The ability to monitor the dynamics of a child’s development. Preventive work of a psychologist at school
If pedagogy wants to educate a person in all respects,
then she must first of all get to know him in all respects...
- Konstantin Ushinsky
Monitoring- constant monitoring of any processes to assess their condition and development forecasts.
Purpose of monitoring: collection of data on the personal development of a preschooler at different age stages, followed by an objective determination of the individual path of the most favorable development of the child. (Asmolov “... to record the level of development of the child, so that teachers of preschool institutions and parents understand how to work with them further.”)
Forms of monitoring (methods):
child monitoring,
expert assessments,
criterion-oriented methods of non-test type,
criterion-based testing (in controversial situations, with the permission of parents and legal representatives).
Periodicity: 2 times per year.
Duration: 1 Week.
Individual card
monitoring the dynamics of personal development of a preschooler
An individual map of the dynamics of a preschooler’s personal development represents information about various areas of development of a preschool child and creates a holistic picture of his individuality. Analysis of information will make it possible to more accurately determine the future trajectory of the child’s education, develop natural inclinations and abilities, and promptly prevent possible problems.
The individual card contains several sections, each of which is filled out by specialists from the preschool institution. The results of psychological and pedagogical diagnostics and medical examination are entered into the card.
Structure of monitoring the dynamics of child development
Section No. 1: Individual chart for monitoring the dynamics of a preschooler’s personal development based on a study of medical indications. To be completed by a medical professional.
Section No. 2: Individual map of monitoring the dynamics of a preschooler’s personal development based on the study of cognitive processes, volitional qualities... To be filled out by a psychologist.
Section No. 3: Individual map for monitoring the dynamics of a preschooler’s personal development based on the study of speech development. To be completed by speech therapists.
Section No. 4: Individual map for monitoring the dynamics of a preschooler’s personal development based on the study of integrative qualities and the study of the effectiveness of mastering educational areas. To be completed by the teacher, physical education instructor and music director.
Conclusion: generalization of monitoring data, directions for individual work
Legend:
“+” corresponds to the age norm
“-” discrepancy with the age norm
“+/-” additional work required
“-/+” requires enhanced correction
Expected conclusions:
1. The dynamics of a child’s development correspond to the development indicators of a given age period
2. The dynamics of the child’s development do not correspond to development indicators for a given age period according to the following indicators ______________
________________________________________________________________
3. The specialized work of the following specialists is required: _______________________________________________________________________________________________
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Monitoring the dynamics of personal development of a preschooler Individual development map of the MKDOU BGO Central District of Children's Education - kindergarten No. 19 Educators: Yuryeva E.A. Denisyuk G.S.
Monitoring is the constant observation of any processes to assess their condition and development forecasts. The purpose of monitoring: collecting data on the personal development of a preschooler at different age stages, followed by an objective determination of the individual path of the most favorable development of the child. (Asmolov “... to record the level of development of the child, so that teachers of preschool institutions and parents understand how to work with them further.”) Forms of monitoring (methods): observations of the child, conversations, expert assessments, criterion-oriented methods of non-test type, criterion-based -oriented testing (in controversial situations, with the permission of parents and legal representatives). Frequency: 2 times a year. Duration: 1 week. If pedagogy wants to educate a person in all respects, then it must first of all get to know him in all respects... - Konstantin Ushinsky
Individual map of monitoring the dynamics of a preschooler's personal development An individual map of the dynamics of a preschooler's personal development represents information about various areas of development of a preschooler and creates a holistic picture of his individuality. Analysis of information will make it possible to more accurately determine the future trajectory of the child’s education, develop natural inclinations and abilities, and promptly prevent possible problems. The individual card contains several sections, each of which is filled out by specialists from the preschool institution. The results of psychological and pedagogical diagnostics and medical examination are entered into the card.
