school ones, but in practice standard methods are more convenient.

Pieron-Ruser technique (sheet 3)

This technique is used to study the stability of attention and the possibilities of its switching. At the same time, one can note the peculiarities of the pace of activity, the “involvement” in the task, and the manifestation of signs of fatigue and satiety.

The technique also gives an idea of ​​the speed and quality of developing a simple skill, mastering a new way of acting, and developing basic graphic skills.

At the top of the form, geometric figures are marked with symbols (dot, dash, vertical line), which the child must place in the proposed form.

Procedure

A blank form is placed in front of the child, and the psychologist, filling in the empty figures of the sample, says: “Look, in this square I will put a dot, in the triangle - this is the line (vertical), I will leave the circle blank, I will not draw anything in it, but in the rhombus - just such a dash (horizontal). You will fill out all the other figures yourself, exactly the same way as I showed you” (you should repeat once again where and what to draw - orally). After the child has started work, the psychologist starts the stopwatch and records the number of signs made by the child in 1 minute (a total of 3 minutes is given) - marks it with a dot or dash directly on the form.

Note. It is advisable to record (at least approximately) from what moment the child begins to work from memory, that is, without relying on a model. It is necessary to note in the protocol how the child fills out the figures: diligently, carefully or carelessly, as this affects the pace of work.

Analyzed indicators:

• the ability to retain instructions and purposeful activities;
• total number of filled figures;

• the number of completed figures per minute (dynamics of changes in the pace of activity);

• number of errors (total);

• number of errors for each minute of work (dynamics of changes in the number of errors);

• distribution of errors (and their number) in different parts of the sheet.

Age characteristics of performance.The technique can be used in working with children from 5.5 years of age to 8-9 years. Depending on the age of the child and the objectives of the study, various symbols (dot, dash, vertical line) can be placed inone, two or threefigures. The fourth figure should always remain “empty”. The sample on the sheet remains open until the child finishes his work.

The following are considered good results from the implementation of the technique:

• quick memorization of symbols;
• a situation when, after the first completed line, the child stops looking at the sample;
• a small number of errors (1-2 in 3 minutes).

Corrective test (sheet 4)

This technique is similar to the Pierron-Ruser technique and is used for children who can recognize letters starting from 7-8 years old. The technique is also intended to study the stability of attention, the ability to switch it, study the characteristics of the pace of activity, “getting used to” a task, and the manifestation of signs of fatigue and satiety. When working with a proofreading test, the child is asked to find and cross out 3-4 letters (for older schoolchildren), one or two letters (for younger schoolchildren).

By the number of correctly crossed out letters, you can determine the degree of stability of attention, its volume, and the distribution of errors throughout the sheet indicates fluctuations in attention: if errors noticeably increase towards the end of the work, this may indicate a weakening of attention due to fatigue (decreased performance) or satiety ; if errors are distributed fairly evenly, this indicates a decrease in the stability of attention and difficulties in voluntary concentration; The wave-like appearance and disappearance of errors most often indicates fluctuations or fluctuations in attention.

Analyzed indicators:

• tempo characteristics of activity;
• attention parameters (stability, distribution and switching);
• number of errors and their nature (spatial, optical errors, etc.);
• dynamics of error distribution depending on the stage of work, its pace and spatial location on the sheet;
• the presence of satiety or fatigue factors.

Schulte tables (sheets 5; 6)

The technique is used to study the tempo characteristics of sensorimotor reactions and characteristics (parameters) of attention in children starting from 7-8 years of age. The child is asked to show numbers from 1 to 25, calling them out loud. The time spent by the child searching for numbers from 1 to 12 and from 12 to 25 is compared. The time spent on completing each table is compared. You can mark the number of numbers found in 30 seconds.

Analyzed indicators:

Time spent on each table;

Parameters of attention (stability, distribution and switching);

The number of numbers found by the child over a certain period of time (15 seconds, 30 seconds);

Comparative characteristics of the time it takes the child to find every five digits (evenness of task completion);

Errors in recognizing and finding numbers that are similar in optical or spatial characteristics (for example, numbers 6 and 9, 12 and 21), errors such as missing certain numbers.

Account according to E. Kraepelin (modification by R. Schulte), sheet 7

The technique was proposed to study performance - exercise ability, identify parameters of fatigue and “workability”. For children, it is most convenient to use this technique as modified by R. Schulte. The child is asked to add (or subtract, depending on the sign in front of the line) two numbers. At the same time, he is warned that the specialist will make his notes on the sheet. Every 30 seconds (or every minute) a mark is made on the sheet in that place; where the child is currently staying. The counting is done in the mind, the child gives only verbal answers.

Based on the results of the child’s activities, various curves can be constructed that reflect performance characteristics, indicating the presence of exhaustion or satiety, and attention characteristics.

Analyzed indicators:

Pace of work;

The presence of exhaustion or saturation of activity (differentiation of processes);

- “incorporation” into activity (according to the time characteristics of the activity);

- parameters of attention (sustainability of attention, ability to switch it).

Note. In this embodiment, the technique can be used from the moment the child masters counting operations within 20.

BLOCK 2. STUDY OF FEATURES OF VISUAL PERCEPTION (VISUAL GNOSIS)

It is extremely important, before directly examining the characteristics of a child’s thinking, to identify the specifics of his visual perception, including letter gnosis. Such an organization of the study makes it possible to differentiate errors in the identification of images, letters, as well as their individual parts, from the direct difficulties of mental operations when working with the use of various kinds of drawing and text materials. The practice of diagnostic activity shows that all methods for identifying the characteristics of visual gnosis are normally available to children from 3.5-4 years of age (with the exception of letter gnosis, which is presented to children who have mastered the beginnings of writing and reading). Of course, it is necessary to take into account the normative vocabulary for each age. If pronounced violations of visual gnosis are identified, the analysis of the results of completing all further tasks offered in the Kit is carried out with mandatory consideration of the identified features.

Recognition of realistic images (sheets 8; 9)

The child is presented with realistic images of everyday objects. This set uses images taken from A. R. Luria's classic album without changing their style or color design. The practice of studying the characteristics of visual gnosis shows that the use of objects in the design of the 40-50s, practically unknown to modern children, makes it possible to more qualitatively analyze the characteristics of children's perception.

The child is asked to name the presented images and individual parts of these objects (active dictionary).

To study passive vocabulary, they are asked to show an object, or part of it, by name.

Thus, the test is used both to identify the characteristics of visual perception and to determine the volume of active and passive vocabulary, including the material of low-frequency words(disc, tube, chain, pedal, spoke, endpaper, buckle and so on.).

Analyzed indicators:

The ability to recognize objects and correlate outdated images with modern ones;

• lack of integrity of perception (fragmentation of perception);
• cognitive strategy of recognition;
• the amount of assistance needed.

Recognition of crossed out images (sheet 10)

The child is asked to recognize the crossed out object shown on the sheet and give it a name. It is advisable not to show the child which image to begin recognition with, since this allows one to discover the features of the perception strategy. On the sheet from left to right are located: in the top row - a butterfly, a lamp, a lily of the valley; in the bottom row - a hammer, a balalaika, a comb.

