An example of compiling a characteristic for a pupil of a dow. Psychological and pedagogical characteristics for a pupil of a dow Characteristics for a child of the middle group from a teacher

Characteristic from d / garden

Psychological characteristics for the child: Full name attending kindergarten No. ______

from "___" _______ 2011

Provided upon request.

1. Full name child, date of birth, 4 years 2 months.

2. Place of residence of the child: Novosibirsk, district, street, house.

3.Characteristics of the family: Mother - full name 37 years old, place of work, position Father - full name 43 years old, place of work, position Brother - full name 9 years old, student of gymnasium No. __. Grade 3 The whole family lives together in a private house at the above address.

4. Alicia, brings and picks up from kindergarten mainly - mother, sometimes together with father. Relationships with parents are built on a warm, friendly basis. The child is given enough attention and education. At home, according to her mother, she prefers to draw and play "zoo". He loves his older brother very much, pets: a cat and a dog. Willingly responds to offers to help in cleaning the house. He puts toys in their places on his own, washes himself, brushes his teeth, can dress and undress on his own.

5. Somatic health: has a congenital serious illness, sometimes gets sick with ARVI, eats poorly, sleeps peacefully.

6. Development conditions in kindergarten: Alicia has been attending kindergarten No. II, junior group since October 01, 2010. Teachers raising a child take into account the needs and requirements of all children, do not have "favorites", the style of education is democratic.

7. Due to the presence of the disease, the medical staff of the kindergarten and educators were warned about the possible development of a crisis. All phones of relatives are in a visible and accessible place, in case of an emergency call. Alicia is picked up from kindergarten immediately after her afternoon nap (at 3:30 p.m.). taking medications is the responsibility of the mother.

8. Alicia treats educators and other teachers kindly. In the system of interpersonal relations, Alicia occupies a middle position. The general emotional climate in the group is positive - the children are friendly, they rarely quarrel, the motives for relationships are playful. Enjoys the love and respect of the children of the group.

9. In accordance with her age (4 years), Alicia has developed attention, auditory and visual memory, and imagination. Visual-figurative and elements of logical thinking are quite well developed. The child has a good development of speech, vocabulary. In gaming activities, he is active, most often he is the initiator of games and the distribution of roles. In the game, educational, elements of labor activity: diligent, collected, self-confident. He remembers songs, fairy tales and poems well. He likes to listen to music, draw, communicate with children.

10. In behavior: calm, reserved, sometimes restless. He likes to visit kindergarten, the cognitive type of communication with the teacher prevails. Accepts practical, verbal, guiding, organizing, teaching help. If there are difficulties that arise in the process of activity, sometimes he quits work, worries, cries, turns to the educator for help. Quite compliant, does not offend other children, aggressiveness is not noted. Adequate emotional reaction to approval and censure. Submits to the requirements of adults. Neat, clean.

The characterization was drawn up and signed by:

Where can I see a sample of the characteristics of a child of preschool age? please throw a link

Kolibry Genius (92157) 4 years ago

Psychological and pedagogical characteristics

a pupil of _____ group of _____ kindergarten.

1. General information about the child:

Full name Date of birth

Home address

Date of admission to the kindergarten, where he entered (from the family, another kindergarten). whether there were long breaks in attending kindergarten, for what reasons.

2. Characteristics of the family:

Full name of parents, year of birth, place of work.

Family composition: complete, incomplete, large, the presence of brothers and sisters.

Who is responsible for raising the child (mother, father, grandmother, others)

Is sufficient attention paid to the upbringing and education of the child?

3. Somatic health: more rarely, often, suffers from colds, has chronic health problems, eats poorly, sleeps difficult and restless.

4. Activity description: self-care skills: can he use toiletries, wash himself, wash his hands, comb his hair, can he dress himself, undress, put on shoes, shy, tie and untie shoelaces, use a spoon, fork, can he clean his things and bed.

5. Playing activity: indifference or interest in toys, favorite games, whether he understands the rules of the game, whether he follows them, whether he makes changes to the content of the game, the availability of an imaginary situation, the role in a collective game, behavior in a conflict situation, whether he reflects his experience in the game , (not) able to support the game.

