Experimental work on the use of didactic games in the development of cognitive interest in the subject world of an older preschooler. Diagnostic technique for children

Target: studying cognitive activity children (pictures and verbal situations are used)

1. The wizard can fulfill 5 of your wishes. What would you ask him for? (6 min.)

2. A sage can answer any of your questions. What would you ask him? (the first 5 answers are registered) – 6 min.

3. The magic carpet will take you wherever you want in the blink of an eye. Where would you like to fly? (the first 5 answers are registered) – 6 min.

4. The miracle machine can do everything in the world: sew, bake pies, wash dishes, make any toys. What should the miracle machine do on your orders? - 5 minutes.

5. main book countries of Imagination. It contains any stories about everything in the world. What would you like to learn from this book? - 5 minutes.

6. You and your mother find yourself in a place where everything is resolved. You can do whatever your heart desires. Think about what you would do in this case? – (the first 5 answers are registered) – 4 min.

From the answers, answers of a cognitive nature are selected.

High level cognitive needs – 9 answers and above.

Average level cognitive needs – from 3 to 8 answers.

Low level cognitive need – 2 or fewer answers.

Qualitative analysis:

• High level - the desire to penetrate into the cause-and-effect relationships of phenomena is clearly manifested research interest to the world.
• Average level – there is a need for knowledge, but only attracts specific information, and quite superficial.
• Low level - children are satisfied with monosyllabic information, for example, they are interested in the reality of a fairy tale, legend, etc. they once heard.

All these judgments are educational character, but differ different levels difficulties.

Answers of “consumer” content – ​​having toys, spending leisure time without cognitive purposes.

Creative situations – 2, 3, 4, 5.

Method 22. Study of motives educational activities(modification by A.A. Rean, V.A. Yakunin).

The methodology for studying the motives of educational activities was developed at the department educational psychology Leningrad University(modification by A.A. Rean, V.A. Yakunin). There are two versions of this technique, the differences between which are determined by the procedure and are reflected in the instructions.

Option I

Instructions. Read carefully the motives for learning activities listed in the list. Choose the five that are most significant to you. Mark significant motifs with an “X” on the appropriate line.

List of motives:

1. Become a highly qualified specialist.

2. Get a diploma.

3. Successfully continue studying in subsequent courses.

4. Study successfully, pass exams well and excellently.

5. Constantly receive a scholarship.

6. Acquire deep and lasting knowledge.

7. Be constantly ready for the next class.

8. Do not start subjects of the educational cycle.

9. Keep up with your fellow students.

10. Ensure the success of future professional activities.

11. Fulfill pedagogical requirements.

12. Achieve the respect of teachers.

13. Be an example to fellow students.

14. Achieve the approval of parents and others.

15. Avoid condemnation and punishment for poor studies.

16. Get intellectual satisfaction.

Processing the results. The frequency of naming motives among the most significant ones across the entire survey sample is determined. Based on the results obtained, the rank place of the motif in a given sample population(school, class, group, etc.). The results are entered in Form 1.

Form 1

Name of the survey sample

Sample size N =

Option II

Instructions. Rate the motives for learning activities listed in the list according to their importance to you on a 7-point scale. In this case, it is considered that 1 point corresponds to the minimum significance of the motive, and 7 points - maximum. Evaluate all the motifs on the list without missing any of them!

List of motives (given above).

Processing the results. The average is calculated arithmetic value motive across the entire survey sample and the mean square (standard deviation) is determined.

The results are entered in Form 2. An additional advantage of this version of the methodology is that it makes it possible to use the results obtained in various quantitative data analysis procedures.

Form 2

Name of the survey sample

Sample size

Method 23. Questionnaire for assessing the level of school motivation

N. Luskanova.

1. Do you like school?

§ Not good

§ like

§ I do not like

2. When you wake up in the morning, are you always happy to go to school or do you often want to stay at home?

§ I often want to stay at home

§ it's not always the same

§ I go with joy

3. If the teacher said that tomorrow it is not necessary for all students to come to school, that those who wish can stay at home, would you go to school or stay at home?

