Projective methods for studying the personality of a child of primary school age. Diagnostic methods for studying a student’s personality

The formation of a humanistic education system, a focus on the development of the student’s personality, and the introduction of new teaching technologies into the school’s educational process necessitate a revision of traditional approaches to determining the performance results of both the student and the teacher.

By now, it has become virtually a generally accepted opinion that the results of education in general, and teaching in particular, cannot be assessed only by the level of knowledge, skills and abilities of schoolchildren. Didactics, methodologists, psychologists are looking for indicators of student development during training. Development is determined by the emergence of new forms of activity, new qualities of the child’s personality, new relationships to reality, to others, to himself. The developmental situation is not only the organization of independent cognitive activity of children, but also the obligatory overcoming of the difficulties accompanying it, causing intense work of intellectual forces, as a result of which the accelerated formation of the child’s personality occurs. This is possible only on the basis of positive internal motives for activity, the student’s voluntary acceptance of learning difficulties, his mastery of the necessary evaluative actions, and the development of his analytical-critical approach to phenomena.

Many indicators of a child’s personal development are not identical to the knowledge, skills and abilities of students traditionally controlled by teachers and cannot be identified by generally accepted methods of testing. In addition, in modern pedagogical consciousness, one might say, a belief has formed that the success of students’ educational activities, the pace and levels of their development depend not only on the natural characteristics of children, but also on the nature of the teacher’s teaching activities. All this significantly expands the range of performance indicators of participants in the educational process that are subject to verification, control and accounting and necessitates the need to evaluate the activities of not only students, but also the teacher. And this falls within the scope of pedagogical diagnostics.

One of the definitions of the term “pedagogical diagnostics” can be found in the book of the same name by K. Ingenkamp “”. “Pedagogical diagnostics,” writes the author. - designed, firstly, to optimize the process of individual learning, secondly, in the interests of society, to ensure the correct determination of learning outcomes and, thirdly, guided by the developed criteria, to minimize errors when transferring students from one educational group to another, when sending them into various courses and choosing a specialization of study. To achieve these goals, during diagnostic procedures, on the one hand, the prerequisites for learning are established for individuals and for representatives of the educational group as a whole, and on the other hand, the conditions necessary for organizing a systematic process of learning and cognition are determined. Using pedagogical diagnostics, the educational process is analyzed and learning outcomes are determined. In this case, diagnostic activity is understood as a process during which (with or without the use of diagnostic tools), observing the necessary scientific quality criteria, the teacher observes students and conducts questionnaires, processes observation and survey data and reports the results obtained in order to describe behavior, explain his motives or predict future behavior."

V.G. Maksimov believes that pedagogical diagnostics, in a not entirely clearly expressed form, is present in any pedagogical process, starting with the interaction between teacher and student in the classroom and ending with the management of the education system as a whole. It manifests itself in the form of tests, and in any characteristic of both the student and the teacher, in identifying the effectiveness of the teaching and educational process, etc.

In the concept of “pedagogical diagnostics” V.G. Maksimov focuses on the adjective pedagogical(there is also psychological diagnostics), which, in his opinion, characterizes the following features of this diagnosis: firstly, diagnostics is carried out for pedagogical purposes, that is, it is aimed at obtaining new information on how to improve based on analysis and interpretation quality of education (training, upbringing) and development of the student’s personality; secondly, and this is the main thing, it provides fundamentally new meaningful information about the quality of the teacher’s pedagogical work; thirdly, it is carried out using methods that organically fit into the logic of the teacher’s pedagogical activity; fourthly, with the help of pedagogical diagnostics, the control and evaluation functions of the teacher’s activities are strengthened; fifthly, even some traditionally used means and methods of teaching and upbringing can be transformed into means and methods of pedagogical diagnostics.

The purpose of pedagogical diagnostics is according to I.P. Podlasy, is the timely identification, assessment and analysis of the educational process in connection with its productivity. One of the indicators of the productivity of the educational process is academic success students, but it is quite difficult to determine its standard. The diagnostic results should reflect not only objective requirements, but also the real capabilities and successes of each individual student. Diagnostic strategy, according to V.I. Zagvyazinsky, also contains the requirement comprehensive verification of learning outcomes in the cognitive (mastery of knowledge and ways of applying it), psychological (personality development) and social (social adaptation) spheres.

IN cognitive sphere the level of knowledge acquisition is revealed in accordance with the taxonomy (hierarchy) of learning goals (B. Bloom), as well as levels of recognition, understanding, assimilation, and mastery in relation to both standard and creative actions.

IN psychological sphere The development of speech, thinking, memory, attention, and the ability to act in standard (typical) and non-standard situations is tested. It is very important to understand the development of motivation (interest, desire for knowledge) abilities (cognitive, communicative, empathy, creative, etc.).

IN social sphere the degree of mastery of social norms, moral and legal self-awareness, social activity, adaptability in a team and the ability to adapt in a changing social environment are diagnosed.

V. I. Zagvyazinsky points to learning ability or the ability for further learning as the most important interactive indicator of learning success.

V.G. Maksimov identified and described the following functions of pedagogical diagnostics.

1. Function feedback Its essence lies in the fact that diagnostic data on the levels of upbringing and education of students at a certain stage of their development serve as the main information for analyzing past pedagogical experience and designing the further pedagogical process.

1)Estimated the function is manifested in such aspects as value-oriented, regulatory-corrective, stimulating and measuring. In the process of implementing this function, students’ ideas and concepts about people and themselves are enriched, they have the opportunity to compare their qualities with the requirements of society, which contributes to a change in value orientations. Objective assessment stimulates students' self-development. By comparing his qualities and academic successes with the achievements of other schoolchildren, the student establishes his social status. From the team and the teacher he receives information about himself and through this information he gets to know himself. Thus, diagnosis can act as a means of guiding organized self-knowledge.