6. Constructive and graphic activity: whether he knows how to correctly assemble a nesting doll, a pyramid, fold simple figures according to the pattern of counting sticks, perform constructions from cubes drawing skills (house, tree, person, etc.). sculpting (roll a ball, a block of plasticine, etc.) image of vertical lines, horizontal lines, concavity of lines, image of figures according to the model)

7. Attitude towards classes: not able to control their activities, does not bring the matter to the end, interferes with the teacher, children, quickly exhausted, works slowly and unevenly, the pace of activity is fast, but the activity is "chaotic and stupid." Does he accept help and what kind: verbal, practical, stimulating, guiding, organizing, teaching) how does he overcome difficulties that arise in the course of activity (does not) strive to overcome, quit work, picks up after others, cries, worries and gets nervous, turns to the teacher, children for help, independently looking for a way out.

8. Personal characteristics: the adequacy of emotional reactions, activity or passivity in various activities, the presence or absence of initiative, compliance, irritability, passivity in the process of communicating with children and adults shyness, capriciousness, tearfulness, apathy, obsession, timidity prevailing mood behavior: calm adequate to the situation, restless moral qualities: the adequacy of relations with relatives, peers, other people, a sense of affection, love, kindness, a tendency to help or harm, offend others, aggressiveness, liveliness, etc. the ability to turn blue to the requirements of adults, accuracy, cleanliness adequacy of emotional reactions to approval and censure.

Characteristics of the child's family sample characteristics on

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Pedagogical characteristics of a child with OHP (sample)

Pedagogical characteristics

On the full name, pupil ___

(educational institution)

(full name of the child, year of birth) attends kindergarten from ___ to the present.

The child is brought up in a complete family, where, in addition to him, there is an older brother. The financial and economic situation is satisfactory. The style of parent-child relationship is democratic. The family is interested in education. They show interest in consultations and recommendations of educators in the parents' corner, and also regularly attend parent meetings. The family adheres to the daily regimen observed in kindergarten.

(Name) is a healthy tall boy. Physical development corresponds to age. Motor is clumsy, awkward, the leading hand is right.

In time, the NOD tries to behave calmly with restraint, listen to the teacher's explanations, does not always perceive the teacher's comments about the mistakes made adequately, and may refuse to complete the assignment. Attention is not stable, the boy is mobile, active, quickly reacts to surrounding events, inquisitive.

The program of education and training in the main areas is learned with difficulty, visual memory prevails.

The volume of the dictionary does not correspond to the age norm. Finds it difficult to name objects that go beyond everyday vocabulary, has difficulty in selecting adjectives and verbs for a word. Has difficulty forming relative adjectives. There is a low level of formation of the generalizing function of the word. The structure of four compound words is broken. Auditory differentiation of phonetically close sounds is impaired, makes mistakes when repeating a series of syllables with phonetically close sounds. Drawing up a story based on a picture consists in listing familiar objects. The retelling of a simple text is carried out independently after repeated reading. Voice volume Normal speech is slow, not expressive enough.

The boy is friendly, open, willingly plays with children, obeys the rules of the game, and is active in gaming activities.

(Name) sociable, kind, affectionate, easily comes into contact with children and adults. A joyful mood prevails, obedient, observes the rules of elementary politeness. Can take the initiative in helping comrades and adults. Shows selectivity in relationships with peers. Emotionally responds to the experiences of close adults, children, characters of fairy tales and stories.

(Name) a sloppy boy, untidy, does not follow his appearance. Self-service skills are formed sufficiently.

Positive personality traits of the child, on the basis of which correctional work can be built: curiosity, diligence, kindness, sociability.

A characteristic from a kindergarten for a child is an official document that indicates all the detailed information about the pupil. Regardless of the purpose for which the paper is drawn up, it should contain only objective information about the behavior, personal qualities and other characteristics of a preschool child. A sample characteristic for a pupil of a preschool educational institution can be downloaded below.

There is a possibility of further use of the document by school teachers and other teachers. When compiling a paper, you must be guided by the basic rules for filling it out.

Often such a characteristic is compiled for guardianship authorities, identifying a dysfunctional family.

The current legislation of the Russian Federation does not provide for a unified form for drawing up a document of this type. In this regard, it is allowed to design it in a free form. At the same time, it is necessary to follow the rules of the Russian style and the business style of narration. In most cases, employees of preschool institutions have a specially designed sample document.

Also, the characteristic is often compiled for the teacher of the preschool educational institution -.