Structure of monitoring the dynamics of child development Section No. 1: Individual map of monitoring the dynamics of the personal development of a preschooler based on the study of medical indications. To be completed by a medical professional. Section No. 2: Individual map of monitoring the dynamics of a preschooler’s personal development based on the study of cognitive processes, volitional qualities... To be completed by a psychologist. Section No. 3: Individual map for monitoring the dynamics of a preschooler’s personal development based on the study of speech development. To be completed by speech therapists. Section No. 4: Individual map for monitoring the dynamics of a preschooler’s personal development based on the study of integrative qualities and the study of the effectiveness of mastering educational areas. To be completed by the teacher, physical education instructor and music director. Conclusion: generalization of monitoring data, directions for individual work
Section No. 4 Individual card for monitoring the dynamics of personal development of a preschooler (teacher)
General information about the child Child’s name ____________________________________________________________ Age at the time of filling (years, months) ______________________________ Group ___________________________________________________________ Health group ____________________________________________________________ Type of GNI ____________________________________________________________ Social status of the family _____________________________________________ Additional information (presence of disability, diagnosis) ___________ ____________________________________________________________
In the process of pedagogical monitoring, the educator determines the Development of integrative qualities according to the age norm. Development of integrative qualities according to the age norm. Assessment of the effectiveness of mastering educational areas.
Section No. 4 Table No. 1 Individual map of monitoring the dynamics of a preschooler’s personal development based on the study of integrative qualities Integrative qualities Frequency Beginning of the year End of the year Physically developed, having mastered the basic cultural and hygienic skills, the basic physical qualities and needs for physical activity have been formed. independently performs age-appropriate hygiene procedures and follows basic rules of a healthy lifestyle. Inquisitive, active Interested in new, unknown things in the surrounding world (the world of objects and things, the world of relationships and one’s own inner world). Asks questions to an adult, likes to experiment. Able to act independently (in everyday life, various types of children's activities). In cases of difficulty, seek help from an adult. Takes a lively, interested part in the educational process. Emotionally responsive Responds to the emotions of loved ones and friends. Empathizes with the characters of fairy tales, stories, stories. Reacts emotionally to works of fine art, music and art, and the natural world
Integrative qualities Frequency Beginning of the year End of the year Capable of managing one’s behavior and planning one’s actions on the basis of primary value ideas, observing elementary generally accepted norms and rules of behavior Behavior is primarily determined by momentary desires and needs, and by demands from adults and primary value ideas about “ What is good and what is bad". Able to plan his actions aimed at achieving a specific goal. Complies with the rules of conduct on the street (road rules), in public places (transport, shops, clinics, theaters, etc.). Capable of solving intellectual and personal tasks (problems) that are age-appropriate Can apply independently acquired knowledge and methods of activity to solve new problems posed by both adults and themselves; Depending on the situation, it can transform ways of solving problems. He is able to propose his own idea and translate it into a drawing, construction, or story. Having primary ideas about himself, family, society, state, world and nature. Has ideas: about himself, his own belonging and the belonging of other people to a certain gender; about family composition, family relationships and relationships, distribution of family responsibilities, family traditions; about society, its cultural values; about the state and belonging to it; about the world. Having mastered the universal prerequisites of educational activity, he is able to work according to the rule and according to the model, listen to an adult and follow his instructions. Has mastered the necessary skills and abilities
Table No. 2 Individual map of monitoring the dynamics of personal development of a preschooler based on studying the effectiveness of mastering educational areas Educational areas Frequency Beginning of the year End of the year Physical development experience in motor activity development of physical qualities correct formation of the musculoskeletal system, development of balance, coordination of movements, gross and fine motor skills correct performing basic movements, forming initial ideas about some sports, mastering outdoor games with rules, mastering ideas about a healthy lifestyle, its elementary norms and rules, Social and communicative development, socialization, development of communication, assimilation of norms and values accepted in society, child in the family and community, self-service, independence, labor education, formation of safety principles
Educational areas Frequency Beginning of the year End of the year Cognitive development formation of elementary mathematical concepts development of cognitive-research activities familiarization with the subject environment familiarization with the social world familiarization with the natural world Speech development developing speech environment formation of a dictionary ZKR Grammatical structure of speech Connected speech Preparation for learning to read and write Introducing to the arts literature Artistic and aesthetic development Formation of interest in the aesthetic side of the surrounding reality Introducing to art Constructive and modeling activities Fine art activities Musical activities
Legend: “+” corresponds to the age norm “-” does not correspond to the age norm “+/-” additional work is required “-/+” increased correction is required