2)Management the function of pedagogical diagnostics is associated with the main stages of managing the development of the student body and the student’s personality. In accordance with this, determined three types of diagnostics: 1) initial, related to planning and management of students’ cognitive activity; 2) current (corrective) diagnostics, which is carried out in the process of organizing the cognitive activity of students and orients the teacher to the changes occurring in the development of schoolchildren; 3) generalizing diagnostics, which provides basic data for correcting the teacher’s teaching activities for the coming period

V.I. has a slightly different approach to determining diagnostic functions. Zagvyazinsky. He distinguishes educational, stimulating, analytical-corrective, nurturing, developmental and control functions.

Educational function is that verification, control, accounting remain organic elements of training and their task is not so much to identify, record the state of affairs, the level of training, but to promote learning, correct mistakes, instruct, and help in further advancement.

Stimulating function as a continuation and addition to education, it is intended to ensure that control does not disorganize the student’s activities, but inspires him, instills confidence in the achievability of new goals, a higher level of training and development. Analytical-correcting function associated with the teacher’s pedagogical reflection, his self-analysis, improvement of planning and organization of teaching. This function also concerns the student, ways of overcoming difficulties, correction and self-correction of educational activities.

Educational and developmental functions are associated with the formation of adequate self-esteem, responsibility, aspiration, volitional self-regulation and other socially valuable abilities and character traits.

Control function ensures recording of the level of achievement, its compliance with norms and standards, as well as progress to higher levels of knowledge acquisition and development.

The content of the functions indicates that diagnostics has a broader and deeper meaning than traditional testing of students’ knowledge and skills. The test only states the results without explaining their origin. Diagnosis, according to I.P. Podlasy, considers the results in connection with the ways and means of achieving them, identifies trends, the dynamics of the formation of learning products.

IN diagnostic composition the learning process and results include control, verification, evaluation, accumulation of statistical data, their analysis, identification of dynamics, trends, forecasting further developments of events. A brief description of some of the listed components was given by V.I. Zagvyazinsky.

Examination- the process of establishing successes and difficulties in mastering knowledge and development, the degree of achievement of learning goals.

Control- comparison operation, comparison of the planned result with reference requirements and standards.

Accounting- recording and bringing into the system indicators of verification and control, which allows us to get an idea of the dynamics and completeness of the process of mastering knowledge and developing students.

Grade - judgments about the progress and results of learning, containing its qualitative and quantitative analysis and aimed at stimulating an improvement in the quality of students' educational work.

Marking- determination of a score or rank on an officially adopted scale for recording the results of educational activities and the degree of its success.

Procedural diagnosis and control differ in this way: during diagnosis there must be an evaluation standard, which is a “reference point”. This standard must be OBJECTIVELY expressed! And control is carried out using SUBJECTIVE rating scales.

The starting point is not an “ideal sample”, from which the student’s grade is formed by subtraction and recording the mistakes and shortcomings made today, but the reference level of educational achievements necessary for continuing education and actually achieved by the majority of students. Achieving this reference level is interpreted as the child’s unconditional academic success. It is proposed to assess individual educational achievements using the “addition method”, in which the achievement of the reference level is recorded, and

the use of a cumulative assessment system (portfolio), which characterizes the dynamics of individual educational achievements.

In accordance with the requirements of the theory and practice of pedagogical measurements, assessment procedures, based on the results of which decisions are made, must have a high degree of objectivity, which is manifested through two main characteristics: the validity and reliability of assessment tools and procedures.

The validity of the final assessment refers to the correspondence of the content of the assessment to the planned results. The validity of measurements and assessment procedures implies the completeness of coverage of all planned results and the adequacy of assessing their achievement. This requires an integrated approach, that is, the inclusion of various forms and methods of assessment.

The reliability of the final assessment should be ensured through the professional development of tools, including experimental testing of individual tasks and work as a whole, criteria and assessment scales, as well as compliance with all requirements for standardization of assessment procedures.

In pedagogical measurements, it is customary to consider three levels of description of educational results: planned, real and achieved.

The first level - planned - characterizes those results that are included in the planned results of mastering basic educational programs and are implemented in the educational program for a given level of education, in exemplary programs for individual academic subjects

The second level - implementable - characterizes the results that a particular teacher strives for, depending on his personal attitudes, attitude to the subject, and professional qualifications.

In the process of measurement, a third level of description of results appears - achieved, which characterizes the level of real achievements of students.

As the results of pedagogical measurements show, the real achievements of students are always lower than their planned level in regulatory documents and the level that is implemented by teachers.

This means that in the course of pedagogical measurements it is practically impossible to record the achievement by all students of all planned results of mastering educational programs.

The Federal State Standard for Primary General Education establishes three main groups of results – personal, meta-subject and subject.

The content and criterial basis for assessing personal, meta-subject and subject results are the planned results of primary education. Only subject and meta-subject results described in the section: “The graduate will learn” of the planned results of primary general education are included in the personalized final assessment. Personal results of primary school graduates in full compliance with the requirements of the standards are not subject to final assessment.