How to write a characterization for a child in preschool

The description must include the following information:

basic information about the child of preschool age. Full name, exact address of residence, period of time during which he attends a preschool institution;
characteristics of the family - its composition, status, assessment of parental education;
the state of health of the pupil of the preschool educational institution, described from the physical and psychological side;
description of activity in kindergarten, description of existing skills and knowledge, manner of communication with other children;
personal character traits of a preschool child;
final conclusion. It indicates general information about the process of adapting the baby to preschool.

In order to give an adequate assessment of the child's behavior and characterize it as accurately as possible, the preschool teacher must adhere to a number of recommendations. A specialist who works with children should regularly perform several actions:

observe the student. Special attention should be paid to monitoring the baby during games and other activities during which he interacts with peers;
pay attention to the child's family - who most often brings and picks up the child from the kindergarten, how the baby reacts to meeting with the parents;
if possible, have a conversation with the baby and his legal representatives. This is necessary to assess the influence of adults on the behavior of the child.

Social Information

An important role in the process of compiling the characteristics is occupied by social information. Of these, the main ones are the conditions in which the child lives. The description should include the following information:

the degree of influence of the family on the behavior of the pupil of the preschool educational institution. The presence or absence of negative factors - antisocial life of parents. The type of family is also indicated here - incomplete, large, guardian;
the presence of diseases in close relatives of the child that can indirectly affect the health of the preschooler;
financial status of parents. It should be noted whether the pupil of the preschool educational institution receives everything necessary for his proper development.

You need to write a testimonial for a child... Drawing up a testimonial for a pupil of a preschool institution can have a serious impact on his future fate, so do not underestimate it. When thinking about how to write a characterization of a preschooler, it is very important to be able to emphasize the merits of his personality in order to be able to fully reveal them during further pedagogical work. When compiling the characteristics, it is imperative to indicate the shortcomings that not only prevent the child from communicating and developing, but also from growing into a full-fledged personality that will be respected by others.

Today, writing a psychological and pedagogical description is an assessment of the harmonious development of a child at a given point in time. Basically, writing a characterization for a preschool child is a demonstration of the qualities that he has already managed to show. They mainly concern behavior in a team and relationships with peers and elders.

Any scheme for compiling a characteristic, as well as a sample for compiling recommendations, is quite typical. It is better to start with a general description - "a child of the age of so many years attends preschool for a certain time." Then you can evaluate his personal qualities, immediately evident - modesty or confidence, calmness or restless character. It is necessary to describe the qualities that the child shows in a certain situation - with praise or blame, punishment or criticism. Be sure to tell how he interacts in the team and what role he claims, whether he is a leader or, on the contrary, hides under the guise of a hidden activist, acting quietly and more carefully.

We offer you several characteristics schemes for a preschool child.

Pedagogical characteristics for a preschool child

1st option

1. How long the child attends a preschool institution, including whether he often gets sick, whether he willingly goes to kindergarten.

2. How the child behaves in a preschool institution (how he contacts adults, a teacher, peers).

3. Whether he has mastered self-service skills enough.

4. How the child learns the program of upbringing and education in the preschool educational institution, what difficulties he experiences, how he relates to classes and how he behaves in the classroom (which features of behavior contribute to and which hinder the assimilation and consolidation of knowledge, skills).

5. Features of the child's play activity.

6. What participation do parents take in the development and upbringing of the child.

7. What causes the greatest difficulties or anxiety for the educator.

2nd option

1. Name ______________

2. Age (date of birth) ______________

3. Institution _______ group ______ year of study _________

5. How the program was mastered (mathematics, speech development, fine arts, etc.) ______________

6. The nature of the difficulties (permanent, temporary, specify which ones) ______________

7. How does the child feel about difficulties? (It doesn’t matter, feels hard, seeks to overcome difficulties or becomes passive, loses interest in work or shows efforts in overcoming educational difficulties, etc.) ______________

8. The reaction of the child to the assessment of his work ______________

9. Does the child understand the teacher's requirements? ______________

10. Efficiency (can you work actively, purposefully or is distracted, distracted, by the end of classes the number of errors increases; drowsiness, redness, sweating, complaints of headache, etc.) ______________

11. Features of the development of cognitive processes (perception, memory, attention, thinking, imagination) and speech of the child ______________