Analyzed indicators:

• the ability to recognize crossed out images;

• the ability to adequately highlight a figure (stable visual image of an object);
• review direction strategy (right to left, left to right, chaotic or sequential).

Recognition of superimposed images (Poppelreitor figures), sheet 11

The child is asked to recognize all the images of the contours of real objects superimposed on each other and give each of the objects its name. The sheet shows the two most famous classic “Poppelreitor figures”: bucket, axe, scissors, brush, rake and teapot, fork, bottle, bowl, faceted glass.

Analyzed indicators:

• presence of fragmented perception;
• the ability to highlight a complete figure;
• the presence of paragnosis;

Image selection strategy.

Recognition of unfinished images (sheet 12)

The child is asked to recognize the unfinished objects and give them a name. Items are located on the sheet in the following order (from left to right): top row - bucket, light bulb, pliers; bottom row - teapot, saber (sword), safety pin. This takes into account the probabilistic nature of recognition.

Analyzed indicators:

Preservation of the visual image of the object;

Possibility of figuratively “finishing” the image;

The nature of perception errors depending on whether the right or left part of the image is not completed;

The presence of fragmented perception;

Analysis of recognition errors from the point of view of projection.

Letter gnosis (sheet l3)

The child is asked to name letters arranged in different ways and to identify letters that are correctly, incorrectly, or complexly located (mirrored and superimposed). Depending on the age and learning ability of the child, different performance parameters are assessed.

Analyzed indicators:

Recognizing letters in different fonts;

Recognition of letters in a mirror image;

Recognition of overlaid and crossed out letters.

Note. The specialist, of course, must take into account the child’s level of mastery of a particular grapheme.

BLOCK 3. STUDY OF NON-VERBAL AND VERBAL-LOGICAL THINKING

The proposed tasks in this block consist of sheets containing verbal and non-verbal tasks. The general strategy for conducting research is to present; as a rule, more complex (verbal) and then simpler (non-verbal) tasks in order to optimize the study, as well as eliminate the factor of additional unwanted learning. In this regard, similar task sheets are arranged according to a certain principle: first - verbal, and then similar tasks, but non-verbal

The authors' diagnostic practice shows that the general sequence of tasks in this block is the most convenient and adequate for studying the characteristics of speech-cognitive activity.

Some verbal-logical tasks of the block (paired analogies, simple analogies, highlighting essential features, eliminating concepts) can be used in children’s group independent work. In this case, the instructions are presented frontally, and the child must underline or circle the required word (concept) on the appropriate form.

Recognition of conflicting absurd images (sheets 14-15)

The task occupies an intermediate position between the study of the characteristics of visual gnosis and the possibility of critical analysis of the presented “ridiculous” images. Actually, understanding the conflict nature of the presented images is possible only if the visual perception is intact and intact.

In addition, this task is aimed at identifying a child’s sense of humor as one of the aspects of the development of the emotional and personal sphere.

The task is considered accessible to children from 3.5-4 years of age.

Analyzed indicators:

• the ability to recognize conflicting images;
• understanding the absurdity of the depicted objects;

• perception strategy (direction of visual perception; tendency to work from left to right or right to left);

• image analysis strategy;
• the presence and specificity of a sense of humor.

Selection of paired analogies (sheet 16)

To complete the task, it is necessary to carry out the operation of establishing a logical connection and relationship between concepts. In addition, it is possible to detect a violation of the sequence of judgments, manifested in the inability to retain the task itself in memory. The child’s reasoning about connections between words and explanations of his own choices are also considered informative. The child is asked to select a word by analogy with the proposed example. In this Diagnostic Kit, the selection of paired analogies is arranged in the order of increasing complexity of tasks as the task number increases.

The technique is presented to children with developed reading skills (meaningful reading). Provided there is a sufficient amount of auditory-verbal memory, the task can be presented to the child by ear.

In case of pronounced difficulties in updating the desired word, it is preferable to work with such a task (performing simple analogies, sheet 17), where the factor of actualization difficulties is minimal.

The technique can be used from the age of 7. Completing the methodology in full (13-14 correct answers) is conditionally normative for children 10-11 years old.

Analyzed indicators:

• a strategy for the child to identify logical connections and relationships between concepts;
• presence of difficulties in updating the required word;
• assessment of the nature of learning and the amount of assistance required from an adult.

Simple analogies (sheet 17)

The technique is aimed at the possibility of establishing logical connections and relationships between concepts. The difference from the previous method is that words are given to select one by analogy. In this version of the technique, the factor of difficulty in updating the desired word is minimized. In this Diagnostic Kit, the selection of simple analogies is arranged in order of increasing complexity of tasks - as the task number increases.

The technique is presented to children with developed reading skills (meaningful reading).

Note. Only in the most extreme cases can a task be presented to a child by ear, relying on passive reading, and only if there is a sufficient amount of auditory-verbal memory.

The highlighted tasks are a visual aid option. Completing these tasks can be considered as a learning option. In this case, an analysis of the child’s learning ability is possible.

The child is presented with a pair of words from the left column, and he is asked to choose a word from the bottom five on the right that will relate to the top word on the right in the same way as the bottom word from the left side relates to its top (by analogy).

The possibility of identifying the relationship between the top and bottom words on the left side of the task and, by analogy, selecting the bottom word from the right side is assessed. Fatigue may be detected when working with verbal-logical material.

The technique is more adequate for working with children with mnestic difficulties than the previous one and can be used when working with children 7-8 years of age. Conditionally normative is the correct completion of tasks in full (11-12 tasks, with the identification of significant connections) from the age of 10.

Analyzed indicators:

• the ability to retain instructions and complete a task to the end;
• availability of completing tasks by analogy;

• the ability to analyze a large amount of printed (visual) material;

Simple nonverbal analogies (sheets 18-20)

With children who do not have reading skills or cannot read, the possibility of establishing logical connections and relationships between concepts (objects) is carried out through the analysis of the implementation of simple non-verbal analogies. At the same time, the adult explains the relationship between the objects on the left side of the first task.

Next, the child is offered, in accordance with the ratio of images andon the left side of the picture, by analogy, select one (the only suitable by analogy with the left part) image from the lower right part of the picture.

Then task No. 2 is presented, which coincides in its semantic structure with the first task.

On sheet 20, similar tasks are presented in the form of abstract images, which is more difficult.

Age-related features of use. The technique is used for children aged 4.5 - 6.5 years. Completing tasks in full is considered conditionally normative for children starting from 6 years of age.

Analyzed indicators:

Ability to retain instructions and complete tasks to completion;

Availability of completing tasks by analogy;

A strategy for a child to identify logical connections and relationships between concepts;

Assessment of the nature of learning and the amount of assistance required from an adult.

Identification of two essential features (sheet 21)

The ability to identify the most essential features of objects and phenomena and distinguish them from non-essential (minor) ones is revealed. The technique also allows you to assess the sequence of a child’s reasoning.

The selection of tasks is arranged in order of complexity - as the task number increases.

The technique is presented to children with developed reading skills (meaningful reading). Provided there is a sufficient amount of auditory-verbal memory, the task can be presented to the child by ear.

The highlighted tasks are a visual aid option. Completing these tasks can be considered as a learning option. In this case, an analysis of the child’s learning ability is possible.

The child is asked to choose only two words from the five below, indicating the essential features of the first word, i.e. something without which this concept does not exist.