§ Don't know

§ would have stayed at home

§ would go to school

4. Do you like it when some of your classes are cancelled?

§ I do not like

§ it's not always the same

§ like

5. Would you like not to be given homework?

§ I would like to

§ would not like

§ Don't know

6. Would you like there to be only breaks at school?

§ Don't know

§ would not like

§ I would like to

7. Do you often tell your parents about school?

§ I don’t tell

8. Would you like to have a less strict teacher?

§ I do not know for sure

§ I would like to

§ would not like

9. Do you have many friends in your class?

§ no friends

10. Do you like your classmates?

§ like

§ Not good

§ do not like

Key:

The number of points you can get for each of the three answers to the survey questions.

First level. 25-30 points – a high level of school motivation and educational activity.

Such children have a cognitive motive, a desire to most successfully fulfill all the requirements imposed by the school. Students clearly follow all the teacher’s instructions, are conscientious and responsible, and are very worried if they receive unsatisfactory grades. In drawings on a school theme, they depict a teacher at the blackboard, the lesson process, educational material and so on.

Second level. 20-24 points – good school motivation.

Most students have similar scores. primary classes successfully coping with educational activities. In drawings on a school theme, they also depict educational situations, and when answering questions they show less dependence on strict requirements and norms. Similar level motivation is the average norm.

Third level. 15-19 points – positive attitude to school, but the school attracts such children with extracurricular activities.

Such children feel quite well at school, but more often they go to school to communicate with friends and with the teacher. They like to feel like students, to have a beautiful briefcase, pens, and notebooks. Cognitive motives in such children are less developed, and the educational process is of little interest to them. In drawings on a school theme, such students, as a rule, depict school, but not educational situations.

Fourth level. 10-14 points – low school motivation.

These children are reluctant to attend school and prefer to skip classes. During lessons they often engage in extraneous activities and games. Experience serious difficulties in educational activities. They are in a state of unstable adaptation to school. In drawings on a school theme, such children depict game plots, although they are indirectly related to school.

Fifth level. Below 10 points – negative attitude to school, school maladjustment.

Such children experience serious difficulties in learning: they cannot cope with educational activities, experience problems communicating with classmates, and in relationships with the teacher. They often perceive school as a hostile environment, in which they find it unbearable to stay. Small children (5-6 years old) often cry and ask to go home. In other cases, students may show aggression, refuse to complete tasks, or follow certain norms and rules. Often such schoolchildren have neuropsychic disorders. The drawings of such children, as a rule, do not correspond to the proposed school theme, but reflect the individual preferences of the child.

Method 24. “Numerical tables”

Exists simple technique assessment of the distribution and stability of attention. It requires a minimum of time to carry out and obtain the desired results. This technique is recommended to be used when it is enough to approximately estimate attention based on only two properties.

Figures 1a, 1b, 1c, 1d, 1e show five black and white tables, in the cells of which random order numbers from 1 to 25 are placed. The procedure for applying the technique is as follows.

The subject looks through all five tables in a row and in each of them finds and indicates all the numbers from 1 to 25. It is determined how much time it will take to solve this problem with each table. The sum of time spent on all tables is divided by the number of tables scanned, resulting in average time to solve a given problem with one table. This will be an indicator of attention distribution.

In order to determine the stability of attention, it is necessary to compare the time spent viewing each table. If this time from the first to the fifth table changes slightly, i.e. the difference in the time spent viewing individual tables does not exceed 10 s, then attention is considered stable. In the opposite case, the conclusion is made about insufficient stability of attention.

Method 25. “Assessment of attention” (according to the Munstenberg method).

The technique is aimed at determining the selectivity of attention, as well as for diagnosing concentration and noise immunity.

Instructions: “Among the alphabetic text there are words. Your task is to look through the text as quickly as possible to find and underline these words.”

Example: rucklebusjoyfrknp

The time required to work with the form is 2 minutes.

The number of words highlighted by the test subject and the number of errors made (missed and incorrectly highlighted words) are counted.

MUNSTENBERG METHOD FORM

sun sphmpeopledlzhflgzhdvlshishshugdludlzhdlreportshzshshshshvshggnshfshchvshchvshchshchshchshchfshchshchshchshchshchshchshsheprswimmingvdin thehguketmdlyvlaboratorylzhdlukshzshshshgshgaschyufoundationlyovdfloylvzhydflaezhshchlvazhepsychiatriyalzhvdljfyldvzhdlazhioproaloprshgrpyhyzshschtskoshch

Method 26. “Concentration and distribution of attention”

Prepare a sheet of paper 10x10 squares. Place 16-17 in random order in the cells different figures: circle, semicircle, square, rectangle, asterisk, flag, etc.

