observation in education. Child observation sheet during the stay Analysis of the results of observation of the child

Observations in kindergarten

In the process of observation, the educator asks questions, offers to carefully examine the objects of observation, compare them with each other, and shows the relationship between various natural phenomena. Observations are accompanied by accurate explanations of the educator of what the children see at this moment, the more concrete and brighter the child’s ideas about the object of observation remain, the easier it will be for him to subsequently apply the acquired knowledge in practice. It is important that there is a dialogue with children - when children not only listen, but also discuss what they see aloud, knowledge is more firmly fixed in their minds.

Observation is an inexhaustible storehouse of aesthetic impressions that have a beneficial effect on the emotional state of children.Observations in kindergarten must be used systematically in order to teach children to look closely and notice all the features, thereby developing their powers of observation and, consequently, solving the problems of intellectual education.

A walk in the kindergarten is great for conducting observation. The teacher draws the attention of children to the appearance of grass and flowers on the ground, leaves on a tree, introduces them to insects, birds, arranges various games using sand, water, twigs, leaves. Can arrangeobservations in kindergarten in a flower garden or on a plot of land allotted for a garden, where children can take part in planting and harvesting, sowing flowers, in intermediate work - watering, loosening the ground, collecting seeds, cutting dry branches and leaves. For children of older groups, you can organize duty on the site.

For reliable assimilation and consolidation of knowledge by children, it is necessary to distribute the entire volume evenly over several classes. To the organizationobservations in kindergarten the teacher must prepare in advance - choose the time, place and object of observation, taking into account the number of children, their age and the possibility of a relationship with previous observations.

There are different types of observations. During short-term observations organized to develop knowledge about the variety of properties and qualities of natural objects, children will learn to distinguish the size, shape, color and nature of the surface, while observing animals - the manner of movement, the sounds they make.

For middle-aged and older children organize longerobservations in kindergarten aimed at obtaining knowledge about natural changes during the year, about the growth and development of flora and fauna. In the process of these observations, children are already asked to compare the observed state with what they have seen before.

A more complex type of observation presupposes that children already have certain knowledge, the ability to analyze and compare what they see, and to draw simple conclusions. In the process of this observation, children determine, for example, by the color of the fruit - whether it is ripe or not, by the tracks - who drove or passed.

Children of the senior and preparatory groups are invited to reflect the results of observation in the calendar of nature, where they can draw seasonal changes in nature, in the animal and plant world, and reflect the participation of people in the world around them.

Depending on the purpose, content and objectives of the lesson, forobservations in kindergarten individual, group (4-6 people) and frontal (the whole group) forms of organization are used. Observations are episodic, long-term and generalizing.

Preparation for observation in kindergarten includes:

Determination of the place of observation based on the knowledge, skills and abilities that children have, corresponding to the program;

The choice of the object of observation. Here it is important to take into account not only the interest and enthusiasm of children, but also their ability to perceive the material provided;

Preparing an object for observation.

Preparation of everything necessary for observation: if plants are observed, then a magnifying glass may be needed, if an animal - food, water, dishes, brushes for caring for animals.

It is necessary to think over organizational issues - lighting, placement of children, the possibility of unhindered and convenient viewing and approach to the object.

Each educator has an individual approach to the organizationobservations in kindergarten , but there are some general requirements for its implementation, which he adheres to.

Observations should be cognitive in nature, forcing children to think, remember, compare and look for answers to questions. Observations should cover a small circle of knowledge so as not to overload children. Each next observation should provide new knowledge, be interconnected with the previous one and expand existing knowledge.

Observations should contribute to the active intellectual and speech development of children. For thisobservations in kindergarten should be carried out systematically and be of interest to children. Before observation, in order to arouse the interest of children, you can tell or read something about the object of observation for general information. The results of observation need to be clarified, generalized, systematized, consolidated, so that the child has a certain idea of ​​​​the object of observation.

It is important that children behave freely during the observation process. Turning observation into a game, when children experience pleasure from this, the educator combines the useful with the pleasant for the children.

"Insects"
Target:
Formation of children's ability to establish links between weather conditions and the life of insects.
Developing an interest in observing insects.
Activation of children's vocabulary: hibernation.

Observation course.
- Children, what insects do you know?
- What is the body of animals covered with? What about insects?
- What insects did you see in the summer? And in autumn?
Why are there fewer insects in autumn?
- Why do you think insects disappeared?
- Where could they hide for the winter?

The teacher invites the children to look carefully and think about where insects could hide. Explain to the children that insects hibernate. But in the spring it will only get warmer, the sun will bake and they will wake up.

Which of the insects "fall asleep first"? (those that feed on pollen) And mosquitoes, flies and ants fall into a state of rest later - with the onset of severe frosts.

But the life of birds is closely connected with insects, because for many birds they are the main food. (What do geese, swallows, rooks eat?) Birds migrate in autumn. Along with birds, many insects fly to warmer climes: dragonflies, some types of butterflies, ladybugs.

Logic task "Autumn"
“It was early autumn. Once a small insect with transparent greenish wings and golden eyes flew into the room.
- This is a dragonfly, - the children learned, - it is a useful insect.
- And that's why she flew into the room? And what shall I do? the teacher asked.

Conclusion: In autumn, insects look for a place to winter. So dragonflies accidentally flew into the room. Those children who suggested not to touch her said correctly - let her find shelter herself.