Not only the correctness of execution is assessed, but also the ability to independently choose a solution, arbitrarily save the method of analysis, typical errors are noted, incl. choosing more or fewer words, etc.

Note. The task is consideredpartially completedif the child identifies one of the significant features;fully completedif both essential features are correctly identified.

Age-related features of use. The tasks are available and can be used from 7-7.5 years of age. It is conditionally normative to complete tasks in full (13-15 correctly completed tasks) by the age of 10-11.

Analyzed indicators:

The nature of the activity (targeted, chaotic, etc.);

Availability of task completion;

• the nature of the child’s reasoning;

Elimination of concepts (sheet 22)

This technique is presented in two versions: excluding an “inappropriate” concept from 4 and from 5 words. The data obtained from research using this method make it possible to judge the child’s level of generalizing operations, the possibility of distraction, his ability to identify the essential features of objects or phenomena and, on this basis, make the necessary judgments.

The tasks of both options are arranged according to their degree of complexity. The technique is presented to children with developed reading skills (meaningful reading). Provided there is a sufficient amount of auditory-verbal memory and for children who cannot read, the task is presented aurally.

The child is asked to highlight one “inappropriate” concept and explain on what basis (principle) he did this. In addition, he must select a generalizing word for all other words.

It is assessed whether the child can abstract from secondary and random features, habitual (situationally determined) relationships between objects and generalize essential features, find a generalizing word (level of conceptual development). Other features of the formation of the generalization process are also revealed.

The level of generalizing operations is analyzed, namely: association according to specific situational, functional, conceptual, latent characteristics.

Age and individual characteristics of use. Option 1 can be used from 5.5 years; option 2 - from 6-7 years of age.

Analyzed indicators:

• the nature of the activity (targeted, chaotic, etc.);
• availability of the task;

The nature of errors in feature extraction;

• the volume and nature of the required assistance from an adult.

Excluding items (sheet 23)

The task is similar to the previous one. The data obtained during the study using this method also make it possible to judge the level of the child’s generalizing operations, the possibility of distraction, his ability to highlight the essential features of objects or phenomena and, on this basis, make the necessary judgments on a figurative basis.

Instead of groups of words, the child is presented with images of four objects, three of which can be combined with a generalizing word, and the fourth object in relation to them will be “superfluous”.

An important condition for using the technique is the verbal justification of the choice. In relation to children with speech impairments, a one-word answer with explanatory gestures is acceptable if this gives the specialist the opportunity to understand the principle that guided the child. When examining children who, due to speech defects, cannot explain their choice, the use of this method is limited.

Just as in the previous case, categorization of the level of generalization is possible: association according to specific situational, functional, truly conceptual, latent characteristics.

Age-related features of use

Can be used for children from 4-4.5 years of age to 7-8 years of age.

Analyzed indicators:

• the nature of the activity (targeted, chaotic, etc.);
• availability of the task;
• nature of errors when identifying features;
• the nature of the child’s reasoning and the level of generalization operations;
• the volume and nature of the required assistance from an adult.

Methodology for studying the level of formation of conceptual thinking (sheets 24; 25)

The technique is a modification of the classical technique for the formation of artificial concepts, proposed by L. S. Vygotsky-Sakharov. 1930, and is aimed at studying the level of development of abstract generalizations and their classification, identifying the possibilities of combining visually represented abstract objects based on identifying one or more leading features.

A modification of the Vygotsky-Sakharov technique was developed by N.Ya. Semago in 1985.

This version of the technique offers 25 realistic images of three-dimensional figures, differing in various characteristics (color, shape, size, height). The figures are located on 2 sheets (sheets 24, 25), on the right side of each of which, in a random order, there are images of figures that exactly copy the set of figures from the Vygotsky-Sakharov method. On the left side of the sheet, at the top and bottom, there are so-called standard figures (two for each sheet).

Conducting a survey

1st stage. The specialist should draw the child’s attention to the right side of sheet 24.

Instructions. “Look, there are figures drawn here. They are all different. Now look at this figure."

The child’s attention is drawn to the first (top) standard figure of sheet 24 (blue small flat circle). The lower reference figure at this moment should be covered from the child (by the experimenter’s palm, a piece of paper, etc.).

“Look at this figurine. Look among all the figures (circles with his hand the entire right side of the sheet with images of figures) that are suitable for this one (points to the standard figure). Show them with your finger."

If the child does not understand the instructions, an explanation is given: “You need to choose from them those that suit it.”

The instructions should be adapted according to the age of the child.

Attention! The experimenter should not name any of the features of the standard figure (that is, color, shape, size, height) and at the first stage does not discuss with the child the reason for choosing certain images as suitable for the standard figure.

2nd stage. The child’s attention is drawn to the second (lower) standard figure on sheet 24 (red small tall triangle). The upper reference figure should be covered from the child (by the experimenter’s palm, a piece of paper, etc.).

Instructions: “Now select the figures that match this one; show with your finger which ones are suitable for it.” At this stage, the strategy for choosing a child is also not discussed.

3rd stage. Sheet 25 is placed in front of the child. Pointing to the upper standard figure of sheet 25 (green large flat square), the experimenter repeats the instructions of the 2nd stage. In the same way, the lower standard figure of sheet 25 at this moment should be closed from the child (with the experimenter’s palm, piece of paper, etc.).

After the child has shown “suitable figures” at this stage, the experimenter can discuss the result and ask the child why he considers the shown figures to be suitable for the standard. At the same time, whatever the child’s choice at the 1st, 2nd or 3rd stages, a positive assessment of his work is given (for example: “Well done, smart girl! Everything was fine”).

4th stage. It is carried out only when it is necessary to clarify which abstract feature is the leading (generalizing) feature for the child, that is, when at the previous stages no clearly defined leading feature has been revealed that the child uses for generalization operations. A white small tall hexagon is used as a stimulus figure.

Carrying out the 4th stage is similar to carrying out the 3rd, with the only difference being that the top standard figure of sheet 25 is hidden from the child.

Analysis of results

When analyzing the results, first of all, it is necessary to pay attention to the child’s attitude to the task, understanding and retention of instructions and following them.

It is also necessary to assess the degree of interest of the child in performing a new type of activity.

Next, the correspondence of the relevant (generalizing) feature for the child to the normative age characteristic is analyzed. When analyzing the results, it seems extremely important not only and not so much to identify the specific features of the generalizing function, but to establish the correspondence of the level of actual development of this function to age standards.

It should be especially noted that with the help of this modification the level of actual conceptual development is revealed, that is, that leading (generalizing) feature is determined that characterizes the level of actual development of conceptual thinking and which, as practice shows, can differ significantly from the “known”.

Age standard performance indicators

For each age period, a certain sign is normative, characterizing the level of actual development of the child’s conceptual thinking.