Within the framework of the internal assessment system, a limited assessment of the maturity of individual personal results is possible, which is aimed at solving the problem of optimizing the personal development of students and includes three main components:

Characteristics of the student’s achievements and positive qualities;

Determining priority tasks and directions of personal development, taking into account both the achievements and psychological problems of the child;

The content of the final assessment is determined by the content and structure of the planned results, presented in a generalized form. Therefore, before starting to develop tools (individual tasks and test work), it is necessary to specify the planned results and present them in a form that makes it possible to create standardized measurement tools. This procedure is called operationalization. During this procedure, each planned result is clarified with a focus on “achievability” and “measurability,” i.e. the skills and elements of knowledge that students must master in the learning process are indicated and which can be measured within the framework of the assessment procedures used at different levels of their development. Thus, in the process of operationalization, the content and criterial basis of the assessment are clarified, i.e., specific requirements for the student’s answer (what must be demonstrated to them in order to make a decision on achieving this planned result). Operationalized lists of planned results in mathematics and the Russian language with examples of tasks are presented in the book: “Assessing the achievement of planned results in elementary school” / ed. G.S. Kovaleva, O.B. Loginova).

A distinctive feature of the final works for assessing the achievement of planned results developed within the framework of the standards is their focus not on assessing the mastery of subject knowledge and skills and the ability to reproduce them in educational situations, but on assessing the ability to apply the knowledge and skills acquired in primary school in various situations, including those close to real life.

This influenced the development and inclusion of two groups of tasks in which students were not required to reproduce acquired knowledge and skills, but to apply them by solving educational-practical or educational-cognitive problems. The first group included tasks of the basic (reference) level. Assessment of achievement of this level is carried out using standard tasks (tasks), in which the solution method is obvious. When performing tasks of the second group (tasks of an advanced level), in which the solution method is not explicitly specified, the student must choose a method from those known to him or independently construct a solution method, integrating two or three studied or transforming them. Assessing the achievement of this level is carried out using tasks (tasks) in which there is no explicit indication of the method of implementation, and the student has to independently choose one of the studied methods or create a new method.

The object of the standardized final assessment is the planned results of mastering primary education programs in two main subject areas (mathematics and Russian language) and two interdisciplinary programs (“Reading: working with information” and “Program for the formation of universal educational activities”).

At the initial stage of education, it is of particular importance for students to master the basic system of knowledge in the Russian language and mathematics and master the following meta-subject actions:

Speech skills, among which should be the skills of conscious reading and skills of working with information;

Communicative, necessary for educational cooperation with the teacher and peers.

It is advisable to check the above results when carrying out three final works: 1) final work on the Russian language; 2) final work in mathematics;

3) final comprehensive work on an interdisciplinary basis.

The minimum criterion for mastering educational material, accepted in the practice of pedagogical measurements, is in the range from 50 to 65% of the maximum score that can be obtained for completing the entire work. If the test contains tasks with only multiple choice answers, then the mastery criterion is 65%. If in the test work only tasks with a free answer (short or extended) are used, then the mastery criterion is 50%.

For an advanced level, you can use the same criterion as for a basic level: 50%-65% of the maximum score, but for completing tasks at an advanced level.

In general, the final assessment should make it possible to record individual progress in the child’s educational achievements, i.e. evaluate the child in relation to himself. On the other hand, summative assessment should provide objective and reliable data on the educational achievements of each child and all students.

In the final grade of a graduate, it is necessary to distinguish two components: accumulated grades, characterizing the dynamics of students’ individual educational achievements, their progress in mastering the planned results, and grades for standardized final works, characterizing the level of assignment by students of the main formed methods of action in relation to the supporting system of knowledge at the time of graduation schools.

Questions and tasks for self-control

1. What is the essence, strategy and composition of pedagogical diagnostics of the learning process and results?

2. What pedagogical tools can a teacher use to diagnose the individuality of schoolchildren?

3. How will diagnostic pedagogical tools intended for studying the individuality of primary school age differ?

4. What are the reasons for student failure?

Diagnostic research is important both in the work of a teacher and a counselor. We present to your attention several diagnostic techniques that can be used by counselors during different periods of the shift.

Unfinished sentence

What I don't like most about the camp...
Compared to others, our squad...
Sometimes I'm afraid...
What I like most is...
I think I can do it without any problems...
In my opinion, the best counselor is...
Many guys from our squad...
When someone yells at me...
In the future I want...
If I were our counselors, I would...
Compared to others I...
I really don't like it when the guys from our squad...
For me there is nothing worse...
In my opinion, the worst thing is when the counselor...
I can't wait until...
I would like to learn...
I value qualities in people such as...
I don't like to think...
My friends and I...
When others do something better than me...
In our squad...
If you were to ask me: “What is happiness?” - I would answer...

Housewarming

Children are invited to draw their portraits and “place” them in a house, the drawing of which hangs in the squad corner. Then the children all paint the house together. This game is aimed at creating a sense of unity with others. The counselor should pay attention to what colors the students use, whether everyone takes part in completing this task, and how the communication process proceeds.

What am I strong about?

This technique allows you to identify what a child is strong in, so it consists of six so-called strengths.

To carry out this technique you will need: a sheet with images of steps, a pen or pencil.

First force- this is the strength of our body, everyone has it. This is the ability to feel your body, the ability to work and rest. This is agility and endurance. Think about your body, draw yourself at any stage of ascent to this power.

Second force- the ability to see, the ability to perceive space, color, shape. The ability to see visual images, examine details, pictures, drawings. Determine which step you are on here.

The power of hearing- sensitivity to the sounds of nature and the surrounding world, the ability to play musical instruments, sing, dance. Draw yourself on these stairs.

The power of thinking- makes it possible to reason and draw conclusions by connecting causes and effects. People with this power love problems, puzzles, and proofs. Where are you on these stairs?

The power of communication- the power that opens all doors, allows you to like and establish contact with people, understand the state of other people. Draw yourself here.

The power of self-control- the ability to control one’s feelings and control one’s actions. Determination, perseverance, patience. What stage are you at?

Processing the results: if a child draws himself at the first and second stages, these are low indicators of each of the “strengths” and low self-esteem. The third and fourth stages are average performance and adequate self-esteem. The fifth and sixth stages are high performance and high self-esteem.