When determining the concentration of attention, the child should put a cross on the figure you specified. And when determining the switchability of attention, put a cross on one figure and a zero on the other.

Instructions. “Various figures are drawn here. Now you will put a cross in the asterisks, but you will not put anything in the rest.”

When determining the switchability of attention, the instructions include the task of placing a cross in the figure you have chosen, and a zero in the other. Don't put anything in the rest.

The correctness and completeness of the task is taken into account. Evaluated on a 10-point system, deducting 0.5 points for each error. Pay attention to how quickly and confidently the child completes the task.

Target: studying the cognitive activity of children (pictures and verbal situations are used)

1. The wizard can fulfill 5 of your wishes. What would you ask him for? (6 min.)
2. The sage can answer any of your questions. What would you ask him? (the first 5 answers are registered) – 6 min.
3. The magic carpet will take you wherever you want in no time. Where would you like to fly? (the first 5 answers are registered) – 6 min.
4. The miracle machine can do everything in the world: sew, bake pies, wash dishes, make any toys. What should the miracle machine do on your orders? - 5 minutes.
5. The main book of the country of Imagination. It contains any stories about everything in the world. What would you like to learn from this book? - 5 minutes.
6. You and your mother find yourself in a place where everything is resolved. You can do whatever your heart desires. Think about what you would do in this case? – (the first 5 answers are registered) – 4 min.

From the answers, answers of a cognitive nature are selected.

High level cognitive needs – 9 answers and above.

Average level cognitive needs – from 3 to 8 answers.

Low level cognitive need – 2 or fewer answers.

Qualitative analysis:

• High level - the desire to penetrate into the cause-and-effect relationships of phenomena; a research interest in the world is clearly manifested.
• Average level - there is a need for knowledge, but only specific information is attracted, and quite superficial.
• Low level - children are satisfied with monosyllabic information, for example, they are interested in the reality of a fairy tale, legend, etc. they once heard.

All these judgments are cognitive in nature, but differ in different levels of complexity.

Answers of “consumer” content – ​​having toys, spending leisure time without cognitive purposes.

Creative situations – 2, 3, 4, 5.

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DIAGNOSTICS METHOD FOR CHILDREN

GIFTS FOR PARENTS.

NORMATIVE SCALE FOR DIAGNOSIS OF GIFTEDNESS.

Developed by American scientists I.G. Hall, N. Skinner especially for parents. Covers an age range from one month to seven years.

Consists of three relatively independent parts: “General motor abilities”, “Motor abilities of a more specialized nature”” and “Cognitive language”.

INSTRUCTIONS.

In the tables next to the name of each ability is indicated age norm in months. In addition to whole values, even hundredths are given. Nearby, in the fourth column of the table, an advance of 30% is given, it is similar to the “intelligence coefficient” - 140 points. This advance is usually qualified as giftedness.

Compare your child’s indicators with the data presented in the tables.

General motor abilities.