Below are the main, most typical ways to select an abstract object in a visual-figurative manner in accordance with the leading feature that is relevant for a given age:

• at the age of 3-3.5 years, children, as a rule, demonstrate association according to the principlechain complex, or collections (according to L. S. Vygotsky), that is, any feature of a figure can become meaning-forming and change with the next choice;
• at the age of 3.5 to 4 years, the main sign for unification is color;
• from 4-4.5 to 5-5.5 years, the normative qualitative indicator of a child’s choice is the sign of a full shape, for example: “square”, “triangles”, “round”, etc.;
• from 5-5.5 to 6-6.5 years, the main feature for combining objects is not only pure, or full, forms, but also half-forms (truncated forms). For example, for the second standard, not only various triangles will be selected, but also trapezoids of all types and, of course, colors;
• closer to the age of 7, the child’s thinking becomes more abstract: by this age, visual features such as color and shape “retreat”, and the child is already capable of generalizing based on features that are “less noticeable” for perception, such as height, area of ​​a figure (size her). At this age, from the very beginning he is able to ask the experimenter on what basis the figures should be selected.

Analyzed indicators:

• the nature of the child’s activity;
• characterization of the leading feature of generalization;
• the volume and nature of the required assistance from an adult.

Understanding the figurative meaning of metaphors, proverbs and sayings (sheet 26)

The technique is used to study the characteristics of thinking - purposefulness, criticality, the possibility of a child understanding hidden meaning and subtext. Both metaphors and proverbs and sayings are presented according to the degree of complexity of understanding their figurative meaning in accordance with the characteristics of the speech and mental activity of modern children. The child is asked to explain the meaning of metaphors, the meaning of proverbs and sayings. The accessibility of understanding their abstract meaning or the tendency to reflect objects with their actual visual connections is assessed, i.e. specific interpretation of metaphors or proverbs.

Age-related features of use.Understanding of metaphors can be explored no earlier than 6-7 years of age. Understanding of the figurative meaning of proverbs and sayings can be assessed from the age of 8.

Analyzed indicators:

• the nature of the child’s activity, the availability of the task;

• level of interpretation of the proposed metaphors, proverbs or sayings (level of abstraction, understanding of the figurative meaning);

• the possibility of accepting and the amount of necessary assistance from an adult;
• the child’s criticality towards the results of his activities.

Reading Comprehension (sheets 27-29)

The features of understanding, comprehension, memorization of standard texts, as well as the features of speech when reading them are studied. The proposed texts are standard texts used in neuro- and pathopsychological diagnostics.

The given stories can serve as a kind of standard for selecting appropriate samples of texts that are similar in degree of complexity, presence of subtext, and other characteristics of the text material. Such textual materials can be selected in increasing degrees of complexity. The text of a simple story is read clearly and intelligibly to the child (children who have reading skills read it themselves). After this, they ask him to retell the text. The ability to identify the main idea (independent understanding of the meaning), the child’s acceptance of help (retelling based on leading questions), as well as understanding the meaning of the story (based on leading questions) are assessed. In addition, the child’s ability to construct a detailed statement, the presence of agrammatisms, etc., that is, the characteristics of the child’s coherent speech, are assessed.

Age standards for use.The proposed stories can be used to work with children 7-8 years of age - depending on the development of reading skills and the ability to comprehend the story being read.

Analyzed indicators:

Formation of reading skills (pace, intonation, etc.);

Presence of specific reading errors;

Reading comprehension;

The ability to briefly retell what you read (understanding the main idea or subtext);

The amount of adult assistance required in the semantic analysis of the text.

Understanding the plot picture (sheet 30)

The task is aimed at exploring the possibility of comprehending an image, assessing the level of development of speech and thinking activity, the characteristics of visual perception, as well as understanding the subtext of the image. After looking at the picture, the child must tell what is depicted on it and what is happening. The task is to highlight the essential details of the picture and determine its main content.

The ability to identify the main idea of ​​a plot picture (independent understanding of the meaning) and the child’s acceptance of help (retelling based on leading questions) are assessed. In addition, the child’s ability to construct a detailed statement, the presence of agrammatisms in speech utterances, that is, the characteristics of the child’s coherent speech, including features of the regulation of cognitive activity, stability of attention, etc., are assessed. Particular attention should be paid to the child’s emotional reactions, including the identification characteristics of the characters depicted. In addition, the child’s cognitive style of activity, the possibility of a gestalt (holistic) perception of the image, and the presence of fragmentation (both in the description of the plot and in the story based on the picture) are assessed.

Age-related features of use. This plot picture can be used to work with children from 6-7 years of age.

Analyzed indicators:

Understanding the meaning of the plot picture;

Features of the cognitive style of activity;

Specifics of visual perception (strategy of visual perception);

Features of facial gnosis;

The ability to construct an independent coherent story highlighting the main idea.

Compiling a story based on a sequential series of pictures united by a single plot (sheet 31)

This technique is intended to assess the possibilities of compiling a coherent story from a series of pictures united by a single plot, and to establish connections between the events reflected in these pictures. The child is asked to look at a series of pictures with a sequential development of the plot and compose a story. The child must highlight significant details and their changes in different pictures to assess the semantic line of the plot.

The understanding of the storyline, the coherence and meaningfulness of composing the story, the possibility of selecting a title for this plot are assessed, and the level of the child’s speech development is characterized.

Age-related features of use.This sequence of pictures can be presented to children starting from 4.5-5 years of age (from 4.5 years of age with organizing help).

Analyzed indicators:

Availability of the task, the ability to establish cause-and-effect and temporal relationships, complete understanding of the meaning;

Features of speech development (volume of total independent speech production, number of productive and unproductive words in a statement, etc.);

Visual perception strategy;

General strategy of activity;

The amount of adult assistance required when analyzing a series of pictures.

BLOCK 4. STUDY OF THE FORMATION OF SPATIAL REPRESENTATIONS

This section is traditionally considered in the context of neuropsychological research into visual-spatial and constructive gnosis and is not isolated as an independent study.

From our point of view, assessment of the formation of spatial representations at all levels, including at the level of understanding prepositions and words denoting spatial relationships, as well as speech structures (spatial-temporal), should be isolated in independent research as an assessment of one of the basic prerequisites of mental child's activities.

The formation of spatial representations should be studied not only in the context of a neuropsychological approach, but also as part of a general psychological study of children of preschool and primary school age.

Understanding and use of prepositions and words denoting the spatial relationship of objects (sheets 32-37)

The materials are used to identify difficulties in understanding and using prepositions when analyzing the relative position of objects. It is advisable to begin working with the child by identifying his knowledge of prepositions denoting the location of objects (realistic and abstract images) in space along the vertical axis (sheets 32; 33; 35). The child’s correct command of prepositions and concepts is assessed: higher , below, on, above, under, below, above, between.

First, it is advisable to study the understanding of prepositions on specific objects. To do this, the child is asked to show which objects are depicted above the bear (or any other image on the page). T on the bottom shelf) below bear After that he must show what is drawn above and below bear, what toys are drawn on top shelf, which - on bottom shelf. In the same logic, the understanding of prepositions is studied (along the vertical axis on multi-colored geometric shapes (sheet 33).

Note. Shaded geometric figures located on a sheet in a horizontal plane are analyzed in the situation of assessing right-left orientation (see below).

The same logic examines the use and understanding of prepositions (words) denoting the relative position of objects in space along the horizontal axis (in depth), excluding right-left orientation. In this case, we mean the child’s ability to navigate in the horizontal plane, using the concepts closer, further, in front of, behind, in front of, behind from (sheet 34).