Diagnosis of moral self-esteem

Children are offered ten statements. Listen carefully to each of them. Think about how much you agree with them.

If you completely agree with the statement, rate the answer four points; if more agree than disagree, rate the answer three points; if you do not completely agree, rate the answer two points; If you don’t agree at all, rate the answer one point.

Questions:

I am often kind to my peers and adults.
It is important for me to help a classmate when he is in trouble.
I believe that it is possible to be unrestrained with some adults.
There’s probably nothing wrong with being rude to someone I don’t like.
I believe that politeness helps me feel good around people.
I think that you can allow yourself to be rude in response to an unfair remark addressed to me.
If someone in class is teased, then I tease him too.
It makes me happy to give people joy.
It seems to me that you need to be able to forgive people for their negative actions.
I think you need to be friendly to all the people around you.

Processing the results: numbers 3, 4, 6, 7 (negative questions) are processed as follows: for an answer worth four points, one is given, three points - two units, two points - three units, one point - four units. In other answers, the number of units is set according to the score.

For example, four points is four units, and so on. Interpretation: from 34 to 40 units - a high level of moral self-esteem, from 24 to 33 units - an average level of moral self-esteem, from 16 to 10 units - a low level of moral self-esteem.

Fantastic choice

Children are encouraged to think, imagine and answer questions.

A goldfish swam to you and asked: “What do you want?” Answer her.
If you could become a wizard for an hour, what would you do?
You have a seven-flowered flower in your hands. Mentally tear off the petals: what will you ask for yourself?
We found a magic wand that makes all wishes come true, just rub it with a silk thread. What would you suggest for execution?
You go to a desert island and will live there for the rest of your life. You can take with you whatever you describe in five words. Say five words.

results of this methodology can be formalized in writing: a bulletin is issued with text and drawings telling about the nature of the choice made. Children will be interested in such a bulletin, as they can compare their answers with the answers of their friends. Of course, the materials are anonymous.

Sociometry

The word "sociometry" literally means "social dimension". The technique was proposed by the American psychologist J. Moreno and is intended to assess interpersonal relationships in a team. This technique is best used during the main period of the shift and before the children leave the camp.

Let's consider this technique in relation to a children's group. Children are asked to list those comrades from the squad with whom each of them would like to communicate and collaborate in various activities. For example:

As a rule, children are asked to choose no more than three comrades from the squad. Processing involves entering the results into a table.

Summary table by number of elections

First Name Last Name	Masha and.	Olya V.	Dima A.	Anton R.	Kolya D.	Sun
Masha and.	X	1	2	-	3	3
Olya V.	1	X	2	3	-	3
Dima A.	3	-	X	1	2	3
Anton R.	2	3	1	X	-	3
Kolya D.	-	2	1	3	X	3
VP	3	3	4	3	2
BB	3	2	3	2	1

The first column of the table contains the names of the guys who choose. The first line contains the names of those being selected. In both cases, the names must be presented in the same order.

Number 1 is placed in the column of the squad member whom the subject in question chose first, number 2 - who was chosen second, 3 - third.

In the resulting rows and columns:

Sun- the number of choices made by a given person.

VP- the sum of the selections received by a given person.

BB- number of mutual elections.

The sum of choices received by each person (VP) is a measure of his position in the system of interpersonal relations. If a person received the most selections, he is classified as a “star.”

If you received the average number of selections - to the “preferred” ones.

If there is less than the average number of elections, they are classified as “neglected”.

If you do not receive a single choice, go to “isolated”.

The child’s satisfaction with his own position in the squad is determined by the coefficient:

K = BB: BC

Where BB- number of mutual elections;

Sun- the number of choices made by a given person.

So, if the number of BB is 0, and the number of choices made by a person (BC) is 3 and K = 0/3 = 0, then it should be assumed that he may have problems in interpersonal relationships.

Average level of relationship well-being(UBV) in the squad will be recorded in the case of approximate equality: “stars” + “preferred” = “neglected” + “isolated”.

About low levels of well-being in the detachment is evidenced by the predominance of people with low status.

If a situation is recorded in the squad where “stars” + “preferred” > “neglected” + “isolated”, then this will show high level of relationship well-being in a squad characterized by fairly stable, even, friendly relationships within the team. But at the same time, you should carefully consider the presence of isolated and neglected people and try to make the necessary adjustments to interpersonal relationships in the squad, having first understood the causes of the existing problems.

Symbol "X" indicates that this field cannot be filled in.

It is necessary to pay attention to the fact that the results of such tests, surveys and other methods aimed at studying interpersonal relationships in a team and assessing the individual qualities of students should not be brought up for discussion by the squad. The data obtained is used by counselors only for the purpose of optimizing their educational activities.

Large hemispheres

This technique allows you to give information to students about the role of the cerebral hemispheres.

Let's try to get the most general idea about ourselves. The cerebral hemispheres play a vital role in human life. The surface of the cerebral hemispheres is formed by gray matter - the cortex. The cortex is responsible for higher nervous activity - speech, consciousness, thinking, attention, memory. The left hemisphere is more responsible for logical, abstract thinking, and verbal perception. The right hemisphere is responsible for imaginative perception and thinking, for emotions. The left hemisphere is considered to be “people-oriented” and the right hemisphere is “nature-oriented.” Life clearly indicates the existence of two categories of people: artists (writers, musicians, painters, sculptors, etc.), in whom the activity of the right hemisphere predominates, and thinkers, in whom the activity of the left hemisphere predominates (logical type of thinking). Asymmetry of the hemispheres is the result of mental work.

Knowing the characteristics of your brain, you can predict success in certain areas of human activity.