No. Name of the learned action norm in advance

months by 30%

1. Raises the chin while lying on the stomach 1 0.30

2. Holds head and body 2 1.40

3. Rolls over while lying down 3 2.40

4. Sits with support 4 2.80

5. Sits independently 7 4.90

6. Stands with assistance 8 5.60

7. Stands, holding onto a support 9 6.30

8. Crawling 11 7.70

9. Stands steadily on its own 11 7.70

10. Walks independently 12.5 8.75

11. Walks without crawling 15 10.50

12. Crawling along the steps of the stairs 15 10.50

13. Climbing stairs 18 12.50

14. Sits independently on a chair 18 12.60

15. Turns the pages of a book 18 12.60

16. Descends the steps of the stairs, holding 21 14.70

one hand for support

17. Climbing stairs holding the railing 21 14.70

18. Runs well (without falling) 24 16.8

19. Goes up and down stairs 24 16.80

on one's own

20. Walks on tiptoes 30 21.00

21. Jumps with both legs at the same time 30 21.00

22. Alternates legs while climbing stairs 36 25.20

23. Jumps from place 36 25.20

24. Rides a tricycle using 36 25.20

25. Jumps on one leg 48 33.60

26. Throws the ball 48 33.60

27. Jumps with alternating legs 60 42.00

Motor abilities of a more specialized nature

_____________________________________________________________

1. Grabs and immediately releases the spoon from his hands 1 0.70

2. Coordinates the eyes vertically 1 0.70

3. Plays with a rattle 3 2.10

4. Manipulates the ball, shows interest in details 6 4.20

5. Coordinatedly pulls the tape 7 4.90

6. Selectively uses left and right right hand 8 5,60

7. Holds object between fingers and palm 9 6.30

8. Holds a pencil in a coordinated manner 11 7.70

9. Pushes a toy car independently 11 7.70

10. Draws doodles independently 13 9.10

11. When drawing, imitates strokes 15 10.50

12. Bends a sheet of paper 21 14.70

14. When drawing, imitates strokes like O and Y 24 16.80

15. Simulates Y and H strokes 3 0 21.00

16. Simulates a bridge made of cubes 36 25.50

17. Draws a person, composing him from parts 48 33.60

18. Draws a clearly distinguishable human figure 60 42.00

19. Copies triangle 60 42.00

20. Draws a person with a picture of a neck, arms, clothes 72 50.40

Cognitive language

_____________________________________________________________

No. Name of learned action norm advance

_____________________________________________________________

1. “Social smile” when seeing a person 1.5 1.05

2. Produces four or more sound tones 1.6 1.12

3. Visually identifies mother 2 1.40

4. Reacts to sound with gaze 2.2 1.54

5. Produces two different sounds 2,3 1,61

6. Says four different syllables 7 4,90

7. Says “da-da” or something similar 7.9 5.53

8. Reacts to his name 9 6.3

9. Shows interest in pictures in books 10 7.00

10. Imitates words 12.5 8.75

11. Has an active lexicon at least three words

(besides “ma-ma” and “yes-yes”) 14 9.80

12. Has active dictionary of 4-6 words, including names 15 10.50

13. Shows the named body part 17 11.90

14. Names one object (“What is this?”) 17.8 12.46

15. Follows instructions to place an object on a chair 17.8 12.46

16. Has an active dictionary of 10 words 18 12.60

17. Has an active dictionary of 20 words 21 14.70

18. Connects two or three words 21 14.70

19. Stops using jargon and builds sentences from

three words 24 16.80

20. Uses words: “I”, “you”, “me” 24 16.80

21. Names three or more objects in the picture 24 16.80

22. Able to identify five or more objects 24 16.80

23. Identifies seven objects 30 21.00

24. Says his name 30 21.00

25. Names five objects in the picture 30 21.00

26. Able to tell how certain objects are used 30 21.00

27. Counts (lists) objects up to three 36 25.20

28. Distinguishes between a person’s gender 36 25.20

PROCESSING RESULTS

If your child is 30% or more ahead of the norm according to the parameters presented, then there is reason to consider him gifted. Advancement is necessary for most of the presented parameters.

Giftedness in in this case is considered not as a momentary state, but as a dynamic characteristic.

QUESTIONNAIRE FOR EXPERT ASSESSMENT OF GIFTEDNESS

(J. Renzulli, R. Hartman, K. Callahan)

This technique contains four questionnaires.

Questionnaire 1. Characteristics of learning abilities.

The questionnaire includes 8 items, each of which indicates certain characteristics associated with learning abilities. The person completing the questionnaire assesses, using a four-point system, the extent to which each child possesses these characteristics.

Maximum score- 32 points.

Questionnaire 2. Motivational and personal characteristics.

The questionnaire includes 9 characteristics. The maximum score is 36 points.

Questionnaire 3. Creative characteristics(creativity).

The questionnaire includes 10 items. The maximum score is 40 points.

Questionnaire 4. Leadership characteristics.

The questionnaire includes 10 items, each of which identifies characteristics associated with leadership abilities. Maximum score 40 points.

Possible evaluation points:

4 – constantly;

3 – often;

2 – sometimes;

1 – rare;

Each item should be assessed without regard to other items.

Experts can be teachers, educators who know children.

Before filling out the questionnaire in free form introductory instructions are given. Expert assessment can be carried out both in group and individual form. THOSE. assessments can be carried out either by several experts at the same time, or by one. Similarly, you can evaluate either a whole group of children or one. There is no time limit for filling out the questionnaire. You can fill out all four questionnaires, or just one (there are separate normative data for each scale).