It is advisable to begin this study with an analysis of the location of three-dimensional geometric figures, moving on to an analysis of the location of the characters in the plot picture “Animals Are Walking to School.”

Next, the possibility of independent use of prepositions and the composition of spatial speech structures is explored. For example, for specific images: “Where is the car in relation to the bear?”, “Where do you think the Christmas tree is in relation to the bear?” and so on. (sheet 32).

For abstract images in the horizontal plane: “Where is the cross in relation to the circle?”, “How would you say where is the rhombus in relation to the triangle?” and so on.

Next, the child’s mastery of the concepts: left, right, left, uh, left, right and so on. based on the material of concrete images “Shelf with toys” (sheet 32), “Animals go to school” (sheet 36) and abstract images - tinted geometric shapes (sheet 33). Initially, these concepts are analyzed at the level of understanding and demonstration by the child(impressive level).Next, we explore the possibility of independent use of prepositions and the compilation of spatial speech structures based on these concepts.(expressive level).

Examples: “Tell me what is on the shelf to the left of the rocket? What's on the shelf to the right of the tree? (sheet 32).

“What is to the left of the diamond? What color is the figure to the right of the cross? What figures are to the right than the cross? and so on. (sheet 33). “Which animal is to the left than the dog and to the right than the mouse?” and so on. (sheet 36).

In the same vein, concepts characterizing the spatial analysis of the relative position of objects in a given direction are also explored (also on concrete and abstract images).

Concepts such as:first, last, closest to..., farthest from..., penultimate, next to...and so on. (sheets 32; 33; 34; 36). The child’s mastery of complex spatial-speech constructions (sheet 37) is assessed using tasks like: “Show me where: there is a barrel in front of the box; there is a box under the barrel; there’s a barrel in the box,” etc. The same tasks can be used in section 5 (5th block) to analyze the understanding of passive and inverted speech constructions.

Age characteristics. The study of mastery of these prepositions and concepts is carried out in the logic of the formation of spatial representations and the possibility of analyzing the relative position of objects in ontogenesis. The correct completion of all tasks (except sheet 37) by the age of 6-7 is considered conditionally normative. Mastery of the concepts presented on sheet 37 should be normatively developed by the age of 7-8 years.

Folding cut pictures (sheets 38-40)

The technique of folding cut pictures is used to study perceptual modeling based on the analysis and synthesis of the spatial relative position of parts of the whole image, the ability to correlate parts and the whole and their spatial coordination, that is, synthesis at the subject level(constructive praxis).

The technique consists of four sets of drawings, each of which consists of three identical images. The images used are color images that have been tested over many years of work: a ball, a pan, a mitten, a coat. In these images, an additional reference point is the background color.

Each of the reference images in the set is not intended to be cut, while the others must be cut along the specified lines. In this case, the images of each set are cut differently and thereby represent tasks of varying complexity. The tasks are complicated not only by the number of “details,” but also by the configuration of the section, as well as the nature of the image itself.

A reference image is placed on the table in front of the child and next to it, in a random order, the details of the same image, but cut up, are laid out. Instructions are usually given in verbal form. The child is asked to put together from the pieces in front of him exactly the same picture as the reference one. Regardless of age, it is advisable to present the picture first, cut in such a way that the child can fold it without difficulty.

After this, it is necessary to present the child with another picture, cut in exactly the same way, to make sure that the task is available for completion.

The presence of four sets allows us to identify not only the current level of development of visual-effective and visual-figurative thinking, but also to assess the child’s learning ability, dosing out help or teaching new types of activities.

Not only the success of implementation is analyzed, but, first of all, the child’s activity strategy.

Analyzed types of activity strategy:

Chaotic, that is, the child’s manipulative activity without a goal (without taking into account the effectiveness of his own attempts);

Trial and error method"- actions in a visually effective manner, taking into account the trials and errors made;

- purposefulperforming a task without a preliminary program or at least visuospatial assessment;

Execution in visually and figurativelywith preliminary visual “trying on”, correlating the result and the sample.

Age indicators of task completion. Children aged 3-3.5 years usually cope with the task of folding pictures cut in half. Children aged 4-4.5 years usually cope with the task of folding pictures cut into three equal parts (along the picture or across it), into four equal parts (meaning straight cuts at an angle of 90°). Children aged 5-5.5 years usually cope with the task of folding pictures cut into three to five unequal parts (along the picture and across it) into four equal diagonal parts (meaning straight cuts at an angle of 90°). Children over 5.5-6.5 years of age usually cope with the task of folding pictures cut into five or more unequal parts of various configurations.

BLOCK 5. UNDERSTANDING COMPLEX LOGICAL AND GRAMMARICAL SPEECH CONSTRUCTIONS

This section is also traditionally considered both within the framework of speech therapy and in the context of neuropsychological research and is not isolated as an independent study. From our point of view, assessment of the formation of quasi-spatial representations at the level of understanding speech constructions (spatio-temporal, passive, inverted and other complex logical-grammatical constructions) should be isolated in an independent study as a prerequisite for mastering the basic school component and analyzed within the framework of a general psychological study of children preschool and primary school age.

Recognition and understanding of inverted and passive speech constructions (sheets 37; 41-43; 45)

Tasks on sheets 37; 41; 42 consist of attributing the heard phrase to a particular image on the sheet. The child must show on the sheet the image that corresponds to the phrase he heard. For example: “Show me where: mother’s daughter... daughter’s mother; the owner of the cow... the owner’s cow” (sheet 41).

Similarly, understanding of passive constructions (sheets 42-43) is assessed positively if the child pointed to a picture that corresponds to the specialist’s statement. For example: “Show: an oilcloth is covered with a tablecloth... a boy is saved by a girl... a newspaper is covered with a book,” etc.

Correct understanding of complex speech structures presented orally (sheet 45) is assessed by the child’s corresponding oral response. In this case, the volume of auditory-verbal memorization of the child must be taken into account. Keywords highlighted in color should focus his attention.

Age-related features of use

Analyzed indicators:

• accessibility of understanding of such structures;
• ability to work with comparative degrees of adjectives;
• qualitative error analysis;

Understanding time sequences and time intervals (sheet 44)

The child’s correct understanding of time sequences and time intervals and his ability to analyze them are assessed, which is an important parameter in the formation of spatio-temporal concepts.

The material is either read by the child independently, or, subject to intact auditory-verbal memory, is presented aurally. In this case, the child must give an oral answer. These tasks can be used for group testing of children who speak written language within the program material.

Age-related features of use. The tasks are usually available to children starting at 7-8 years of age.

Analyzed indicators:

• availability of execution (ownership of temporary representations);
• nature of errors and their qualitative analysis;
• the amount of adult assistance required.

Understanding task conditions (sheet 46)

The understanding of the conditions of various types of problems that cause the most frequent difficulties in understanding their conditions is analyzed. The tasks are presented in order of increasing difficulty.