12. Features of gaming activity ______________

13. The main difficulties and reasons for lagging behind (according to the teacher) ______________

14. Behavior in the group (during and outside of classes) ______________

15. Relationships with peers ______________

16. The presence of bad habits. Are there any strange behaviors, what are they expressed in? ______________

Date ______________

Teacher ______________ Seal of the institution

Psychological and pedagogical characteristics for a preschool child

1. General information about the child.

FULL NAME ______________

Date of Birth ______________

Home address ______________

Date of admission to kindergarten, where he entered (from the family, another kindergarten), whether there were long breaks in attending kindergarten, for what reasons ______________

2. Characteristics of the family.

Name of parents, year of birth, place of work ______________

Family composition: complete, incomplete, large, presence of brothers and sisters ______________

Who is involved in the upbringing of the child (mother, father, grandmother, others) ______________

Is sufficient attention paid to the upbringing and education of the child? ______________

3. Somatic health: more rarely, often, suffers from colds, has chronic health problems, eats poorly, sleeps difficult and restless ______________

4. Characteristics of the activity: self-service skills (can he use toiletries, wash himself, wash his hands, comb his hair, can he dress, undress, put on shoes, tie and untie shoelaces, use a spoon, fork, can he clean his things and bed) ______________

6. Constructive and graphic activity: whether he knows how to properly assemble a nesting doll, a pyramid, fold simple figures according to the pattern of counting sticks, make constructions from cubes; drawing skills (house, tree, person, etc.), modeling (rolling a ball, a block of plasticine, etc.); the image of vertical and horizontal lines, the concavity of lines, the image of figures according to the model.

7. Attitude towards classes: not able to control their activities, does not bring the matter to the end, interferes with the teacher, children, quickly exhausted, works slowly and unevenly, the pace of activity is fast, but the activity is "chaotic and stupid." Does he accept help and what kind: verbal, practical, stimulating, guiding, organizing, teaching; how to overcome the difficulties that arise in the process of activity; (does not) strive to overcome, quits work, picks up after others, cries, worries and gets nervous, turns to the teacher, children for help, independently looks for a way out.

8. Personal characteristics: the adequacy of emotional reactions, activity or passivity in various activities, the presence or absence of initiative, compliance, irritability, passivity in the process of communicating with children and adults; shyness, capriciousness, tearfulness, apathy, obsession, timidity; prevailing mood; behavior: calm, adequate to the situation, restless; moral qualities: the adequacy of relations with relatives, peers, other people, a sense of affection, love, kindness, a tendency to help or harm, offend others, aggressiveness, liveliness, etc., the ability to obey the requirements of adults, accuracy, cleanliness, the adequacy of emotional reactions to approval and condemnation.

Psychological and pedagogical characteristics for a graduate of a preschool educational institution for admission to school

1st option

Name, date of birth, address ______________

Pupil of preschool educational institution No. _______, group No. _______

Date of admission to the preschool educational institution ______________

1. Information about the family: mother's full name, year of birth, place of work; Father's name, year of birth, place of work; upbringing conditions. The family is complete, incomplete, conditions are satisfactory or not, indicate the reasons for unsatisfactory conditions.

2. Stock of information about the environment ______________

3. Characteristics of cognitive processes: attention (ratio of voluntary and involuntary, concentration); memory; thinking (features of analysis, synthesis, generalization, classification, establishment of cause-and-effect relationships); sensory development (properties of objects, orientation in time); speech (dictionary, grammatical structure of speech, sound pronunciation); sound analysis.

4. Development of elementary mathematical concepts

5. Features of motor development (general and fine motor skills, the leading hand, the presence of motor disinhibition, the state of constructive and graphic skills).

6. Formation of motivations for learning activities

7. Emotional-volitional sphere and individual psychological characteristics of the child.

2nd option

1. General information about the child: full name, date of birth, home address, since when he has been visiting preschool.

2. Characteristics of the family: full name of parents, year of birth, place of work; family composition: complete, incomplete, large, the presence of brothers and sisters; who is involved in raising the child (mother, father, grandmother, others); whether sufficient attention is paid in the family to the upbringing and education of the child.

3. Typological features: active, mobile, lethargic, inert, slow; excitable, unbalanced, calm, balanced, inhibited, whiny; speed of reaction to verbal stimuli, switchability; the prevailing mood is cheerful, depressed, without a special shade. Whether there are sharp mood swings during the day; whether he perseveres in the face of difficulties or retreats before them; asks for help and uses it.