How can we find out which hemisphere is dominant? A method for express character analysis has been developed, based on four innate characteristics. These signs do not change until the end of life.

Interlace your fingers and you will notice that the same finger is always on top. If it is left, you are an emotional person, if it is right, you have a predominant logical mindset.
Try “aiming” by looking at the target through a pencil. The right dominant eye speaks of a firm, persistent, even aggressive character, the left - of a soft and compliant character.
If, when intertwining your hands on your chest, your left hand is at the top, then you are prone to coquetry, while your right hand is prone to innocence.
If, when applauding, it is more convenient to clap with your right hand, you can speak of a decisive character; with your left hand, you often hesitate before making a decision.

Label the left eye - L, left hand - L, right eye - P, right hand - P.

Transcript of recording

PPPP- you are characterized by conservatism, orientation toward generally accepted opinion, and do not like to conflict and argue.

PPPL- the defining character trait is indecisiveness.

PPLP- characterized by coquetry, determination, sense of humor, artistry. This is a contact type of character, most common among girls.

PPLL- a rare type of character, close to the previous one, but softer. Some contradiction between indecision and strength of character.

PLPP- a combination of an analytical mind and gentleness, more often found in girls - the “business girl” type. Slow getting used to something new, caution, tolerance.

PLPL- weak and rarest type of character, defenseless, susceptible to influence.

BOB- widespread character. The main feature is emotionality, combined with insufficient persistence. They are easily influenced, have happy friends, and get along with people easily.

LPPL- the “little queen” type, characterized by gentleness and naivety.

LLPP- characterized by friendliness and simplicity, some dispersion of interests, a tendency to introspection.

LLPL- simplicity, gentleness, and gullibility predominate. A very rare type, almost never found in men.

LLLP- emotionality, energy, determination,

often make decisions hastily.

LLLLL- anti-conservative type of character, emotional, selfish, stubborn, sometimes withdrawn.

LPLP- the strongest type of character, it is difficult to convince such people of anything, they have difficulty changing their point of view, they are energetic, and persistently achieve their goals.

LPLL- persistent, prone to introspection, have difficulty finding new friends.

PLLP- easy-going character, such people easily find friends, love to travel, and often change their hobbies.

PLLL- inconstancy, independence, desire to do everything yourself. The ability to analyze helps to successfully solve complex problems.

"And in the end I will tell..."

How do you feel about saying goodbye to camp?
What did you remember most about the shift?
Which of the things you did did you like the most?
If you were a camp organizer, what would you change?
Do you like our squad?
What was the most difficult thing for you?
What did you learn during the camp shift?
What issues would you like to discuss on the last night?
Do you think you could spend your time at camp somewhere more interesting and more useful for yourself?
Do you want to come to our camp next year?

Psychogeometric self-esteem of personality

This technique will help to study the child’s personality not only at camp, but also at school. First, it is necessary to have a preliminary conversation about how any of the geometric shapes symbolize qualities of character.

Installation before carrying out

Look at the five shapes (square, triangle, circle, rectangle, zigzag) shown in the figure. Choose the one about which you can say: “Most likely it’s me.” Just don't self-analyze. Unnecessary speculation will lead to nothing. Trust your own intuition. If you have difficulty, choose the figure that first attracted your attention. Write it down as No. 1. Now rank the remaining four shapes in order of preference. In the first place is your main figure; it will make it possible to determine your character traits and behavioral characteristics. The last figure indicates the type of person with whom interaction will pose the greatest difficulty for you. If none of the figures are suitable, then you can choose a combination consisting of two or even three figures.

What will the figures chosen by the children tell us?

Psychological properties of geometric shapes

No.	Figure	Positive properties	Negative properties
1.		Love of order, attention to detail, analytical, rational, tenacity, perseverance, frugality	The possibility of missing the point, stubbornness, pedantry, cold prudence, excessive caution, stinginess
2.		Leadership qualities, ability to take responsibility, determination, focus on the problem, focus on winning, self-confidence, ambition, energy	Selfishness, categoricalness, deceit, arrogance, indifference to everyone until the goal is achieved, careerism, uncontrollability
3.		Curiosity, excitability, insistence on one's own, sensitivity, courage	Tension, naivety, emotional instability, low self-esteem, gullibility, recklessness
4.		Benevolence, good nature, caring, devotion, generosity, gullibility, generosity, lack of conflict	Undemandingness, carelessness, obsession, gullibility, extravagance
5.		Creativity, daydreaming, wit, expressiveness, intuitiveness, looseness	Disorganization, scatteredness, lack of restraint, illogicality, impracticality

Diagnosis of a child’s volitional qualities

During the camp shift there are many tasks that require strong-willed efforts, perseverance, and the ability to overcome difficulties. It is important to find out the strong-willed qualities of the students at the very beginning of the shift in order to accurately assign them this or that difficult task. Diagnosis of volitional qualities will help the counselor with this. Children are asked questions to which they must answer “yes” if they agree with the question, “no” if they disagree, “I don’t know” if they have doubts or uncertainty.

Questions

Are you able to complete the work you started, which is uninteresting, regardless of whether time and circumstances allow you to break away and then return to it again?
Can you easily overcome internal resistance when you need to do something that is not very pleasant for you (for example, getting up early on a day off)?
When you find yourself in a conflict situation (in school or at home), are you able to take responsibility enough to look at the situation from the outside with maximum objectivity?
If you are prescribed a diet, will you be able to overcome culinary temptations?
Will you find the strength to get up earlier than usual in the morning, as planned in the evening?
Will you remain at the scene to testify?
Do you respond quickly to emails?
If you are afraid of an upcoming visit to the dentist, will you be able to overcome it without much difficulty and not change your intention?
Will you take a very unpleasant medicine that your doctor strongly recommends?
Will you keep the promise you made in the heat of the moment, even if fulfilling it will bring a lot of trouble? In other words, are you a man of your word?
Do you hesitate to travel to an unfamiliar city?
Do you strictly adhere to the daily routine: time to wake up, eat, study and other things?
Do you disapprove of library debtors?
Will a very interesting TV show distract you from doing urgent work?
Can you interrupt a quarrel and remain silent, no matter how offensive the interlocutor’s words may seem?