Questionnaire 1. Characteristics of learning abilities

(for preschoolers).

1. Has an extensive vocabulary for his age; uses terms quite meaningfully; speech development characterized by richness, expressiveness, elaboration and fluency.

2. Has a large supply of information in various areas(his interests go beyond the usual interests of his peers).

3. Can quickly understand, remember and reproduce factual information.

4. Capable of deep understanding of cause-and-effect relationships, tries to discover what and why something happens; asks a lot of questions that reveal the true deep meaning(as opposed to informational and factual questions); wants to know what is driving force what underlies people's actions or thoughts.

5. Easily grasps basic, main principles and can easily and quickly make reasonable conclusions and generalizations about events, people or objects; looks for similarities and differences between events and objects.

6. A subtle and insightful observer who “sees more” and “gets more” from a story, film, etc. than others.

8. Tries to understand complex material, analyzing, dividing it into its component parts; does own conclusions, finds logical and common sense answers and explanations.

Questionnaire 2. Motivational and personal characteristics

(for preschoolers).

1. Is deeply and completely immersed in topics and problems that interest him, persistent in finding a way to solve the problem (sometimes it is difficult to transfer his attention to another topic).

2. He quickly gets bored with ordinary, familiar work performed strictly according to instructions.

3. Has little need for external motivation and stimulation when performing the work that originally inspired him.

4. Strives to the best result, self-critical; rarely satisfied with his pace and results.

5. Prefers to work independently and independently; Only initial instructions are required from adults, then he likes to do everything himself.

6. Interested in many “adult” issues in to a greater extent than his peers.

7. Often firmly defends his opinion (sometimes even overly active), persistent in his convictions.

8. Likes to organize and structure things, people and situations.

9. He is always interested in truth and lies, good and evil; often evaluates and judges people, events and objects.

Questionnaire 3. Creative characteristics

(for preschoolers).

1. Extremely inquisitive about the most different areas; constantly asking questions about anything and everything.

2. Pulls out a large number of different ideas or solutions to problems; often offers unusual, non-standard and original answers.

3. Free and independent in expressing his opinion, sometimes emotional and hot in argument; stubborn and persistent.

4. Able to take risks; enterprising and decisive.

5. Prefers tasks related to “mind games”, fantasizes, possesses developed imagination(“I wonder what will happen if...”); enjoys the challenge of applying, improving, and changing ideas, rules, and objects.

6. Has a subtle sense of humor and sees humor in situations that do not seem funny to others.

7. More emotional and impulsive compared to other children; boys are more free to express “typically feminine qualities” such as sensitivity; girls are more independent, active and persistent than their peers.

8. Has a sense of beauty; pays attention to aesthetic, artistic characteristics things and phenomena.

9. Has own opinion and is able to defend it, is not afraid to be different from others, an individualist (in particular, he knows how and likes to work alone), is not interested in details, and is calm about creative disorder.

Questionnaire 4. Leadership characteristics

(for preschoolers).

1. Able to successfully bear the burden of responsibility; you can count on him to do what he promises, and usually to do it well.

2. Feels confident with children of his own age - just as with adults; feels calm and comfortable when asked to show his work in front of a group.

3. It is clear that his peers treat him well.

4. Collaborates with adults and peers; strives to prevent conflicts and, as a rule, easily copes with this on their own.

5. Fully capable of self-expression; speech is well developed and easy to understand.

6. Ready to adapt to new situations; flexible in thinking and action and does not seem discouraged when the usual way of life changes.

7. Inspired when he is among people; loves to communicate and does not like loneliness.

8. Strives to be the first, to surpass those around him; As a rule, he directs the activities in which he takes part.

9. Takes an active part in various events; you can count on the fact that if anyone will participate in preparations for holidays, competitions, etc., it will be he and no one else.

10. Stands out in various types sports, has good coordination and enjoys athletic games.

Answer sheet (for experts)

The table, numbered 1 to 8, shows the characteristics of learning ability (ability to learn). Please rate, using a four-point scale, the extent to which each child exhibits the characteristics described above.

Possible evaluation points:

Similar answer sheets are compiled for each questionnaire. The number of columns depends on the number of abilities being assessed.