Basics of labor activity: Putting in order the land area of ​​the garden and flower garden.
Purpose: to foster interest in helping adults.
Equipment: rake, stretcher.

"Pets"
Target:
Consolidation of children's knowledge about such pets as a cat, dog, horse.
Cultivate a caring attitude towards them.
Activation of children's vocabulary: cat, cat, kitten; dog, dog, puppy; horse, horse, foal.

Observation course.
On almost every walk, children meet pets. Tell about the habits of these animals, about the benefits.

Cat

She has a beautiful soft fur and a fluffy tail. There are 2 constantly alert ears on the head: after all, the cat hears the slightest rustle. Large eyes see well in the dark. On the fingers of short paws are soft pads, in which sharp claws are hidden. The cat walks inaudibly, cautiously creeps up. Draw the attention of children to how quickly and beautifully a cat runs, how deftly it climbs a tree or a roof, releasing its claws. Ask who has a cat at home, what is her name, what color is her coat, what is she fed. A cat, like every animal, loves affection. If you treat her well, she becomes attached to the house and people. The cat is useful: it catches mice.

Signs:

If a cat washes, licks its paw - to clear, hot weather, shakes its muzzle - to bad weather, hides its face - to cold, lies belly up with its tail thrown back - to warmth, scrapes the floor and table leg - to wind and blizzard, drinks a lot of water - to bad weather, fast asleep - to warmth.

Dog

She is very attached to her master, obeys his orders, understands when her name is called. Dogs guard the house, harness them to sledges in the north and travel long distances, they help the border guards guard the borders of our Motherland. During the war, dogs helped orderlies. There are dogs - bloodhounds.

Dogs have a well-developed sense of smell and hearing. If the owner of the dog is in danger, she will save him. No wonder they say that a dog is a man's best friend.
During conversations, invite the children to remember what they have heard about animals from books and adult stories, seen in movies or on TV.

Signs:

If the dog intensively digs the ground or climbed into the water or eats grass - to rain; rolls on the ground in summer, eats little and sleeps a lot - to bad weather, in winter - to a blizzard; stretches on the ground, legs spread, belly up - to warmth; lies curled up - to the cold; the deaf barking of dogs in winter - to the snow.

Horse

Consider the appearance, pay attention to how strong it is: it carries heavy loads. Horses are very agile: they can go down steep mountains, pass through narrow dangerous paths. The horse is attached to the person. She will never leave her master in trouble. In autumn, pets are transferred to warm rooms.

Signs:

The horse snores - to bad weather; lies on the ground in summer - to wet weather; snorts - to warmth, shakes his head and throws it up - to rain; in summer it beats with its back foot - to warming or bad weather, in winter - to snow.

Basics of labor activity: Putting in order flower beds on the site, collecting seeds, cleaning dry grass, leaves.

Purpose: development of diligence, desire to help adults.

Equipment: buckets, paper boxes and bags, garden rakes.

Inna Osipenko
Pedagogical observations in kindergarten

Methodology of conducting pedagogical observations.

EDUCATORS ARE RIGHT IN THE STATEMENT THAT IS CONSTANTLY OBSERVING FOR CHILDREN NATURALLY. HOWEVER, ONLY A SYSTEMATIC APPROACH TO OBSERVATION AND REGISTRATION OF OBSERVED FACT FACT HELPS TO ENSURE THE FOCUS AND COMPLETENESS OF THE DATA OBTAINED.

Observation for children in their natural environment - at home, in a group, on the site children's Sada is one of the methods, the usefulness of which has been proven by practice.

What's happened observation? OBSERVATION IS A PROCESS OF COLLECTING ACCURATE AND OBJECTIVE INFORMATION ABOUT A CHILD'S BEHAVIOR AND LEARNING WHILE THEY WORK OR PLAY ALONE OR TOGETHER WITH OTHERS. In all preschool textbooks pedagogy observation is interpreted as the main way to collect information for the implementation pedagogical assessment of the current state and prospects for the development of a preschool child.

Fixation observations is the process of documenting observable.

Observation can be disabled and enabled. During the suspended observations adults try not to interfere in the actions of the child, even if it is a conflict (of course, if it does not go beyond and does not threaten health and life). Included observation allows the possibility of joint play, questions, tasks for the child by an adult. The first gives an understanding of the level of current development, the second - allows you to identify the zone of proximal development

At the core observations for children - respect for the uniqueness and integrity of the child's personality, understanding and acceptance of his individual characteristics, recognition of his right to independent actions, even if they lead to mistakes.

ROLE OBSERVER REQUIRES FROM THE EDUCER, SPECIALIST TO ALLOCATE TIME FOR THIS AND TO HAVE APPROPRIATE RECORDING TOOLS.

However, care must be taken to record observed actions avoiding subjective interpretations and labeling. objective observation does not allow recording what the caregiver thinks or feels about what happened. It should include only what is done or said.

objective observation- is the actual statement: "Dima took the cube and threw it at Masha", “Polina spent time on the site, sitting on a bench under a tree”.

subjective observations are labels, personal judgments or information that is out of context, For example: "Dima is aggressive", or "Marina is lazy".

To ensure objectivity observation should be detailed and descriptive, containing as much information as possible. For example, the entry episode: "Grisha decided to build from cubes in the construction center" gives information about Grisha's choice of a place to work and the material with which he works.