Processing the results

Answer "Yes" is worth two points, "Don't know"- one point, "No" - 0.

1-12 points

Things are not going well with willpower. The child does what is easier and more interesting, even if it may harm him. Responsibilities are often handled carelessly, which can cause trouble. His position is expressed something like this: “What, do I need more than anyone else?” He perceives any request or obligation almost as physical violence. The point here is not only weak will, but also selfishness.

13-21 points

The child's willpower is average. If he encounters an obstacle, he will take action to overcome it. But if he sees a workaround, he will immediately use it. He doesn’t overdo it, but he keeps his word. He will try to do unpleasant work, albeit with reluctance. He will not take on extra responsibilities of his own free will. This does not characterize him from the best side in the eyes of his parents and teachers.

22-30 points

There's nothing wrong with willpower. You can rely on the child, he will not let you down. He is not afraid of new assignments, long trips, or those things that frighten others. But sometimes his firm and irreconcilable position on fundamental issues annoys those around him. Willpower is good, but you also need to have such qualities as flexibility, forbearance, and kindness.

Diagnostics of behavioral style in a conflict situation

Pupils are asked to answer the proposed questions, assessing how typical this or that behavior is in a conflict situation. You can prepare forms for each child and conduct diagnostics (see table).

Processing the results

Key: A (1, 6, 11); B (2, 7, 12); B (3, 8, 13); G (4, 9, 14); D (5, 10, 15).

A- tough conflict resolution style. Such people stand their ground to the last, defending their position, and try to win at all costs; they are sure that they are always right.

B- conciliatory style, focused on “smoothing corners”, taking into account the fact that it is always possible to agree, on finding an alternative and a solution that can satisfy both parties.

IN- compromise style. From the very beginning of the disagreement, an attitude towards compromise can be traced.

G- soft style, manifested in the willingness to take the enemy’s point of view and abandon one’s position.

D- outgoing style, this style is focused on avoiding conflict. People of this type try not to aggravate the situation, not to bring the conflict to an open clash.

Table. Form option

No.	Behavior in conflict	Often	From time to time	Rarely
1.	I threaten and fight
2.	I try to accept the enemy’s point of view and treat it as my own.
3.	I'm looking for a compromise
4.	I admit that I’m wrong, even if I can’t completely believe it
5.	Avoiding the enemy
6.	I wish you to achieve your goals no matter what
7.	I'm trying to figure out what I agree with and what I absolutely don't agree with.
8.	I'm making a compromise
9.	I give up
10.	Changing the subject
11.	I repeat the same thing until I get my way
12.	I'm trying to find the source of the conflict, to understand where it all started
13.	I give in a little and thereby push the other side to make concessions
14.	I offer peace
15.	I'm trying to make a joke out of everything

I.Yu. Isaev “Leisure pedagogy”.

You cannot interfere with the natural process of a child’s activities in a group. The most acceptable are participant observation or an observation option such as analysis of significant situations (for example, the child’s behavior during the morning reception, performing play actions, the child’s independence, etc.) The conversation method. Individual and collective conversations with children, teachers and parents. Approximate content of a conversation with a child: who brought you to kindergarten? What toys do you like here? Let's play. What toys do you have at home? Which children do you like to play with? Let's look at the book. Tell me what Mishka (doll) is doing, etc.

Conversation with parents: is the child willing to go to kindergarten? individual characteristics of the child, his desires, habits, skills, difficulties; what he tells at home; Is he sociable with his peers? relationships with family members.

Method of analysis of activity products. The focus of the child’s interests, skills, difficulties.

Biographical method. In a conversation with parents, learn about the child’s childhood, the peculiarities of upbringing in the family, the manifestation of the child’s individual developmental characteristics, the family’s way of life and family traditions; parents’ attitude towards kindergarten and teachers; parent culture; family relationship style; parents' attitude to industrial and social activities.

Study of group and medical documentation. Familiarization with the child’s personal file, a map of his physical and neuropsychic development; find out the state of health, anthropometric data, hereditary characteristics; study the minutes of group meetings, familiarize yourself with the long-term and calendar plan of health-improving and educational work in the group, the grid and list of individual and group games and activities, their content and establish:

1) the main sections of the long-term and calendar work plans;

3) planning the organization and content of children’s activities during wakefulness, organizational conditions for children’s independent activities;

4) the degree of repetition and differentiation of the planned games and activities for children of different age subgroups; taking into account the individual characteristics of children in plans.

In order to study children's interpersonal relationships, it is recommended to use method of simultaneous cutting(See: Relationships between peers in a kindergarten group / Edited by T.A. Repina - M., 1978) development of communication with adults and peers, use the game method (See: Development of communication with adults and peers in children of the first three years – Methodological recommendations were prepared by Z.S. Kharin, Scientific Research Institute of Pedagogy of the MP of the BSSR.-M., 1988).

Features of diagnosing a child in a family. His inclinations and interests.

1. What games, toys, materials for games and activities, books does the child have? Is there space for children to play and practice?