Answer sheet. Parents' assessment

Date ________ D.S.________ Group__________

Age________ Respondent_________ (full name of the person filling out the questionnaire)

The table, numbered 1 to 8, shows the characteristics of learning ability (ability to learn). Please rate, using a four-point scale, the extent to which your child exhibits the characteristics described above.

Possible evaluation points:

4 – constantly; 3 – often; 2 – sometimes; 1 – rare;

1. Learning Ability Scale

Tables are compiled similarly for the remaining scales.

Summary answer sheet

Date of testing_____________________ Quantity Human_______

Garden No.___________ Group___________

Expert_________________

Summary data table (total points)

E – expert, R – parent.

Processing of received data

For each child, we sum up the scores for all statements of each questionnaire. We get the total raw scores of the child. Then we compare the obtained raw scores with normative data and evaluate the place of each child for each type of ability relative to the norm.

Average and standard deviations for different age groups.

Group 1 (age 5 years – 6 years 11 months)

“Wish Tree” technique (V.S. Yurkevich)

Purpose: to study the cognitive activity of children (pictures and verbal situations are used)

1. The wizard can fulfill 5 of your wishes. What would you ask him for? (6 min.)

2. A sage can answer any of your questions. What would you ask him? (the first 5 answers are registered) – 6 min.

3. The magic carpet will take you wherever you want in the blink of an eye. Where would you like to fly? (the first 5 answers are registered) – 6 min.

4. The miracle machine can do everything in the world: sew, bake pies, wash dishes, make any toys. What should the miracle machine do on your orders? - 5 minutes.

5. The main book of the country of Imagination. It contains any stories about everything in the world. What would you like to learn from this book? - 5 minutes.

6. You and your mother find yourself in a place where everything is resolved. You can do whatever your heart desires. Think about what you would do in this case? - (the first 5 answers are registered) – 4 min.

From the answers, answers of a cognitive nature are selected.

· High level of cognitive need – 9 answers and above.

· Average level of cognitive need – from 3 to 8 answers.

· Low level of cognitive need – 2 or fewer answers.

Qualitative analysis:

· High level - the desire to penetrate into the cause-and-effect relationships of phenomena, a research interest in the world is clearly manifested.

· Average level – there is a need for knowledge, but only specific information, and rather superficial information at that, is attracted.

· Low level - children are satisfied with monosyllabic information, for example, they are interested in the reality of a fairy tale, legend, etc. they once heard.

All these judgments are cognitive in nature, but differ in different levels of complexity.

Answers of “consumer” content - to have toys, to spend leisure time without cognitive purposes.

Creative situations – 2,3,4,5.

Methodology

"Joys and Sorrows"

The technique helps to identify the place cognitive activity in system value orientations preschoolers.

After the organized educational activity on the formation of elementary mathematical representations the child is asked:

1. What pleased you most during the lesson?

2. What upset you most during the lesson?

Questions can be formulated with greater emphasis on the child’s emotions:

1. When did you feel the most joy during class?

2. When were you most upset during class?

The analysis of the answers is recorded in the diagram:

Note: it is not advisable to carry out the technique immediately after class, because the information received will be distorted by too fresh impressions of the lesson. The material that is based on the analysis of several classes will be more objective and richer.

STUDYING THE COGNITIVE NEEDS OF A PRESCHOOL CHILDREN.

(V.S. Yurkevich, modification and adaptation for kindergarten E.A.Baranova.)

Reveals the presence, strength and stability of cognitive needs.

The standardized questionnaire includes 7 questions addressed to parents or educators.

Processing and interpretation of results

The intensity of the cognitive need is determined by the amount of points received:

27-35 points – the need is strongly expressed;

17-26 points – moderate;

less than 17 points – weak;

Methodology for determining the dominance of cognitive or gaming motives in the affective-need sphere of the child

(Methodology by N.I. Gutkina)

This technique is used both for preliminary acquaintance with the child, and in order to find out the degree of expression of cognitive or play motives in the affective-need sphere.

Order of conduct

The child is invited into a room where ordinary, not very attractive toys are displayed on tables, and he is asked to look at them for a minute. Then the experimenter calls him over and invites him to listen to a fairy tale. The child is read an interesting fairy tale for his age, which he has not heard before. Actually interesting place the reading is interrupted, and the experimenter asks the subject what he wants this moment Do you want to play with the toys on the table or listen to the story to the end?