But does not provide as much information as a more complete, objective, detailed record observations:

“As soon as Grisha joined the group, he announced to Misha and Sonya that he wanted to build the largest house in the city, and invited them to join him. They used all available building materials and built a house with seven rooms. Grisha asked me to draw a sign for this house. I made a sign for them "the biggest house", and he copied the words on yellow paper. Grisha stayed in the construction center for 50 minutes.”

This entry gives the following information:

Grisha decided to make a house, and he thought about what he wanted to build even before he came to kindergarten.

Grisha invited other children.

He shared his ideas with them.

He expanded the scope of his game to include writing skills.

He was absorbed in his occupation for a long time.

Observation and a detailed description of Grisha's behavior did not take much of the teacher's time. By reviewing this recording during planning, the caregiver will be able to encourage and expand the interest shown by the child, support his actions.

For example, next time he will prepare the signs with inscriptions in advance and invite Grisha to copy them. Besides, the teacher will what to tell Grisha's parents in the evening

should be described with great care observed facts, as far as possible, without subjective interpretations and "shortcuts". This provides observation reliability and credibility.

RELIABILITY - cleaned (free from subjective coloration) record of facts; repeated repetition of the same reactions (actions, ways) in various situations. For example:

“09.10.16. Dima chose the most difficult task, enthusiastically began to work, found the numbers, picked up the right markers, painted over the tail of the rooster. Lost interest after 3 minutes. I was distracted by Masha's work. I haven't finished my work."

“10/17/16. Dima said that he would make a high tower of bricks. He laid 3 bricks on top of each other and began to help Kiryusha build the road.

“10/19/16. Dima began to wipe the leaves of the begonia. After wiping the top two leaves, I switched to looking at the fish in the aquarium.

“10/23/16. While dressing for a walk, he put on socks and boots, then began sorting out the toys in his locker with Sasha.

Such facts can be considered reliable. If, instead of describing facts, we saw records like so: "Dima is an inattentive, restless boy" or “Dima doesn’t know how to bring things to the end”, these would be value judgments.

REFLECTION AND INTERPRETATION OF WHAT IS SEEN - analysis of the collected facts, alignment of causes and effects in a logical sequence, understanding the essence of what is happening.

For example, a child lagging behind in one of the parameters is not a reason for panic. You need to look at the big picture.

Conclusions - a generalized, agreed point of view about the situation in the development of the child, based on reliable facts. In order for the conclusions about the situation in the development of the child, about his individual characteristics and development prospects to be objective, hasty generalizations should be avoided. It is better to have many hypotheses, many points of view, than one unquestioned one. To draw conclusions, you need to document the facts, not generalizations, discuss the facts with colleagues, parents, specialists and (if you need to clarify something, then with the child.

Achievements - facts indicating positive changes in the development of the child, subjectively and objectively significant assessment of the results of the child's advancement in a particular type of activity, the optimal ratio between the expectations of surrounding adults and the personal results of the child.

Thus the process observations must be purposeful, constant, objective, integrated, reflective, descriptive and credible.

IT IS IMPORTANT TO REMEMBER THAT OBSERVATIONS:

Both the process and the result are valued;

Information is collected and recorded in a variety of situations and contexts;

It is important to focus primarily on identifying the strengths of each child, rather than their failures;

Consistent results are entered into the scales observations with supporting facts;

The analysis of children's behavior is the basis for accepted pedagogical decisions.

Forms of fixation pedagogical observations and other ways of collecting information

Narrative or diary notes.

These are most often records of impressions of group and individual activities that are made at the end of each day. They tend to be somewhat subjective and often capture a passing impression or mood. They are useful for keeping track of some of the successes and failures among the day's events. For example, “The game of hide-and-seek didn’t work out today. The children were tired and quickly lost interest in her. The children liked the walk to the pond much more, they are eager to see how the frogs hatch from the eggs. Misha today showed particular interest in the current water: using a magnifying glass, he looked at the water, trying to figure out what was at the bottom of the pond. He did not want to return to kindergarten, and I had to be reminded three times that the time of the walk was coming to an end.

Map observations.

The map provides a basis for the systematic collection of data regarding the development of the child in various areas.

The map defines and structures specific behaviors to be observation, usually it lists the skills in the order in which they are formed. The map may include categories such as motor development (fine and gross movements, active speech and speech comprehension, intellectual, social-emotional and self-care skills). The maps provide information about what the child can and cannot do in each of the areas of development.

Cards observations can provide information about which activity centers children choose and which materials they use most frequently. Educators use this information when setting goals and planning pedagogical actions for the advancement of the child. They are useful, for example, to encourage children who spend most of their time in an art center to explore a variety of materials, as well as to try their hand at other centers. Educators can HELP children make this transition by organizing their favorite activity in another part of the group room, such as painting clouds and sky for a castle built with boxes and modules at the Building Center or painting snowflakes and frozen trees at the Science Center.

Counting frequencies and time intervals.

This type of record helps the caregiver keep track of how often particular behaviors occur. The calculation is carried out in relation to a certain time: “Today, during a walk, Roma hit another child five times”, or the duration of a certain behavior is fixed, or actions: “When Tonya was brought to the group, she cried for eighteen minutes”. This kind of records observations invaluable in situations where you need to confirm or disprove any hypothesis.