4. Characteristic features: sociability, isolation (easily makes contact, perceives the situation correctly, understands its meaning, behaves adequately, contact and communication are difficult, understanding and responding to the situation is not always or not entirely adequate, makes poor contact, has difficulty in communication, understanding the situation); attitude towards comrades (friendliness, negativism, kindness, rudeness, etc.); attitude to leadership (striving for superiority, whether others recognize the leader as a leader, whether he shows organizational skills, initiative); attitude towards adults; attitude to instructions, encouragement, censure; What kind of activities do you prefer? activity of verbal communication (corresponds to age, increased, decreased, isolation, negative attitude to verbal communication is noted); behavior (organized, sometimes does not regulate its behavior, constant external control is needed).

5. Psychological features: auditory memorization, visual memorization, tactile memorization (remembers quickly or slowly, with difficulty, transition to long-term memory, RAM capacity: sufficient, limited, low); stability of attention (capable of prolonged concentration or quickly distracted); the nature of the distraction (distracted by stimuli, in the absence of external stimuli); switchability of attention (easy, fast, slow, difficult); distribution of attention (sufficient, difficult); general level of development of attention (corresponding to age, low, unformed).

6. The level of development of mental activity: the ability to compare, classify, generalize, the ability to highlight the essential feature of objects, phenomena; the ability to use techniques for memorization (mediation, grouping, associations).

7. The development of sensory functions: the state of the analyzers, the presence of generalizing ideas about the shape, size, color - the concept of relativity - corresponds to age, unformed, violated.

8. Imagination development: brightness, liveliness, richness of fantasy, the ability to operate with images, in what types of activities it manifests itself (music, art, mathematics, physical education, speech, design, etc.), age-appropriate, excessive, weakness of imagination processes.

9. Verbal part: understanding stories with hidden meaning; pair analogies; storytelling - nominative and communicative functions of speech; the ability to maintain a dialogue; speech activity is adequate to the situation and age;

10. Efficiency in the classroom: active, interested, indifferent attitude; during classes is concentrated or often distracted; quickly or slowly joins the work; pace of work: fast, medium, slow; reasons for the slow pace of work: deliberation, thoroughness of execution, decrease in mental activity (lethargy, lethargy, distractibility, etc.); fatigue manifests itself in a slowdown in pace, deterioration in quality, or in the complete cessation of work; subjective and objective admit! fatigue (complaints of fatigue, headache, lethargy, drowsiness, distractibility, etc.); decline in working capacity (in the middle of the lesson, at the end of the lesson); the ability to follow instructions, the ability to hold instructions for duration.

11. Arbitrariness of activity: holds the goal of activity, outlines its plan, selects adequate means, checks the result, brings the work begun to the end; in the process of activity is often distracted, overcomes difficulties only with psychological support, needs frequent encouragement; activity is chaotic, ill-conceived, individual conditions of the task are lost, the result is not checked, interrupts activity due to difficulties, assistance is ineffective.

12. Work carried out with the child: whether developmental-correctional, accompanying work was carried out for how long, type (on the formation of spatial representations, the development of cognitive processes, emotional education, etc.); recommendations for further work; results, success, skills formation (by age, with difficulty, delayed); work with parents, family (attitude of parents, success, systematic, etc.).

And in conclusion, we bring to your attention the “Portrait of a Kindergarten Graduate”, which can serve as a guideline in determining the normal development of a child upon graduation from kindergarten and compiling a psychological and pedagogical profile.

Portrait of a graduate of GOU d / s No. _________

social development

1. The child calmly makes contact with peers and adults.

2. Communicates with peers, knows the rules of communication.

3. Manages his behavior; knows what is possible and what is not, non-aggressive, non-pugnacious.

4. Able to communicate with foreign adults, tactful.

5. He adapts well to a new environment, does not change his behavior, is not excited.

6. Knows how to distinguish (feels) the attitude and mood of adults.

7. Does not avoid communication.

Organization of activities

1. The child perceives the instruction and, according to it, performs the action in accordance with the goal and objectives; he does not need to repeat the task several times.

2. Can plan his activities, does not act randomly, by trial and error.

3. Completes the task to the end, knows how to evaluate the quality of his work.

4. Independently finds and corrects errors in his work, does not wait for specific instructions (do this, this and that).