The material is either read by the child independently, or, subject to intact auditory-verbal memory, is presented aurally. Tasks 2a and 26 are distinguished by the complexity of mathematical calculations. Task 26 is presented to children who are fluent in counting operations within thirty.

full description of the product

The kit includes:

1. Methodological guide to the “Integrative Psychology” Set M, 2004
2. Colored progressive matrices J.K. Ravenna "Cogito-Center", 2004.
3. Diagnostic Album for assessing the development of a child’s cognitive activity. M.: Iris-Didactics, 2005.
4. Subject classification (1 series for children 3-5 years old).
5. Subject classification (2 series for children 5-8 years old).
6. Subject classification (3 series for children 9-12 years old).
7. Vygotsky-Sakharov technique (volume version).
8. Method of indirect memorization (according to A.N. Leontiev).
9. Methodology V.M. Kogan.
10. Elimination of items (4th extra).
11. “Koos Cubes” technique.
12. Methodology “Establishing the sequence of events”:
- Episode 1 “Snowman”
- Episode 2 “Flowerbed”
- Episode 3 “Portrait”
- Episode 4 “Gardener”
13. “SOMOR” technique.
14. Methodology “Contour S A T – N”
15. “Hand Test” technique (modified version for children 3-11 years old).
16. Digital Relationship Test (DRT) (modified version for children 4-10 years old).
17. Method “Emotional faces”.
18. Forms of protocols for the methods of the Kit, samples of psychologist documentation forms.
19. Diagnostic album for studying the characteristics of cognitive activity. From early to adolescence., Semago N.Ya., Semago M.M., M., Integrative psychology, 2019
20. Suitcase for materials

The methodological manual reveals the basic principles and technologies of diagnostic work of a child psychologist, as well as technologies for analyzing examination results. The main part of the manual consists of descriptions of the methods included in the Diagnostic Kit of an educational psychologist, used to conduct an in-depth psychological examination of children aged 3 to 12 years (preschool and primary school age).

The guide is intended for school psychologists in the system of mass education, psychologists in special educational institutions for teaching children with developmental disabilities, PMPK specialists, clinical psychologists in health care institutions and specialists in social protection institutions.
This methodological guide can be used for training students of pedagogical universities and institutes, faculties of psychology, special and clinical psychology, in the system of advanced training for education workers, health care and social protection with specialization in the field of correctional pedagogy, special and clinical psychology.
A set of forms and documentation for a psychologist is presented on a CD in the following versions: bmp, doc and RTF files.
The set of forms includes all protocols of the methods included in the Set, with the help of which you can register all the information obtained in the process of performing this method and conduct an initial analysis of the results.

The psychologist’s documentation consists of the forms required for the initial registration of the work performed by the psychologist, current and annual (monthly) reporting forms:

Planning of consultative and diagnostic work;
- psychologist’s work schedule (for a week, including Saturday and Sunday);
- journal of initial registration of work performed;
- a conclusion form based on the results of the primary (in-depth) examination of the child;
- a conclusion form based on the results of a dynamic (repeated, intermediate) examination of the child;
- a conclusion form based on the results of the final (final) examination of the child;
- group diagnostic form;
- individual consultation form;
- group consultation form;
- registration sheet for individual correctional work;
- registration sheet for group correctional work;
- a sheet of correctional work (from the child’s development map);
- interim statistical reporting form;
- annual statistical reporting form.

A detailed description of the registration of the activities of an educational psychologist and documentation can be found in the book: “Organization and content of the activities of a special education psychologist” - M.: ARKTI, 2005.

As part of the Diagnostic Album for studying the characteristics of the development of cognitive activity in children of preschool and primary school age (AIRS-PRESS, 2005), which is part of the KIT, there are a number of classical and original methods described in separate guidelines for use. The Album contains more than 25 form techniques that can be used both individually and in groups.
The Diagnostic Album is a practical tool for studying the peculiarities of the formation of mental functions and processes in childhood. Diagnostic materials are the result of twenty years of practical work and have been tested on children with various types of developmental disabilities (dysontogenesis).
The sequence of use of materials proposed in the technology, from the point of view of the compilers, is optimal and generally reflects the sequence of conducting a psychological examination of a child. Of course, this set of materials is not self-sufficient and does not exclude the use by a specialist of any other diagnostic techniques in accordance with one or another research hypothesis.
The description of the techniques included in the album contains:
main purposes of use;

a brief description of the diagnostic material;

procedure;

analyzed indicators;

age-related features of the use of performance standards
age-related features of the use of performance standards.
Approximate age limits for the use of certain techniques were obtained from a survey of the child population of Moscow and the near Moscow region.

The Diagnostic Album includes techniques combined into blocks:
Block 1. Study of the characteristics of memory, attention and performance;

Block 2. Study of the characteristics of visual perception (visual gnosis);

Block 3. Study of non-verbal and verbal-logical thinking;

Block 4. Study of the formation of spatial representations;

Block 5. Understanding complex logical-grammatical speech structures.
The Diagnostic Album can be used independently of other materials in the Kit, including using a neuropsychological approach.

J. Raven's Colored Progressive Matrices (CPM) include 36 tasks that make up three series: A, Av, B (12 matrices in each series). The scale is designed to provide a reliable assessment of a subject's ability to think clearly when conditions are created for him to work quietly at his usual speed, without interruptions.
The test tasks appeal to three main mental processes - voluntary attention, holistic perception and “comprehension” as the main characteristic of cognitive activity. When developing the test, the principle of “progressiveness” was implemented, which consists in the fact that completing previous tasks and their series is, as it were, preparing the subject to perform subsequent ones. Training occurs in performing more difficult tasks. The test can be used both as a speed test (with a time limit for completing tasks) and as a performance test (without a time limit).
The subject’s total score on the scale is the total number of correctly solved tasks, provided that he worked in a calm environment, going through all the series sequentially from beginning to end. As the author of the test himself notes, only in this case can a quantitative assessment be used.
The age range for using the CPM is children aged 4 to 11 years.

The Vygotsky-Sakharov technique is intended to assess and study the level and characteristics of a child’s conceptual development - characteristics of the level of formation of abstract generalizations and classification of features of abstract objects. The possibility of combining visually represented abstract objects is revealed based on the identification of one or several leading features that are relevant for the child’s generalizing operations. The Set presents the author's version of the analysis of the procedure and results of implementation using the classic stimulus version. The material of the technique is 25 three-dimensional wooden figures, differing from each other in various ways: color, shape, size, height.
Age range of application. In the case of using the standard volumetric version (wooden colored figures), the technique can be used in working with children starting from 2.5–3 years of age. A visual-figurative version of the technique can be used for children starting from 3.5–4 years old. A visual version of the technique is given in the Diagnostic Album.

The main purpose of using the “Subject Classification” methodology is to study the processes of generalization and abstraction, assess their specificity, level of formation, and current level of development of the child’s conceptual thinking as a whole.