Children with a pronounced cognitive interest usually prefer to listen to the continuation of the fairy tale. Children with weak cognitive needs prefer to play. But their game, as a rule, is of a manipulative nature: first they will grab one thing, then another.

Test material

Fairy tale WHY HARES WEAR WHITE FUR COATS IN WINTER

Frost and the hare once met in the forest. Frost boasted:

I am the strongest in the forest. I will defeat anyone, freeze them, turn them into an icicle.

Don't brag, Moroz Vasilyevich, you won't win! - says the hare.

No, I will overcome!

No, you won't win! - the hare stands his ground.

They argued and argued, and Frost decided to freeze the hare. And says:

Come on, hare, bet that I will defeat you.

“Come on,” the hare agreed.

(IN this place reading is interrupted).

Here Frost began to freeze the hare. The cold blew in and swirled like an icy wind. And the hare began to run and jump at full speed. It's not cold while running. And then he rolls around in the snow and sings:

The prince is warm, the prince is hot! It warms, it burns - The sun is bright!

Frost began to get tired and thought: “What a strong hare!” And he himself is even more fierce, he let in such cold that the bark on the trees bursts, the stumps crack. But the hare doesn’t care at all - he either runs up the mountain, or somersaults down the mountain, or rushes across the meadow.

Frost is completely exhausted, but the hare doesn’t even think about freezing. Frost retreated from the hare:

Would you be frozen with a scythe - you are so agile and quick!

Frost gave the hare a white fur coat. Since then, all hares wear white fur coats in winter.

1 Answer your child's questions patiently and honestly.

2. Take your child's questions and statements seriously.

3. Provide your child with a room or corner exclusively for his business.

4. Find a place where the child could show his work and achievements.

5. Do not scold your child for the mess on the table if it is related to his creative process. However, please provide workplace in order after its completion.

6. Show your child that he is loved and accepted unconditionally for who he is, and not for his successes and achievements.

7. Entrust your child with feasible tasks and concerns.

8. Help him make his own plans and decisions.

9. Help him improve his work results.

10. Take your child on trips to interesting places.

11. Help your child communicate with peers from different cultural backgrounds.

12. Do not compare your child with others, pointing out his shortcomings.

13 Do not humiliate your child, do not let him feel that he is somehow worse than you.

14. Teach your child to think independently.

15. Provide your child with books, games and other things he needs for his favorite activities.

16. Encourage your child to make up stories and fantasize. Do it with him.

17. Teach your child to read regularly from an early age.

18. Be attentive to his needs.

19. Include your child in a joint discussion of common family matters.

20. Don't tease your child for mistakes.

21. Praise for any success.

22. Teach him to communicate with adults of any age.

23. Develop practical experiments, helping the child learn more.

24. Do not forbid your child to play with all sorts of rubbish - this stimulates his imagination.

25. Encourage your child to find problems and then solve them.

26. Praise your child for specific actions and successes and do it sincerely.

27. Don't limit the topics your child discusses.

28. Give your child the opportunity to make decisions independently and take responsibility for them.

29. Help your child become an individual.

30. Help your child find interesting TV and radio programs.

31. Develop in a child positive perception his abilities.

32. Encourage your child to be as independent as possible from adults, without losing respect for them.

33. Believe in common sense your child and trust him.

34. Prefer that your child does most of the work that he takes on himself, even if you are not sure about the positive end result. Give your child this opportunity.

35. Keep a diary of observations of your child's development and analyze the development process.

Target: studying the cognitive activity of children (pictures and verbal situations are used)

1. The wizard can fulfill 5 of your wishes. What would you ask him for? (6 min.)

2. A sage can answer any of your questions. What would you ask him? (the first 5 answers are registered) – 6 min.

3. The magic carpet will take you wherever you want in the blink of an eye. Where would you like to fly? (the first 5 answers are registered) – 6 min.

4. The miracle machine can do everything in the world: sew, bake pies, wash dishes, make any toys. What should the miracle machine do on your orders? - 5 minutes.

5. The main book of the country of Imagination. It contains any stories about everything in the world. What would you like to learn from this book? - 5 minutes.