2. With whom is the child most often at home (who takes care of him more, brings him toys, etc.)

3. Are the uniform requirements of adults observed in their approach to the child? Who prohibits or allows more?

4. What measures of influence on the child are used in the family (encouragement, punishment).

5. Who in the family does the child listen to most? Who do you most often turn to with offers to play?

6. What self-care skills does the child have (independence in dressing, washing, eating, cleaning up toys, etc.)

7. Does the child help around the house (water the plants, wash doll accessories, wipe the dust in his corner, etc.).

8. Name your child’s favorite toys, games, favorite fairy tales and books, what does he like to do?

9. The child’s relationships with peers in the yard (shares toys or not - helps in activities, duration of contacts, causes of conflicts)

10. What undesirable habits does a child develop?

Based on the materials of psychological and pedagogical observations, we can characterize:

Level of object-tool activity;

Level of sensory development;

Features of mental development and generalizations;

The nature of the child’s communication with adults;

Level of speech development;

Personality development and elements of visual activity;

The nature of gaming activity.

Sample questions for observing and analyzing children’s independent activities.

1. Creation of conditions in the group room and on the site for organizing independent activities of children; area of group premises and site, veranda; assortment of toys and their distribution in the group and on the site; the presence of non-standard equipment on the site and its purpose;

2. Types of children's activities.

3. Management techniques carried out by the teacher: indirect prompting, reminder, participation as a partner, direct teaching, step-by-step teaching.

4. The emotional state of children, their level of activity during hours of independent activity.

5. Levels of mastery of the game. Adult techniques for developing gaming skills.

6. Analysis of planning and recording of children's activities.

Each student keeps time for 1-2 children. Changes in the babies' behavior are recorded every 5 minutes. According to the following form.

Timing of independent activities (last name, first name, age of the child)

Questions for analyzing lesson notes

Is the program content age appropriate for children?

Are the program objectives sufficiently specific?

What educational tasks were envisaged?

How was the visually effective teaching method implemented?

What is the ratio between the activity of the teacher and the children? (Name the types of children's activities).

Were there any playful moments in the lesson?

What are the options for making the lesson more difficult?

REMINDER: when analyzing the lesson notes, the first word is given to the teacher (trainee) who reports on the purpose of the lesson, the work associated with preparing for it, the program content, the methodology, the acquisition of new knowledge and gives his own assessment of the lesson.

Main:

1. Child psychology / Ed. Y. L. Kolominsky, E. A. Panko. - Minsk, 1988.

2. Childhood: Program for the development and education of children in kindergarten / ed. T. I. Babaeva, 3. I. Mikhailova, L. M. Gurevich. - St. Petersburg, 1995.

3. Kovalchuk Ya. I. Individual approach to raising a child. - M., 1985.

4. Lyublinskaya A.A. Child psychology. - M., 1971.

5. Mukhina V.S. Child psychology. 2nd ed., revised. and additional - M., 1985.

6. Pechora K.D., Pantyukhina T.A., Golubeva L.G. Young children in preschool institutions. -M., 1986.

7. Rainbow: Program and manual for teachers of the middle group of kindergarten / Comp. T. N. Doronova. - M., 1994.

8. Rainbow: Program and manual for teachers of the first junior group of kindergarten / Comp. T. N. Doronova. - M., 1993.

9. Rainbow: Program and manual for teachers of the second junior group of kindergarten / Comp. T. N. Doronova. - M.. 1993.

10 Development of thinking and mental education of a preschool child / Ed. N. N. Poddyakova, A. F. Govorkova. - M., 1985

Additional:

1. Boguslavskaya Z. M., Smirnova E. O. Educational games for children of primary preschool age. - M 1991.

2. Wenger L. A., Pilyugina E. G., Wenger N. B. Education of a child’s sensory culture / Ed. L.A. Wenger. - M., 1988.

3. Let's play / Ed. A. A. Stolyar. - M., 1991.

4. Didactic games and activities with young children / Ed. S. L. Novoselova. 4th ed., revised. - M., 1985.

5. Games in speech therapy work with children / Ed. V. I. Seliverstova. 3rd ed. - M., 1981.

6. Games and exercises for the development of mental abilities in preschool children / Comp. L.A. Wenger et al. - M 1989.

7. Shvaiko G. S. Games and gaming exercises for speech development / Ed. V. V. Gerbova. 2nd ed., rev. - M., 1988

Children's psychodiagnostics and career guidance / Edited by L.D. Stolyarenko - Rostov n/d: “Phoenix”, 1999. - 384 p.

Pechora K.L. and others. Young children in preschool institutions. – M.: Education, 1986.

In the living conditions of modern society, psychological and pedagogical diagnostics of children's development acquires great importance.

Concept and role

In order to find an individual approach to a child, know his strengths and weaknesses, most effectively train and educate both at home and in educational institutions, and provide timely psychological assistance, a diagnosis of the child is necessary. This involves a comprehensive study of psychological characteristics, personality assessment, and prognosis for further development.

Types of research

There are many types of diagnostics. For ease of use, they are usually classified according to various criteria.

The most functional classification seems to be the identification of species depending on the subject of study:

Personality diagnostics - determination of temperament, type of self-esteem.
Diagnosis of the emotional sphere. The ability to control oneself, experiences, and attitude to moral standards are explored.
Diagnostics of the cognitive sphere is a diagnosis of the development of children in intellectual terms, the study of mental abilities, the study of lateral preferences (determination of the leading hand, leading eye, etc.).
Behavior diagnostics.

But even this division is very arbitrary, since a complex diagnosis of the child often takes place, when a comprehensive examination and assessment of the developmental features of all or several areas takes place.

For practice, the classification by type of nervous activity (diagnosis of attention, thinking, memory, speech, learning skills) is also interesting. It is carried out depending on the age of primary school age).