The subject classification consists of three series, focused on working with children of different ages:
1st series: for children 3 – 5 years old;

2nd series: for children 5 – 8 years old;

3rd series (classic version of the classification) for children starting from 8.5–9 years of age.
Episodes 1 and 2 are the author's modification of N.Ya. Semago.
Accordingly, the stimulus materials consist of 25 color images (1 series); 32 color images (2 series); 70 color and black and white images (3 series).
The purpose of the Methodology of Indirect Memorization (according to A.N. Leontiev) is to study the possibility of using an external means for memorization tasks, the amount of material memorized indirectly. Study of the characteristics of a child’s mental activity. For working with children, the most used is the so-called 4th series of methods tested by A.N. Leontyev. The ability to indirectly remember, reflecting a certain level of development of higher forms of memory, is at the same time an essential characteristic of intellectual activity in general and can serve as one of the criteria for a child’s mastery of voluntary activities.
The Kit uses the full standard version of the 4th series (30 pictures) in the form in which it was tested in the laboratory of experimental pathopsychology of the Institute of Psychiatry of the Ministry of Health of the RSFSR. Practice has shown that the use of images unfamiliar to modern children (pen feathers, inkwells and some others) allows one to obtain additional information about the specifics of cognitive strategies and the characteristics of a child’s visual perception.
Age range of application. The technique can be used for children from 4.5 to 8 years of age. For children over 8–9 years old who are proficient in visual arts, it is more logical to use the Pictogram technique for the same purposes.

Methodology V.M. Kogan's method is used to identify the parameters of attention: maintaining attention, distributing it according to one, two or three signs at the same time, switching attention. The technique also allows us to identify features of performance and other dynamic characteristics of mental activity.
With a qualitative analysis and assessment of the results of implementing the methodology, it is possible to assess motivational characteristics, retention of instructions, the possibility of programming the order of actions, the presence of a factor of activity inertia and satiation.
In general, it can be noted that the technique of V.M. Kogan is one of the most multifaceted and interesting in terms of the possibilities of psychological interpretation of the results. The Diagnostic Kit uses the 5x5 option. The stimulus materials include a set of cards (25 pieces) with multi-colored planar images of geometric shapes (5 colors, 5 simple regular geometric shapes), a table with lined cells, where 5 colored zigzags are applied vertically on the left, and 5 corresponding shapes horizontally.
Age range of application. In the proposed version, the methodology is focused on working with children aged 4.5 to 8.5–9 years.

The main goal of the Elimination of Items (4th extra) method is to study the level of formation of generalization, conceptual development and the possibility of isolating essential, meaning-forming features, identifying features of cognitive style. The data obtained make it possible to judge the level of generalization and abstraction processes, the ability (or, accordingly, impossibility) to identify the essential features of objects or phenomena. The use of the methodology places high demands on logical validity, correctness of generalizations, rigor and clarity of formulations.
The “Exclusion of Objects” technique presents rigidly and specifically structured material, where tasks are structured in a logic that corresponds to the ontogenesis of children's concepts.
The advantage of the proposed assessment system is that each choice of a child assigned to one category or another makes it possible to determine both the level of conceptual development in general and to identify specific features of conceptual development.
The stimulus materials of the method are divided into 5 series (4 tasks in each series). Each series is more complex in relation to the previous series in the sense of isolating certain essential, meaning-forming features, and developing the level of abstraction.
Age range of use. This modification of the technique is used for children from 3–3.5 to 13–14 years of age.

The main goal of the Braid Cubes technique is to determine the level of formation of constructive spatial thinking, the possibilities of spatial analysis and synthesis, and constructive praxis.
The use of this technique allows us to identify problems in the formation of spatial representations. The technique is a kind of key in the study of the cognitive component of cognitive activity.
The technique can also be used to study the level of aspirations. For this purpose, test patterns are not numbered. In the Kit they are bound into an album of test patterns.
The Set includes a set of four-color cubes (9 pieces), an album of colored patterns (12 patterns), arranged in order of difficulty.
Age range of use - 3.5 - 9-10 years of age.

The “Establishing a sequence of events” technique is focused on studying the characteristics of a child’s mental activity, the possibility of establishing cause-and-effect and spatio-temporal relationships, and analyzing the child’s speech development. The technique represents a set of four original plot sequences that have not previously been used in diagnostic practice. Each episode is a more complicated version of this sequence. The complexity of each sequence lies both in the number of pictures (from 3 to 6 images in a series), and in the spatial structure of the plot, the need to understand the subtext, and the comic nature of the situation.
Age range of application. The corresponding series of pictures are intended for working with children from 3.5–4 to 7–8 years of age.

The Hand test (modification for children under 12 years old) is a projective technique for studying personality. In contrast to the classic analysis of test results obtained for adolescents and adults, the kit presents an analysis of results by category typical for children under 12 years of age. The technique is on a par with the Rorschach test and TAT. It occupies an intermediate position in the degree of uncertainty of the stimulus material (pictures of hands are less uncertain stimuli than Rorschach blots, since his hand is an object that exists in the real world.
The stimulus material consists of 10 cards, following each other in a certain order. Nine of them contain contour images of the hand in different positions. The tenth card is empty.
Age range of application. In this interpretation, the technique can be used for children from 4 - 4.5 to 11–12 years of age. For children over 11 - 12 years old, it is recommended to use the interpretation and implementation of the technique itself in its classic version, which is presented in the adaptation of the test by T.N. Kurbatova.

The purpose of using the author’s methodology is Contour C.A.T.–N. is to help in understanding the existing relationships between the child and the people around him in the most important or traumatic life situations for the child. the technique can be useful for determining the dynamic factors that determine a child’s reactions in a group, at school or kindergarten, or at home. Such a projective technique can facilitate the conduct of long-term (longitudinal) “tracking” studies concerning child development. At a certain frequency, it is possible to obtain important information about the development and the child’s method of solving certain psychological problems. The technique can be used regardless of cultural differences and the level of social development of the child. The stimulus material consists of 8 contour images on a plain pale green background, presented in a certain order. The images are numbered sequentially.
Age range of use. The technique is aimed at examining children from 3–3.5 to 11–12 years of age.

The “Emotional Faces” technique is the author’s technique of N.Ya. Semago. Its use makes it possible to assess the adequacy of recognition of an emotional state, the accuracy and quality of this recognition (subtle emotional differentiation), and the possibility of correlation with the child’s personal experiences. Indirectly, when working with the technique, it is possible to assess interpersonal relationships, including identifying contrasting emotional “zones” in communication with children or adults. Two series of images of emotional facial expression are used as stimulus material: contour faces (1st series - 3 images), images of real emotional expressions of children's faces (2nd series: 14 images of boys and girls)
Age range of application. The technique is used to work with children from 3 to 11-12 years of age.

The “SOMOR” technique is the author’s modification of N.Ya. Semago method of R. Gilles. With its help, you can evaluate the child’s subjective ideas about his relationships with surrounding adults and children, about himself and his place in the system of social interactions that are significant for the child. The technique can be used to assess the effectiveness of group psychocorrectional work with children with communication problems and characteristics of affective-emotional development. The stimulus material of the method consists of 8 schematic images made on textured or plain cardboard of pale green color and an approximate list of questions. The images are made schematically to facilitate the identification process and greater “freedom” of the child’s answers and choices. Of course, the child’s level of development must be sufficient to understand the conventions of the images and the task itself.
Age range of use. The technique is intended for studying children aged 4 to 10–11 years of age.

The color relationship test (CRT) is a diagnostic method designed to study the emotional components of a person’s relationship with people who are significant to him, including himself, and reflecting both conscious and partially unconscious levels of these relationships. The use of the CTO technique is based on the assumption that the characteristics of non-verbal components of relationships towards significant others and oneself are reflected in color associations to them. This makes it possible to identify fairly deep, including unconscious, components of relationships, while “bypassing” the protective mechanisms of the verbal system of consciousness. It is shown that associations with flowers really reflect children’s attitudes toward people and concepts that are significant to them. The CTO uses a set of color stimuli similar in color gamut and saturation to M. Luscher’s 8-color test. At the same time, the proposed set is convenient to use in children's practice, since it is adapted in size to the options for simultaneous visual perception of preschool and, especially, school-age children.
Age range of application. CTO as a method for studying relationships is applicable in working with children starting from 4.5–5 years of age. The upper age limit has not been determined.