6. You and your mother find yourself in a place where everything is resolved. You can do whatever your heart desires. Think about what you would do in this case? – (the first 5 answers are registered) – 4 min.

From the answers, answers of a cognitive nature are selected.

High level cognitive needs – 9 answers and above.

Average level cognitive needs – from 3 to 8 answers.

Low level cognitive need – 2 or fewer answers.

Qualitative analysis:

• High level - the desire to penetrate into the cause-and-effect relationships of phenomena; a research interest in the world is clearly manifested.
• Average level - there is a need for knowledge, but only specific information is attracted, and quite superficial.
• Low level - children are satisfied with monosyllabic information, for example, they are interested in the reality of a fairy tale, legend, etc. they once heard.

All these judgments are cognitive in nature, but differ in different levels of complexity.

Answers of “consumer” content – ​​having toys, spending leisure time without cognitive purposes.

Creative situations – 2, 3, 4, 5.

Method 22. Study of the motives of educational activities (modification by A.A. Rean, V.A. Yakunin).

The methodology for studying the motives of educational activity was developed at the Department of Educational Psychology of Leningrad University (modified by A.A. Rean, V.A. Yakunin). There are two versions of this technique, the differences between which are determined by the procedure and are reflected in the instructions.

Option I

Instructions. Read carefully the motives for learning activities listed in the list. Choose the five that are most significant to you. Mark significant motifs with an “X” on the appropriate line.

List of motives:

1. Become a highly qualified specialist.

2. Get a diploma.

3. Successfully continue studying in subsequent courses.

4. Study successfully, pass exams well and excellently.

5. Constantly receive a scholarship.

6. Acquire deep and lasting knowledge.

7. Be constantly ready for the next class.

8. Do not start subjects of the educational cycle.

9. Keep up with your fellow students.

10. Ensure the success of future professional activities.

11. Fulfill pedagogical requirements.

12. Achieve the respect of teachers.

13. Be an example to fellow students.

14. Achieve the approval of parents and others.

15. Avoid condemnation and punishment for poor studies.

16. Get intellectual satisfaction.

Processing the results. The frequency of naming motives among the most significant ones across the entire survey sample is determined. Based on the results obtained, the ranking place of the motive in a given sample population (school, class, group, etc.) is determined. The results are entered in Form 1.

The “Tree” technique (author D. Lampen) was adapted by L.P. Ponomarenko. It can be used to assess the success of a child’s adaptation at the beginning schooling and upon transition to middle management. The technique allows you to quickly determine the characteristics of the adaptation process, identify possible problems child. Children, immersed in drawing activities, carry out the proposed tasks with pleasure and easily identify themselves with this or that person.

Students are offered sheets with a ready-made image of the plot: a tree and little men located on it and under it. Each student receives a sheet with a picture of a tree and the little people on it. (But ).

The instructions are given in the following form:

“Look at this tree. You see a lot of little people on it and next to it. Each of them different mood, and they occupy different position. Take a red felt-tip pen and color in the little person who reminds you of yourself, is similar to you, your mood at school and your position. Perhaps the higher up the tree the little man is, the higher his achievements, the more successful he is in school. Now take a green marker and color in the little person you would like to be and in whose place you would like to be.”

It happens that some children ask permission to indicate the positions of two people.

In this case, you should not limit their choice, but it is necessary to record which person was marked first and which second, since the ratio of these choices can be quite informative.

Interpretation of results:

Interpretation of the results of the tree with people technique is carried out based on what positions it chooses this student, with which person’s position does he identify his real and ideal position, are there any differences between them.

Interpretation based on experience practical application methodology and comparison of its results with observations of student behavior, data received from teachers and parents, and from conversations with the child.

For ease of explanation, each figure is assigned its own number.

It should be noted that students do not always understand position No. 16 as the position of “a little man who carries little man No. 17,” but tend to see it as a person supported and embraced by another.

Based on the results of carrying out the “Tree” technique in the classroom, you can draw up a diagram that clearly displays the situation of children’s adaptation to learning in the classroom.

Diagram “Reminding yourself” Diagram “Desire to be like”

Press source: L.P. Ponomarenko. Psychological prevention maladjustment of students at the beginning of their studies in high school. Guidelines For school psychologists. - Odessa: Astra-Print, 1999.