Portfolio.

A portfolio is a selection of materials (drawings, stories dictated by a child to a teacher, the results of attempts to write or copy words and numbers, cards chosen by him with completed G: including unfinished) tasks, speech patterns, i.e., a transcription of the words and expressions of the child, with the help of which he tries to express his thoughts and considerations; photos. These and similar materials give an idea of ​​the child's skills in using knowledge, skills and abilities in natural conditions.

GENERAL OBJECTIVES OF COMPILATION PORTFOLIO:

Illustration of personally significant events in a child's life;

Activating the participation of parents and the child in documentation (historiography);

Providing facts for multilateral evaluation;

Providing all those who make decisions regarding training with the necessary information about its progress;

Involving children in understanding their individual characteristics, in the analysis and evaluation of their achievements and prospects.

The portfolio is used as an additional source of information for the analysis and assessment of the current situation and prospects in the development of the child.

The effectiveness and reliability of this method of collecting information depends on the experience of adults, since the headings and content of the portfolio are entirely determined by the teacher and parents.

Parents begin to design a portfolio - they purchase a folder, select photos. Parents fill it with information about the family and home life, about the interests and home hobbies of the child, about the relationship of the child with relatives, her neighbors, about his dreams and preferences.

Contribution of educators - records observations, report sheets of the progress of the child in a particular subject area, texts and statements and stories, drawings, completed assignments and other evidence of his active educational and creative activity in the group. Educators are more specific and rational in their assessment, more skeptical and stingy, often limited observations in certain areas of knowledge embedded in educational programs.

Parents are more emotional, versatile and sincere, at the same time subjective, their judgments are sometimes erroneous. Often, the point of view of the same characteristics of the child among educators and parents differs significantly and, what is even more unpleasant, educators do not notice, do not comprehend and do not use the information about the child provided to them by the parents.

Portfolio sections are formed creatively. In every kindergarten and even in separate groups children's garden, they can be different. There are no unified requirements for the aesthetic design of the portfolio, just as there are no reasons for making claims regarding the quantity and quality of information. Everything together depends entirely on the interest and desire of adults to collect material evidence of the growth and maturation of the child.

The child can independently select their work for the portfolio (drawings, collages, photographs, etc.) Children like to look at the work on their own or with the teacher. Going through them, the children remember when they did this or that work, talk about what it means to them.

Ø Before proceeding to direct observation of the child, it is necessary to establish contact with the caregivers and the assistant teacher of the group. For the duration of the practice, the psychologist becomes part (albeit independent) of the adult composition of the group.

Ø Relationships with adults should be business-like but emotionally warm. It is better to coordinate your actions in advance with the actions of the educator, thereby preventing misunderstanding and all sorts of misunderstandings, but it is not at all necessary to communicate the true purpose of the study (what will be the subject and who will be the object of observation).

Ø Focusing on mutual understanding in relations with educators, it is necessary to maintain their own independence and autonomy. The task of the psychologist does not include identification with educators. Support and understanding of educators and their assistant are needed in order to organically "fit" into the natural environment of the group and thereby minimize the influence of their presence on the observed process.

Ø At the time of observation, the task of the psychologist is to maintain a neutral position, in no way influencing the ongoing events with his actions and words. The intervention of a psychologist is possible only if there is a threat to the health and life of children.

Ø It is possible that on the first day of observation, children will have numerous questions to the psychologist about what he is doing, as well as requests or offers to play with them. Do not give children lengthy and confusing explanations for such questions, rather briefly, but firmly answer that at the moment you are working and therefore cannot play. If you promise your child to play with him at another time, indicate the exact place and time of the game (for example, “In the evening for a walk”) and be sure to fulfill your promise, otherwise the next observation may be thwarted by your deceived child.

Ø As a rule, if the psychologist managed to take the position of a neutral observer in the group the first time, the entire subsequent series of his observations will take place in a good working environment, and the attention of children to him will be minimal. It is necessary to note one more important point, it can be described as “observer conservatism” - the conservatism of clothes (it is better to refuse bright clothes and bright makeup for the time of observation), the immutability of behavior and manners, as well as the constancy of the workplace.

o Workplace. It is worthwhile to determine in advance the place of observation and coordinate your action with the educators. You need to choose a place to see and hear all the events well, but at the same time draw a minimum of attention to your person. It is better to fix the workplace with special attributes (table, chair), thereby defining your “working” position.

Ø Regardless of when and where surveillance is carried out, General requirements remain as follows:

1) the entire observed process is recorded (the use of technical means for recording is not excluded, but their use imposes a number of special requirements);

2) the exact time, conditions of observation and participants in the observed process must be indicated in the observation record;

3) observing one child and recording all his actions, statements and other manifestations, the observer also records the actions, statements and manifestations of other children and adults in interaction with which the observed child is. It is important to prevent the one-sided fixation of factors: it is necessary to fix not only the result of the interaction, but also the reasons that caused it;

4) try to be precise in the definition of observed facts - do not simplify or complicate what you see (be objective in writing). Record all the statements of the children verbatim, without changes, indicate intonations, pauses, tempo and other features of speech. Reflect emotional manifestations authentically.

Ø Conducting a series of observations for one child, it is better to organize observation under different conditions:

During the work of one and the other educator, possibly in the absence of both (for example, in a music or physical education class);

during various regime moments (during meals, in class, for a walk, in free activity, etc.).