5. Can concentrate, without being distracted, complete the task for 10-15 minutes.

6. Not in a hurry, not fussing, does not require constant attention from adults.

7. In case of failure, he does not get angry, accepts the help of adults, completes the task with a hint.

8. Does not refuse tasks.

General development

1. The child is able to systematize and classify the general and distinctive features of objects, phenomena, processes.

2. Observant, analyzes simple causal relationships.

3. Actively perceives any new information, asks questions.

4. Understands the meaning and sequence of events (in pictures, in a simple story, in everyday life).

5. Has an elementary stock of information about himself, his family, life, knows how to use them.

6. Has an elementary stock of information about the world around him, knows how to use it.

7. Expresses own elementary judgments, draws simple logical conclusions, can continue verbal reasoning.

Development of attention and memory

1. The child holds attention for 10-15 minutes, is not distracted, even if the activity is not very interesting (or difficult).

2. For concentration of attention within 10-15 minutes no additional instructions, external organization are required.

3. Switches from one activity to another. Not distracted by external stimuli.

4. Can memorize 10 unrelated words with 3-4 repetitions.

5. Arbitrarily memorizes 10-12 words when reinforced with visual images.

6. Can group words according to their meaning and memorize them.

7. After several repetitions, remembers a poem in four to eight lines.

Speech development

1. The child correctly pronounces the sounds of his native language.

2. Can highlight the sound at the beginning, middle and end of a word.

3. Has a vocabulary that allows you to express an idea, describe an event, ask a question and answer it.

4. Correctly uses prepositions, prefixes, conjunctions, builds sentences.

5. Can independently tell a fairy tale or make up a story from pictures.

6. There are no unfinished sentences in speech that are not interconnected.

7. Conveys various feelings with intonation, there are no tempo disturbances in speech (stammers, word stretches, pauses in the middle of a word, etc.).

Development of movements and spatial orientation

1. The child confidently acts in everyday life (eats with a fork, spoon, unfastens and fastens buttons, brushes his teeth, dresses and undresses, laces up his shoes).

2. Walking, running, jumping, cycling, skiing, skating, swimming, playing tennis, jumping rope, etc.

3. In maintaining balance, movements are coordinated and dexterous.

4. Well oriented in space (able to move his arms, legs, torso forward, backward, up, down, right, left, etc.).

5. Does not experience difficulties when working with the designer, mosaic, well manipulates small details.

6. Strives to learn how to sculpt, cut, knit, etc.

7. Has no difficulty in drawing, performing graphic movements (can draw vertical and horizontal lines, draw a circle, triangle, square).

Visuo-spatial perception and hand-eye coordination

1. The child differentiates various figures, letters, numbers, highlighting their characteristic features.

2. Classifies figures according to shape, size, direction of strokes and other features.

3. Distinguishes between the arrangement of figures and details in space and on a plane (above - below, on - behind, in front - near, above - below, right - left, etc.).

4. Draws (copies) simple geometric figures, as well as combinations of figures, intersecting lines, observing the dimensions, ratio and direction of strokes.

5. Copies letters, numbers, observing the dimension and direction of all strokes and elements.

6. Finds a part of a whole figure, constructs figures from parts according to a model (scheme).

7. Draws elements, details, parts of figures according to the model.

personal development

1. The child is aware of how to behave with peers and as with adults.

3. Can practice, learn, not just play. Can work independently, without needing the presence of an adult.

4. Strives for success in those simple activities that he performs, is able to objectively evaluate the result.

5. Can differentiate “what is good and what is bad”, evaluate their actions, but the assessment itself largely depends on the opinions of adults.

6. Shows an active cognitive interest in new activities, the world of adults, etc.

7. Strives for personal achievements (“I already know, I can”), self-affirmation, recognition.

Health

1. The child is not prone to frequent colds (3-4 times a year).

2. Not subject to severe and chronic diseases.

3. Calm (silent), assiduous, unirritable.

4. He falls asleep well and sleeps calmly (does not cry out, does not turn around, no bedwetting).

5. Not subject to fears (not afraid of the dark, loneliness, etc.).

6. There are no obsessive movements in the behavior (involuntary twitching of the muscles of the face, neck, blinking, biting popeyes, etc.).