Conclusion. Generalization of monitoring data Goal: generalization of data on the individual dynamics of a preschooler’s personal development; reflection of the objectivity and clarity of monitoring. Medical indications Psychological parameters of development Speech parameters of development Physical development Formation of integrative qualities Mastery of educational areas Expected conclusions: 1. The dynamics of the child’s development corresponds to the development indicators of the given age period 2. The dynamics of the child’s development does not correspond to the development indicators for the given age period according to the following indicators ______________ ________________________________________________________________ 3. The specialized work of the following specialists is required: ______ ________________________________________________________________
Directions of individual work Specialized correction of development Psychological parameters of development Speech development Physical development Integrative qualities Mastering educational areas Direction of work Frequency Direction of work Periodicity Direction of work Periodicity Direction of work Frequency Direction of work Frequency Direction of work Frequency Lesson with a speech therapist 1 day per week Voluntary memory Formation of a dictionary Development of basic movements Capable plan your actions aimed at achieving a specific goal Cognitive development Examination by a psychiatrist 2 times/year Abstract thinking ZKR Development of fine motor skills Able to plan your actions aimed at achieving a specific goal. Artistic and aesthetic development Consultation with an ophthalmologist 1p/3 months Volitional qualities Preparation for learning to read and write Correction of flat feet Classes with a child psychologist 2p/week Working with a ball Physical therapy 1p/2wk Water hardening
Anxiety is a child of evolution
Anxiety is a feeling familiar to absolutely every person. Anxiety is based on the instinct of self-preservation, which we inherited from our distant ancestors and which manifests itself in the form of a defensive reaction “Flight or fight.” In other words, anxiety does not arise out of nowhere, but has an evolutionary basis. If at a time when a person was constantly in danger in the form of an attack by a saber-toothed tiger or an invasion of a hostile tribe, anxiety really helped to survive, then today we live in the safest time in the history of mankind. But our instincts continue to operate at a prehistoric level, creating many problems. Therefore, it is important to understand that anxiety is not your personal flaw, but a mechanism developed by evolution that is no longer relevant in modern conditions. Anxious impulses, once necessary for survival, have now lost their expediency, turning into neurotic manifestations that significantly limit the lives of anxious people.
An analysis of the intellectual development of kindergarten students allows us to conclude:
Diagnostics of the presence of complete and accurate ideas about the world around us demonstrates that the results remain at the level of the academic year.
In the lessons of the “I get to know the world” section of the comprehensive program for the upbringing, development and education of preschool children in the “Rainbow” kindergarten / Edited by T.N. Doronova and others there is no continuity with artistic activity, speech development; the alternation and frequency of repetition of the studied material is disrupted; the mental load in the classroom is not provided due to the insufficient number of tasks to be solved. Nevertheless, familiarization with the environment under the Rainbow program requires a fairly large set of individual notebooks for children, which must be updated annually - this causes difficulties in ensuring the conditions for implementing the program materials in full. The program defines long-term planning and a breakdown of topics by month, but there is no connection between familiarization with the environment, speech development and other sections; the alternation is disrupted throughout the month.
There is a positive dynamics in the formation of elementary mathematical concepts by 2.7%. 12% of preschool pupils have a low level of elementary mathematical concepts.
Classes are conducted according to long-term plans, determined by a comprehensive program for the upbringing, development and education of preschool children in the Rainbow kindergarten / Edited by T.N. Doronova and others. The content of the work, diagnostic techniques, forms and methods of the educational process in the junior and middle groups of preschool educational institutions correspond to age requirements. But in the older, preparatory groups, a significant complication of the content of mathematical material can be seen, at the same time, insufficient time is devoted to the quantitative characteristics of numbers, ideas about the composition of numbers, and there is also an inconsistency in the content of the topics considered in visual, constructive, and mathematical activities, and its isolation.
In the long-term plans provided for by the program, most classes do not provide mental stress due to an insufficient number of tasks. There is a positive dynamics in the formation of musical skills in art activities. But nevertheless, 16% of pupils have low indicators of technical skills and skills in art activities in preschool educational institutions.
The content of the work in this section and the technology are satisfactory, but are not implemented correctly by teachers. In long-term planning recommended by the program for the upbringing, development and education of preschool children in the Rainbow kindergarten / Edited by T.N. Doronova and others, much attention is paid to collective forms of work, where the result of an individual child is qualitatively less traceable.
The level of personal development of preschool children is reflected by the results of diagnosing the level of emotional attitude towards themselves (self-esteem, “I am the concept”), other people, the type of activity (formation of prerequisites for educational activities and motivation for studying at school in children of senior preschool age), communication skills and skills and interpersonal relationships.
Results of diagnostics of the level of formed self-esteem of pupils of preschool educational institutions in 2013-2014. are presented below Figure 4.