Ø There is no need to rush to draw conclusions from 1-2 observations. It is necessary to take into account the influence of many factors and try to avoid situational distortions of the child's perception.

When observing, it is necessary to record and take into account the following aspects in the actions and activities of the child:

1. attitude child to others (children, adults);

2. manifestations general motor activity;

3. manifestations affective sphere;

4. features hand movements and reactions;

5. peculiarities speeches;

6. Availability spontaneous statements;

7. peculiarities performing actions;

8. positions child in joint activities with someone;

9. self-assessment child.

The best option for generalizing the results of observations will be their agreement with the data of other psychodiagnostic studies.

Example of an observation diary

It should be noted that the observation diary below is a sample of participant observation. Participant observation is a type of observation in which the researcher has the opportunity to directly interact with the child under study. This type of observation has its positive and negative aspects, the consideration of which is not included in our task. We invite you to independently evaluate the advantages and disadvantages of this type. Considering that both included and neutral forms of observation are possible for the study of young children, we nevertheless insist on a neutral one, in which the interaction of the researcher with the observed child is excluded.

CHILD OBSERVATION DIARY

The observation was carried out in the nursery group of the city kindergarten. Dasha's age at the beginning of the follow-up was 3 years 6 months.

February

The fact that I will need to watch Dasha, I learned from the head. Immediately after we met, Nadezhda Vasilievna suggested that I keep an eye on this girl and explained her decision to me by the fact that Dasha attends kindergarten most often and rarely gets sick. I really did not like the fact that they made a choice for me, so all the desire to monitor Dasha was gone. And we met Dasha as follows.

After our conversation with the principal, I went to the nursery group and just entered the locker room, when I suddenly saw a very beautiful little girl with big brown eyes in front of me. Her gaze made me forget about everything in the world. I remember that at that moment I had only one thought in my head: “Is Dasha really in front of me?” To my great regret, the charming girl with brown eyes was called Karina, and the teacher introduced me to Dasha. During my arrival, she dressed Dasha for a walk and, as soon as she found out about the purpose of my visit to them, she said to Dasha: “This aunt will be watching you. You agree?" Dasha nodded her head in the affirmative, and I was upset because I didn’t like Dasha at all.

Immersed in my feelings about this, I did not notice what was happening around, and was very surprised when I saw Dasha in front of me with small boots in her hands. She looked at me for a long time with her sky-blue eyes, and then quietly said: “Put on my boots.” At that moment, something happened in my soul. I immediately came to my senses, and I felt very ashamed that until recently I did not want to watch this cute child who is now holding my neck and stretching out a small leg so that I put on her the same small boot . Dasha's request dramatically changed my attitude towards Dasha herself, and at the same time brought back the vanished desire to observe.

Thus, quite pleased with each other, Dasha and I went for a walk. At the site, Dasha, along with other children, played on the veranda. She behaved very aggressively towards those children who did not obey her requirements. For example, if Dasha wanted to drive a car, she took it away from the boys by force. If Dasha wanted to play with a doll, she snatched it from the girls and, not paying attention to the crying and screaming of the children offended by her, continued to do what she pleased. By her behavior, she made me assume that she was the leader in her group. The following case can serve as an illustration of this hypothesis: Dasha gathered several girls and boys around her, scooped up snow in a bucket and fed it to all those present, without taking into account their wishes. Dasha herself did not eat snow.

When everyone returned to the group, I helped the teacher undress the children, and at that time I stopped watching Dasha. Imagine my surprise when I discovered that Dasha was not among the girls, and there was one more boy. Later, I realized that I mistook Dasha for a boy, as I imagined her in a dress and with ponytails, but in reality Dasha was in a T-shirt and shorts, and even with a short haircut.

It turned out that my image of Dasha did not match her real appearance, and as a result, I could not even recognize the child, whom I watched for almost an hour. This situation led me to think that many disappointments in people, misunderstanding and, perhaps, even conflicts are connected with the fact that we create a certain ideal image of the Other, set the framework for his portrait in the form of various attitudes, and then try to drive real people into them. living person, causing him to suffer and suffer. This situation is especially difficult for children who struggle to match the ideal image created by their parents or avoid such attitudes, while creating a tense atmosphere in the family.

A comment

In general, we can say that on the first day of observations, a fairly large amount of information about Dasha was received.

It turned out that she is the oldest in the group. Perhaps that is why Dasha is perceived in the group as a leader. Not only girls obey her, but also some boys.

In addition, already on the first day of observation, it turned out that Dasha is very aggressive. No one else from the whole group offends his friends with such composure as Dasha does, and here it is necessary to note the fact that Dasha herself is not offended in the group, and her antics are always forgiven.

It can be assumed that a certain attitude towards Dasha on the part of peers and adult members of the group contributed to the formation in Dasha of the idea that she is the best, strongest and most important in the group. The answer to the question of what causes this ratio will probably be found in the process of subsequent observations. Perhaps her self-esteem was also affected by the fact that she is the only child in the family, and therefore the most beloved and dear.

February

When I came to the group, I immediately saw Dasha with a phone in her hands. She dialed the number and then started talking to her mother. Dasha asked her mother to buy her ice cream, an apple and chocolate. Mom seemed to agree.