7. There are no pronounced developmental delays in speech.

Vera Kalinina
Pedagogical characteristics for a kindergarten pupil for PMPK

Pedagogical characteristics for a pupil of MBDOU No. 61 "Bee"

Full name of the child

Date of Birth: dd. mm. gg.

Age: how many years and months

Home address: Street, house, flat

Mother: F.I. About mother, age, education. Place of work:….

Father: Full name of father, age, education. Place of work: …

The family is complete. They live in a one-room apartment. The girl is the only child in the family.

In kindergarten No. ... entered from MBDOU No. ... with dd. mm. gg.

The girl's adaptation went quickly, quite easily. Absence in kindergarten is very rare, mainly for other reasons. The girl goes to kindergarten willingly, without tears. The girl is always neatly dressed and looks after her appearance. Physical development: The girl has difficulty jumping, running. Self-service skills are fully formed. He does not like to dress and undress on his own, he is lazy. The girl is affectionate and kind, she knows the rules of behavior, but if something goes wrong, she can go to a quiet place and sit there until the teachers come to her. She loves to be hugged and she herself shows a friendly attitude towards others. Responds adequately to the assessment of the completed task. If difficulties are encountered, he asks for help and strives to complete the task to the end.

The girl shows interest in toys, chooses toys for the organization of the game, uses the toys for their intended purpose, the game is mainly procedural. All games are played without voice accompaniment. Easily switches to other activities. He likes to play outdoor games with speech accompaniment, tries to repeat and pronounce the words. He plays little role-playing games, he always plays with an adult with a desire.

Formation of knowledge, skills and abilities in the main sections of the program at an average level.

The girl knows and names planar geometric figures. He knows how to find in the environment objects similar to familiar figures, but finds it difficult to name three-dimensional geometric figures (cylinder, ball, cube) correctly. The girl knows how to pick up objects according to one or two qualities. She knows how to count up to 5, but has difficulty answering the question "How much?". There are difficulties in determining the direction of movement from oneself (to the right, to the left).

The girl names a variety of objects that surround her indoors, outdoors, on the site and knows their purpose. The girl finds it difficult to group objects, naming a common word; finds it difficult to classify dishes for kitchen, tea, dining; has insufficient knowledge about public transport; does not know the name of his street, the name of the street where the kindergarten is located; has insufficient understanding of seasonal changes in nature. The girl takes part in observations of plants and animals, in doing her best to take care of them; has ideas about domestic animals and their cubs.

Difficulties are observed in the classroom for the development of speech. The girl answers questions, but not clearly, cannot clearly tell, retell the studied fairy tale, her speech consists of simple sentences. The girl has difficulty making up stories; cannot distinguish the first sound in a word; finds it difficult even with the help of an adult to repeat samples of the description of the toy; his activity is not accompanied by speech. By the holidays, the Girl learns short poems, but she can’t tell it clearly. The girl also replaces words that are more difficult for her with easy ones: dog - woof-woof, shoes - tops, children - lyali, eat - yum-yum, etc .; examines with interest the illustrations of children's books, expresses his desire to listen to a certain literary work.

She shows interest in her activities, but if something does not work out, she asks for help or waits for attention to be paid to her.

In productive activities more active. In drawing, the girl can depict objects, after showing them to adults, carefully paint over them. When working with the application, the girl holds the scissors correctly, can cut in a straight line with deviations, cut a circle from a square, and an oval from a rectangle; neatly pastes images of objects consisting of several parts; choose colors according to the sample. In modeling, the girl asks for help more often, but it is enough for her to repeat the demonstration of modeling the object once.

The girl's favorite pastime is picking up puzzles.

He likes to help with cleaning toys, sweeping floors. He works at an average pace, he always finishes what he started. She likes to look at her work and show it to others.

Parents treat the problem of the child with understanding, the request came from the mother. Actively cooperate with teachers and specialists.

Conclusion:

The general education program of the middle age group learns at an average level with a tendency to a low one.

Head of MBDOU No. ... I. O. Surname

Educators: I. O. Surname

Acquainted with the characteristic: (signature of the parent with a transcript)

If the child is a pupil of a kindergarten, the institution may always be required to draw up a characteristic for him. Either parents (one of them) or other legal representatives (guardians, director of the orphanage) have the right to request it. This is a requirement of the federal law "On Personal Data". It is also possible to request from the prosecutor's office or the court in a criminal case. For other persons, a characteristic for a child in a preschool educational institution from a teacher is not provided.