Figure 4. Level of self-esteem 2013-2014
a study of verbal self-presentation of the basic components of self-awareness “I am a concept” shows:
The volume of statements exceeds 15 phrases - 2014. (12 phrases - 2012-2013) containing a description of 8-9 features - 2014. (6-7 signs - 2012-2013).
Ш Children most fully characterized the components
b I-physical - 3-4 signs (4-5 signs - 2012-2013),
b Mental self - 4 - signs (2-3 signs - 2012-2013),
b I-social - 3 signs (1-2 signs - 2012-2013).
Most of the features of phrases are of an evaluative nature (in 2012-2013, phrases were non-evaluative or generally evaluative in nature).
The dynamics of development of communication skills and interpersonal relationships is demonstrated by the indicator of group cohesion and the reciprocity index of the 2013-2014 elections. Figure 5.
Figure 5. Group cohesion and reciprocity index 2013-2014.
The data presented demonstrate a decrease in the number of children with low (20-12%) and high (15-10%) self-esteem, an increase in the number of children whose self-esteem is adequate (65-78%) and the level of group cohesion (0.30 - 0.43) and reciprocity index (0.23 - 0.35).
The level of formation of prerequisites for educational activities and the development of school motivation among kindergarten graduates:
ь 45% (28% - 2012-2013) - pupils of the preparatory group have a high level of development of prerequisites for educational activities: voluntary regulation of their own activities; fine motor skills of the hands; voluntary attention, high performance, independence, pace and focus of activity in group work conditions are high, accept the educational task correctly and accurately, identify the main method of implementation and can explain it, are attentive, follow instructions, are active, show initiative, curiosity.
b 43% (70% - 2012-2013) - children have average indicators, i.e. Conditionally ready for school; difficulties may occur during the adaptation period.
b Low indicators, i.e. poorly developed fine motor skills of the hands, voluntary attention, attention is unstable, do not know how to work independently, make significant mistakes in completing tasks; the following behavioral characteristics are expressed - slow pace of work, need additional help, can only work under personal supervision; disinhibition is noted in 12% (2% - 2012-2013) of children.
b 67% of preparatory group pupils have correct and complete ideas about school; the desire to learn is based on complete and correct ideas; motivated by awareness of the significance of the teaching; interest in learning; to school activities (high level of school motivation).
methodologist preschool
b In 33% of children, the desire to study at school is based on superficial ideas; motivated by unimportant facts (average level of school motivation).
b 23% of pupils in the senior group have high levels of readiness for learning at school and 8% of children have average levels, 46% have low levels, 9% have a high level of motivation for learning at school and 9% have average levels.
The data presented allows us to conclude:
b self-esteem of the maximum number of children is adequate;
b the level of well-being of relationships in groups of children increases;
ь high and average level of prerequisites for educational activities has been formed among 88% of preschool educational institution graduates;
ь pupils of senior preschool age - 67% - have developed a high level of school motivation; educational and positional motives are noted.
Psychological and pedagogical support in preschool educational institutions includes the following components: Systematic monitoring of psychological and pedagogical features of the development of pupils. Creation of socio-psychological conditions for the development of the personality of each child.
The analysis of the activities of MDOU No. 17 "Petushok" for 2012-2014 demonstrates the main reasons for unsatisfactory results:
There is a need for a system for the prevention of neuropsychiatric disorders in preschool children, which will influence biological factors, individual personality characteristics and micro-social conditions (family and within the kindergarten) or continue work on the formation of a positive “I-concept” of all subjects of the educational process.
There is no system of physical education and health work with the family and monitoring of individual work on physical development.
l program for the upbringing, development and education of preschool children in the Rainbow kindergarten / Edited by T.N. Doronova et al. does not fully solve the problems of intellectual development of preschool students.
Reasons influencing the low level of development of speech abilities in preschool children:
b lack of sufficient speech load in planning classes on speech development, the program of upbringing, development and education of preschool children in the Rainbow kindergarten / Edited by T.N. Doronova and others;
l teachers of preschool educational institutions, working according to long-term plans of the Rainbow Ave., do not pay due attention to the “Temporary requirements” for all preschool programs.
Consequently, the program for the upbringing, development and education of preschool children in the Rainbow kindergarten / Edited by T.N. Doronova et al. does not fully solve the problems of intellectual development of preschool students. Creation of a system for stimulating the labor of staff of municipal educational institutions of secondary schools,
Ш Production meetings,
Ш Development of regulations (competitions, creative groups, etc.),
Ш Diagnostics at the request of the administration,