After the end of the conversation, she threw the phone on the floor, picked up the doll and put it to her chest. To the question: “What are you doing?”, she replied: “This is my daughter. I'm breastfeeding her." Further, Dasha said that she was alone with her mother and father. Previously, her mother breastfed her, but now she does not, because Dasha is already an adult and can be a mother herself.

Having finished her story, Dasha decided to take the doll in a different way, but because of Dasha's awkward movements, her daughter fell to the floor. And, although the doll was lying on its back, Dasha decided that her daughter had hurt her forehead and she was bleeding. Dasha could not explain the reason for choosing this particular place for the wound, and I did not ask her anymore. As soon as we wiped off the "blood", Dasha put her daughter to bed, and she sat down near her daughter's bed and began to read a book. What she said was very similar to a poem, but the content did not match the original text. It always seemed to me that Dasha in verse describes the pictures in the book. She then gave the book to me and asked me to read it aloud.

While reading, I deliberately made long pauses so that Dasha herself would recite poems and, as a result, it turned out that Dasha knows all the children's works of Agnia Barto by heart and can tell. This struck me, because the rest of the children still spoke very badly, some could not even utter a single word intelligibly.

After reading the book, Dasha suddenly noticed her abandoned phone under her chair, picked it up and started calling her mother again. This time the conversation was very different from the previous one. now Dasha saw that she was being watched. She asked her mother for ice cream, an apple and chocolate, and then suddenly burst into tears and in a groaning voice began to ask her mother for what she wanted. This action went on for quite some time, and as a result, my mother seemed to agree. Satisfied with herself, Dasha hung up.

I asked if she always does this when her mother refuses her something. Dasha nodded in the affirmative and picked up the doll from the bed and ran away.

At this time, Katya sat down on her chair and asked me to read a book to her. When Dasha saw the girl in her place, she quickly ran to us, sat on the edge of the chair next to Katya, and with an imperturbable look, clenching her teeth, slowly pushed the girl to the floor. She ignored my remark.

As soon as Katya left, Dasha jumped off the chair and, together with the doll, sat down at the table next to the boy who was playing with molds. I thought that Dasha would now demonstrate her skills in choosing the right hole for each mold in a circle specially made for this, but Dasha again surprised me. Instead of the actions I intended, she took a circle with holes in one hand, one of the molds in the other and began to hit the mold with all her might. To my question about what she was doing, Dasha replied: “I chop wood and meat in order to fire the stove and feed my daughter with meat.” When I asked where the meat came from, she said that a cow had recently been slaughtered. “Having chopped wood”, Dasha began to feed the “meat” to the doll.

At that time, I paid attention to the boy Vanya, who climbed a small wooden ladder nailed to the wall. I praised Vanya for not being afraid to climb so high, and then Dasha, hearing my words, threw the doll and shouted: “I can climb even higher.” She really climbed very high, striking me with her courage, but I did not praise her, but, on the contrary, asked her to get down. The procedure of climbing and jumping down the ladder did not last long. It ended immediately after Dasha found the ball and began to throw it in different directions.

Once the ball was caught by the boy Nikita, and Dasha, afraid that Nikita would take this ball away from her, pinched his leg hard. Nikita cried and gave Dasha the ball. I noticed similar aggression in Dasha in other situations, namely, when Dasha took away a cube from a playing girl and hit her on the head with a swing. The teacher made Dasha ask for forgiveness from the girl. Dasha was forced to apologize. She muttered very quietly through her teeth, "I won't do it again."

A comment

The second day of observation showed that Dasha has a well-developed speech, memory and ability to imitate. Not every child in the nursery will be able to recite a long poem by heart and expressively present its characters.

The need to be the center of attention is manifested in demonstrative behavior. Ignores all obstacles and prohibitions on the way to achieve their own goals.

In addition to the aggressiveness that is often observed in Dasha's actions, one can also notice such traits in her character as self-confidence, dominance, egocentrism.

February

Today I watched the process of dressing children and actively participated in it. I managed to notice that Dasha knows how to dress herself, but she loves to be helped.

In addition, Dasha is very restless and restless. It is very difficult for her to stay in one place for a long time, so while I was dressing other children, she rushed around the locker room and scattered the guys' clothes in different directions.

Then she sat down on a pipe extending from the battery and began to pose as a driver behind the wheel. When I noticed her, she invited me into her car, but I refused. Other guys, looking at Dasha's game, also wanted to become drivers and, together with her, sat on the pipe. Dasha did not like it, and she pushed the uninvited guests to the floor. I made a remark to her, but Dasha ignored him.

She climbed off the pipe and ran to her drawer, from where she took out a bag of waffles. Dasha ate two of them herself, and offered the rest to me. I just broke off one waffle, thanked Dasha and invited her to treat the other guys. Dasha initially resisted, but then she treated the children who were nearby. I was very pleased to see that Dasha did not take away, but gave, and at the same time was happy for others.

It is important to understand that a person's natural breathing is calm, measured and deep breathing with the stomach. However, under the pressure of the modern high-speed rhythm of life, a person accelerates so that it becomes literally “not to breathe”. In other words, a person begins to breathe quickly and shallowly, as if suffocating, and at the same time engage the chest. Such chest breathing is a sign of anxiety and often leads to the hypervenous syndrome, when the blood is oversaturated with oxygen, which is expressed in the opposite feeling: you feel like you don’t have enough oxygen, from which you begin to breathe even more intensively, thereby falling into a vicious circle of anxious breathing. .