Semago diagnostic kit for working in a sensory room. Designed for testing and diagnostics of children aged 2.5 to 12 years.

Practicing psychologists can use the methodological developments included in the Kit in order to examine children from a neuropsychological point of view. The methods listed below give the psychologist the opportunity to comprehensively assess the mental development of each child. These methods are very effective, considering the fact that they require very little time and effort to use. Let us reveal in detail the composition of the Kit.

The Semago diagnostic kit includes:

Methodical manual

Describes in detail the areas of diagnostic work of a child psychologist, its techniques and principles. Additionally, the features of the analysis of the results of neuropsychological examination of children are revealed. The manual includes a description of research methods for preschoolers and primary schoolchildren (children from three to twelve years old).

Diagnostic album

The purpose of using this album is to study the cognitive activity of preschoolers and primary schoolchildren (ARKTI, 2014). It includes various techniques (both new and time-tested), a description of the use of each of which is in the methodological recommendations. The album includes over 25 methods of examining children. Psychologists use them both when working with one child and with a group of children.

Matrices by J. Raven

The full name of this technique is J. Raven's Color Progressive Matrices (CPM). In total, it consists of 36 tasks, combined into three groups: A, Av, B (each group includes 12 matrices). The described technique allows a child psychologist to adequately assess a child’s ability to think in the right direction. In this case, it is necessary to create comfortable conditions for the subject to work, without interruptions, at a speed acceptable to him.

Vygotsky-Sakharov technique

This technique is necessary when studying a child’s thinking in general and to identify his ability to make independent judgments in particular. With its help, the level of ability to abstractly generalize things, as well as classify them according to certain criteria, is revealed. To do this, several main features of an abstract concept are identified, on the basis of which the child can create a general picture-judgment. The kit also includes an example of a study analysis from the author. To carry out research using this method, you will need a set of 25 wooden figurines of various shapes. Visual material should differ from each other in color, shape, height and size.

"Subject classification"

The goal of a child psychologist when working according to the described method is to study the child’s ability to generalize and abstract, conceptual thinking and, in addition, to analyze their characteristics, as well as identify their level of development.

"Indirect Memorization"

The developer of this technique is A.N. Leontyev. His goal was to study the characteristics of a child’s mental activity. This reveals the level of the test subject’s ability to use third-party tools when memorizing the material. When studying children, child psychologists use the fourth series of techniques from all those that were personally used by A.N. Leontyev. The formation of higher forms of memory is expressed in the ability to memorize material indirectly. At the same time, this characteristic indicates the level of development of intelligence in general and can be used as a criterion when assessing how proficient a child is in voluntary activities.

Methodology V.M. Kogan

This technique is used to assess the level of development of attention. With its help, a psychologist can assess a child’s ability to maintain attention, to distribute it between several things, as well as the ability to switch it. In addition, the described method is able to determine the child’s level of performance, as well as the characteristics of some other psychological characteristics.

"Excluding Items"

The goal of a child psychologist when working with this technique is to identify the level of development of the ability to generalize, conceptual judgment, to identify the main semantic features of various objects, as well as to study the cognitive characteristics of the child. Based on the results obtained, the psychologist can draw a conclusion about the level of development of these processes, about the child’s ability (or inability) to isolate the main features of various objects or abstract phenomena. This technique is quite complex because it requires clarity and logic in generalizations and formulations.

"Cubes of Kos"

Using this technique, a child psychologist can draw a conclusion about the development of a child’s spatial thinking, as well as his ability to perform spatial analysis and synthesis, and to carry out a sequence of actions according to a developed plan.

"Establishing the Sequence of Events"

The described method allows us to study the mental activity of children; with its help you can establish connections such as cause-effect, as well as space-time. The level of speech development can also be analyzed using this technique. It includes four never-before-used story sequences. Each subsequent episode is always a more complex variation of the previous group of plots. Each series consists of 3-6 images. Their number increases, and the spatial structure becomes more complex from series to series. That is, the child needs to understand the subtext and features of the situation described with the help of pictures.

Test Hand

In the Kit, this personality test is presented in a modification for subjects under 12 years of age, that is, the child’s personality is examined based on characteristics characteristic of this age. The described technique is similar to the Rorschach test and TAT, however, the stimulus material of this test is not so vague, since the test uses pictures with images of hands. Compared to Rorschach blots, hands are a real object.

Contour S.A.T. – N.

This technique is the author’s and is designed to help understand the child’s relationships with those around him. At the same time, the most significant or stressful situations in life for the subject are analyzed. The method helps to analyze the characteristics of a child’s behavior at home, when communicating with friends at school, kindergarten, or on the street. Using this method, it is possible to conduct long-term studies of the child’s developmental characteristics and at the same time obtain the necessary knowledge about the child’s level of development, as well as how he solves certain problems. The level of the subject's behavior in society, as well as cultural differences, are not an obstacle to research using this technique. In his work, a child psychologist uses eight numbered images on a pale green background, which he displays in the right order.

"Emotional Faces"

The author of this technique is N.Ya. Semago. With its help, the psychologist gets the opportunity to assess the emotional state of the child and understand his experiences. When using the described technique, the psychologist can indirectly obtain data about the relationship of the subject with the people around him. The stimulus material consists of two sets of pictures depicting faces expressing emotions. The first set contains 3 images of contour faces, the second - 14 images of children's faces expressing any real emotions.

Methodology "SOMOR"

This technique is based on the technique of R. Gilles, revised by N.Ya. Semago. This author’s modification allows us to assess the child’s awareness of his own relationships with peers and adults, awareness of himself and his place in society. If a group of children has difficulties with communication and emotional control, then the SOMOR method can be used as an assessment material for understanding the effectiveness of correctional work carried out with children. The stimulus material for this method is represented by eight images, which are printed schematically on cardboard cards with a pale green background, as well as a number of approximate questions. Sketchy images are an indispensable condition, since it provides the child with the opportunity to answer questions much more freely, and also makes it easier for the child to recognize the subject. In this case, it is also necessary to take into account the child’s developmental level, since he must understand both the task itself and the schematic images.

Color Relationship Test (CRT)

This technique is diagnostic and was developed with the aim of analyzing the emotional component of the subject’s attitude towards people important to him, himself, as well as to identify the conscious and unconscious levels of the relationships being studied. There is a theory that says that the non-verbal components of relationships with the people around him and his “I” can be expressed with the help of color associations. This technique, based on this assumption, allows you to “pull out” such components of relationships that are deep in the subconscious and are not realized by the subject, since there are so-called defense mechanisms in consciousness. The described technique allows you to determine the hidden features of relationships, bypassing this barrier. The color relationship test uses a set of eight colors that are close in gamut to the colors from the Luscher test. However, the set of colors according to the CTO is more convenient for visual perception by preschoolers and primary schoolchildren.