Document formatting requirements

All specialists working with the child are involved in compiling the characteristics: a teacher-psychologist, a speech therapist, a nurse. When writing it, all documents at the disposal of the children's institution can be used:

Medical card, which contains data on the state of health of the child;

Materials of diagnostic studies, their compliance with objective program indicators of the norm, dynamics of development;

Information about the family.

A characteristic for a child in a preschool educational institution from a teacher is signed by the head of the kindergarten and certified by the seal of the institution. Despite the absence of approved forms for its preparation, it is subject to the basic requirements of office work. It should be printed text with the name of the document, a clear indication of who it was drawn up for and to which organization it is provided. The date is at the bottom. After a while, a second characteristic may be requested, so it is advisable for the teacher to keep a diary of observation of the child in order to note the changes that have occurred.

Content Requirements

When determining the level of development of the child, in order to develop the correct approach to his further education, it is necessary to disclose how he learns the program. This may be necessary to provide data to the territorial psychological and pedagogical commission if there are concerns about the baby lagging behind in development or if he needs to be transferred to a speech therapy group. Also, paper may be needed for a comprehensive school when it graduates from kindergarten and in case

Then a characteristic is written for a child in a preschool educational institution from a teacher, an example of which is given below. It should include the following facts:

The kid during classes: the presence of interest, what difficulties he encounters and how much he is able to overcome them on his own, how he perceives the help of adults, whether it is difficult for him to switch to different types of activities, how he himself evaluates the results of activities.
A child in the game: the use of objects, speech, the ability to independently organize interaction with other participants in the game, understanding their role, behavior in conflict situations.

Compliance with the child's development of self-service skills, compliance with hygiene standards, features of eating, sleeping, activity when walking.

Characteristics for a child in a preschool educational institution from a teacher with a description of the intra-family situation

To make a decision about the possible life arrangement of a child, a detailed document is required from the kindergarten with a description of the intra-family situation. A characteristic for a child in a preschool educational institution may be required from the educator to the court or the commission on juvenile affairs if violations in the performance of parental duties in relation to the pupil of the preschool institution are revealed.

The case will be considered in court if the spouses disagree on the issue of the place of residence of the child or the order of his communication with relatives; in the event of a claim for deprivation or restriction of their parental rights; after the institution of a criminal case, in which a kindergarten pupil became a victim of a crime.

The description is important:

The composition and category of the family (large, incomplete, raising a disabled child, substitute), the degree of material security, which of the adult family members is more involved in raising a child: leads to a kindergarten, participates in the educational process of a preschool institution, attends parent meetings. How parents interact with the teaching staff, whether they listen to its recommendations.
Are the needs of the child fully met: are the clothes appropriate for the season, are timely treatment provided, are medical recommendations followed? It is important to note the presence of cleanliness, possible fears towards adults, complaints of abuse from parents, signs of beatings or bruises of unknown origin.

The opinion of preschool teachers affects the fate of the child, so writing a characterization should be approached with great responsibility.

Characteristics for a child in a preschool educational institution from a teacher, sample

Characteristics (name, surname of the minor),

pupil of the preschool educational institution No. _ of the city _____ gr. (Name)

for submission to the district court of _____ district of ______

First Name Last Name; age, address of residence and registration (in case of discrepancy). Mother: first name, last name, patronymic; age, employment (work, study), cohabitation or separation with the child. Father: first name, last name, patronymic; age, employment (work, study), cohabitation or separation with the child, marriage registration with the mother. Other children: names, dates of birth, status (indication of legal parents), place of education or work. Other relatives living together.

From what period the child attends preschool. Where did he come from, where he was brought up earlier. Regularity of attendance. Brief description of adaptation. Health status. Household skills. Their age match. Cognitive processes, compliance with the norm. the nature of the difficulties (if any). Character features.

Brief description of the family, style of education. The degree of participation of each parent, other family members. Interaction with the teaching staff, implementation of recommendations. Examples arguing the position of the DOW on the merits of the claim. Opinion of the child (indicated from the words or according to the results of examinations).

Conclusions on the merits of the statement of claim to the court (dispute between parents, improper upbringing).

Signature of the head of the preschool educational institution.