Relaxation: theory and practice

Theory

Frequent, prolonged, intense emotional experiences cannot but affect our physical well-being. The same anxiety always manifests itself in the form of muscle tension, which, in turn, gives the brain a signal that it is time to worry. This vicious circle occurs because mind and body are inextricably linked. Being “educated” and “cultured” people, we suppress, but do not show (do not express, do not express) emotions, due to which the resulting muscle tension is not consumed, but accumulates, which leads to muscle clamps, spasms and symptoms of vegetovascular dystonia. Relax tense muscles, paradoxically, by means of a short but rather intense tension, which contributes to a better relaxation of the muscles, which is the essence of neuromuscular relaxation.

Big family: we live together

A big family is a real small state. Several generations meet under one roof every day. This is a place where you can find understanding and sympathy. But keeping the peace is not easy.
The main advantages of a large family: its members develop self-confidence, the ability to overcome difficulties, and emotional stability. Such a family feeds with positive energy, but in return it requires attention and strict adherence to general rules. It turns out that family ties are endless mutual obligations, in the sea of ​​which one can easily lose part of one's "I", as well as a good piece of personal space. A situation may arise when everyone in the family acts differently, hence quarrels and conflicts arise. To remedy the situation, you can convene a family council and discuss the rules of interaction with all family members. After a frank conversation, the reasons for quarrels most often disappear, the tension in the relationship subsides.

How naive were the ancient Greeks, in particular the philosopher Theophrastus, who in his treatise “Characteristics” said: “Tactlessness is the inability to choose the right moment for communication, which causes trouble to the interlocutor. A tactless person does not have malicious intent, but acts at the wrong time and at the wrong time.
Of course, one can assume that the neighbor Aunt Raya, who, congratulating you on your birthday, will not fail to mention that the years go by, and work is not a wolf, in fact, ingenuously wishes you to get married soon and forget about your career. You can also justify a young nephew who candidly compares your eyes under the glasses with the headlights of a brand new Volkswagen - his tactlessness is based on a lack of life experience. But in the modern world, there are many more people who deliberately throw a provocative phrase in order to enjoy your sharp reaction - embarrassment, irritation or aggression. For example, a “girlfriend” who, in the presence of a man who is clearly not indifferent to you, is interested in how your visit to the proctologist went. Or an employee, trying to set you up in front of her superiors, asks an “innocent” question about whether you managed to download the next episode of a fashion series - in the midst of a working day. They are none other than trolls. And if the behavior of Aunt Rai can be justified by a lack of education and innocence, then trolls, as a rule, have a completely different motivation.

Tatyana Shcherbakova
Supervision of children. Consultation for teachers

Observations for the child allows you to identify points of concern. Help teachers determine the need for immediate intervention in cases where the child experiences persistent difficulties in something. Their range can range from hearing problems to the need for additional attention, referral to specialists. They contribute to the ability to find ways to best solve problem situations. Observations allow educators learn to determine what kind of behavior can be expected from a child under certain conditions and by what means it is best to avoid negative reactions and consequences. Affordable observations to get the most adequate assessment of the situation in the development of the child. In addition, they allow you to harmonize the opinions of different adults who see the same child in different ways. Observation provides a variety of information to understand the strengths, characteristics, needs and needs of children, character, relationships with other people. Get the most adequate assessment of the situation in the development of the child, confirm the hypotheses put forward or refute them. Very often adults (not only parents and teachers) express concern that the child does not want "do important things", prefers to play the game. Observation for the actions of the child in the game allow see manifestation of learning skills assigned by the child knowledge. Get performance feedback (or inefficiency) own pedagogical actions a professional, objective and credible picture of a child's academic progress based on inclusion in the process observations and assessments of all team members

Observation is the basis for assessing the situation in the development of the child, which must:

Focus primarily on identifying the strengths of each child, rather than their failures. Contribute to the success of children and optimize the development process.

Emphasize the importance of positive dynamics in development.

To be a constant component of the learning process, to be a source of information, a hint on what and how to teach.

To be instantaneous, focused on all areas of development (socio-emotional, physical, cognitive-speech, artistic and aesthetic).

Include an active exchange of views between all team members ( teachers, parents, and, if possible, both, and children.

Be completely clear to parents.

Timely identify the real needs of children who need additional assistance.

Provide leaders with an understanding of how individual children and groups as a whole are progressing.

To ensure the comparability of the achievements of children involved in different educational programs.

Additional effects observations:

Observation is:

Checking and cultivating one's objectivity and insight,

Involving parents in the educational process, building a community,

Formation of the child's skill of introspection and self-esteem,

Formation in an educational institution of a culture of organizing training based on a systematic and systematic assessment of the achievements of each child.

results observations are recorded in a diary. Task teacher is in order to spend as little time as possible on the description itself, and that the information entered is reliable and useful. Therefore, we propose a diary form in which teacher only answers questions.

Diary observation of the child

Teachers___ Group___

Surname, name of the child___

Date of birth___ Age___

Days of the week Monday Tuesday Wednesday Thursday Friday

date observations

Mood in the morning, during the day

Who and what did you play with?

The child's relationship with children

Conflicts

In the classroom (specialist comments available)

The child's relationship with educators and professionals

How did you fall asleep

Problems for discussion, proposals to colleagues

DIARY EDUCATION CRIBBLE

From the list below, select often observed the child has behavioral disorders and write in the diary observations.

Aggressiveness Physical: breaks toys or buildings; tears books; pushes a peer, hits oncoming ones; biting, spitting.

Hidden: pinches others, says hurtful words when adults do not hear.

Verbal: swears, says offensive words, obscene words.

As a threat: swings, but does not strike; scares others.

In facial expressions: tightens lips; blushes; turns pale; clenches his fists.

As a response to limitation: resists when trying to keep from aggressive actions; obstacle stimulates aggressive behavior.

Self directed: pinching himself; asks to be hit again.

irascibility: In physical actions: unexpectedly for everyone throws toys, can break the allowance; spit.

In speech: may unexpectedly rudely answer, express obscenely.

Negativism: In physical actions: does the opposite, hardly joins the collective game.

Failures: Refuses even activities that are interesting for everyone.

Verbal: speaks often "Don't want", "I won't", "No".

demonstrativeness: IN movements: turns away; exaggerates movements in the classroom.

Like a state on your own state and behavior: seeks to attract attention to the detriment of the organization of classes; doing the opposite watching for the reactions of others.

Touchiness (emotional instability): As a reaction to let: Gets offended when you lose a game.

In facial expressions: displeased facial expression; cries.

Reaction to evaluation by others: painfully reacts to remarks; reacts painfully to a raised tone of voice.

Conflict Active or reactive: he provokes conflicts; responds with a conflict to the conflict actions of others.

Due to egocentrism: does not take into account the desires and interests of peers.

Like failure experience: joint activities; relationships.

Because of the difficulty switching A: Not inferior toy.

Emotional isolation: as centrifugal trends: when all the children are together, strive to retire.

Like emotional absorption: enters the room and immediately goes to the toys; busy with his own business and does not notice others.

Features of speech behavior: does not use speech as a means of communication; when he speaks, the speech is not addressed to the interlocutor.

Like pseudo deafness: does not fulfill the request, although he hears and understands the content of the requirement; does not respond to the transition from ordinary speech to whispered.

Features of the visual contact: avoids looking in the face of the interlocutor.

foolishness: Reaction to comment: responds with laughter to the remark of an adult, praise or censure does not have a significant change in the behavior of the child.

in physical activities and facial expressions: fooling around, imitating movements.

indecisiveness: In social relationship with others: avoids the situation of oral questioning in class, does not answer, although he knows the answer, refuses to play leading roles in games.

Manifestation in speech: uses words "Don't know", "May be", "Hard to say", the child does not answer the question, although he knows the correct answer.

In physical action: afraid to jump from a height.

Reaction to novelty: in a situation of novelty, the child shows inhibitory reactions; less variable behavior in a new situation than in a familiar one.

fears: Specific: fear of a vacuum cleaner, fear of a dog, fear of the dark, fear of gusts of wind.

Reaction to novelty: afraid to enter a new room.

Social: fear of new people in a new situation; fear of public speaking; fear of being alone.

Anxiety: IN facial expressions: wandering, detached look.

In speech: the child cannot explain the reasons for avoiding behavior, anxiety.

In move: suddenly shudders; walks carefully

In relationship with others: sleeps with parents; strive to be closer to adults.

stiffness: IN movements: moves stiffly.

In speech: stammers in speech.

Reaction to novelty: awkward in a new situation.

lethargy: In cognitive activity: doesn't know what to do.

In visual perception: looking around inactively

In speech: speaks too quietly; slowly.

Reaction time: the pace of action is slowed down; when performing actions on a signal, it is late.

egocentricity: How relevant to to myself A: believes that all candies, all toys are for him.

In relationships: imposes his game or desire on children.

In speech: often uses a pronoun "I".

Avoids mental efforts: Free activities: does not watch cartoons; does not listen to the story.

In organized classes: quickly gets tired of an age-appropriate mental task (for comparison, generalization, actions according to the model).

attention deficit: Concentration: looking around in class.

In speech: asks for the conditions for completing the task.

Motor disinhibition (hyperactivity): Planning features action: hastily plans his own actions.

Like excess pace and quantity action: the pace of action is accelerated; too many actions (a lot of unnecessary movements, etc.); operates before the agreed signal.

Length of content hyperactivity: gets up in the first half of the lesson.

Mastery Duration state: quickly aroused and slowly calmed down after a noisy game.

Speech disinhibition: Volume speeches: speaks too loudly, cannot speak with normal voice power.

Speech rate: fast, speech excitedly.

In social relationships: talks in class, despite the comments of an adult.

Failure to understand difficult words instructions: Confuses or skips a sequence of actions from an adult's verbal instructions.

Failure to understand simple words instructions: Focuses on a visual pattern of adult behavior or actions, rather than an explanation of the task.

Stuck: IN movements: Draws repeated elements.

In relationships and speeches: obsessive when communicating; attracts attention; repeats the same request.

On feelings and emotions: stuck on a grudge.

Like the difficulty of switching: Difficulty switching to another activity.

performance (mental): Gets tired quickly from a task that requires mental activity; gets tired when reading a book; gets tired on the first part of the organizational session.

performance (physical): Gets tired quickly on a walk; tired of physical activity; loses working capacity in the first part of the lesson; performance fluctuates throughout the day; alternating high and low performance.