Methodology

They are very diverse and each of them depends on the type of research. Currently, group methods are already losing their importance, giving way to individual testing. But in order for the diagnosis of a child to be successful, it is important to choose the right tool that will be used in the future. In practice, psychologists most often use the following set of tools:

Observation is the study of the mental properties of a child under normal conditions. This is observation of behavior, play, interaction with others.
Conversation - gives an idea of the child as a result of establishing contact and direct communication.
The method of studying the results of children's activities is the analysis of drawings and crafts.
The experimental method involves studying the actions of the subject in specially created, simulated conditions.
Tests for children are the most common method widely used by psychologists today.

Test Method

It can be called a complex, complex diagnostic method, since during testing a wide range of tools is used to study and monitor the behavior of the test taker, analyze the results of his activities and experimental conditions. Therefore, tests for children come in different types - questionnaire tests, task tests, action tests.

Questionnaire tests are often used to diagnose personality; questionnaires work well in determining the type of temperament. Task tests are usually aimed at studying the emotional and intellectual spheres and are especially relevant when diagnostics are needed. Action tests are used in the study of behavior.

Personality diagnostics

Diagnosing a child for constitutional personality traits: temperament, balance, mobility of nervous processes, etc. is important, as it provides answers to many questions about the child’s behavior. The traits of the four main types of temperament are most clearly manifested in childhood and, with the correct application of the child diagnostic program, are easily amenable to pedagogical correction.

Of course, when determining the type, the questionnaire is also offered to his parents. For older children, independent tests with questions are also acceptable. Analysis of the answers obtained as a result of testing allows us to call the child choleric, sanguine, phlegmatic or melancholic.

Test "Carrying Cubes"

During the study, different numbers of cubes are placed on a small shoulder blade and the child is given the task of carrying the cubes approximately a three-meter distance and returning back with them. Then place this burden on the table so that not a single cube falls. The spatula must be held in one hand.

Based on the test results, balance is assessed (what behavior does the child demonstrate in case of failure, does he express dissatisfaction), ability to work (how long does it take the child to succeed in completing a task), mobility of nervous processes (how quickly does the child understand and accept the task, does he adapt to work, is distracted? ).

Program for determining the type of self-esteem: “Ladder” test

A very common test allows you to find out how a child evaluates himself, during which the child is given a drawing depicting a ladder of seven steps, where the middle step is larger than the rest. They explain to the child that good children are on the top three steps, and the best children are at the very top, on the seventh step. Bad children are located on the bottom three, the lowest are the worst. At the middle level there are children who cannot be classified as either good or bad. The test taker must mark his place on this ladder and explain why he placed himself there. When the child chooses a step, he is asked to tell whether he really is like this or wants to be like this? If he really considers himself this way, let him mark the step on which he would like to stand. Let him choose where his mother would place him.

The test allows you to find out how the child evaluates his personal qualities, as well as his opinion of how he appears to others (to his mother).

At the end of the test, the psychologist makes the following conclusions:

Self-esteem is inadequately inflated - the child instantly positions himself at the very top as an indisputable fact, without explanation, without thinking.
Self-esteem is inflated - he thinks about it and chooses the very top, talking about some shortcomings, but explaining this by factors beyond his control.
Self-esteem is adequate - after thinking, it marks itself on the second or third step, explaining its choice.
Self-esteem is low - places oneself on one of the lower steps without reasoning.

Diagnosis of the emotional sphere

Diagnosing a child is impossible without examining the emotional-volitional sphere. In preschoolers, it prevails over the intellectual sphere. The world is known more through the senses than through the mind.

Diagnosis of children 6 years old is very important and informative for parents (educators). Since at this age such feelings as anxiety, fears, and embarrassment appear, for six-year-olds the environment in which the examination is carried out and the personality of the tester are of great importance.

Test "Cactus"

Ask your child to draw a cactus on a piece of paper. Don't help or suggest. It is advisable to answer any questions evasively: “Think a little, you will succeed.” Don't give your vision or express your ideas.

The drawing will tell you about the emotional ones. Study the result in detail:

The size and position of the drawn flower in space indicates how the child defines himself in the world around him. A large flower in the center of the leaf indicates egocentrism and leadership qualities. The small cactus painted below speaks of the artist’s insecure, dependent personality.
Jagged lines and strong pressure on the pencil indicate an impulsive child.
The prickly cactus represents aggressiveness. The more needles, the longer they stick out from the flower, the higher the degree of aggressiveness of the child.
A cactus planted in a flower pot will be drawn by “home” children seeking family protection.
A cactus growing in the desert indicates a feeling of loneliness.

Diagnosis of intelligence

Task tests are mainly used in the study of the intellectual sphere. In this aspect, the subjects of examination are attention, memory, analytical thinking, fine motor skills, and educational skills.

Test "Inclusion in a row"

In the presence of a child, disassemble a six-seater matryoshka doll and place six twins, differing in size, in a row according to size. Then remove one of them and even out the distance between the remaining ones. Invite your child to find her place in the row. If you successfully complete the task, complicate the test: remove two nesting dolls in a row.

The test is aimed at assessing the level of the cognitive-orientative sphere, orientation towards magnitude.

Test "Picture classification"

You have two groups of pictures in your hands. Eight represent dishes, eight represent clothing. Show your child a card with a picture of a spoon and place it on the table. Now place the card with the image of the jacket on the table at some distance from the spoon. The spoon and the jacket are positioned in such a way that the row can be continued from both one and the other picture.

After this, in different orders, present the child with pictures depicting dishes or clothes with a request to put the next card in the desired row. Don't correct if clothes are in the wrong group. At the end of the test, ask the subject to explain why he arranged the cards this way.

The purpose of this test is to identify the skill of making generalizations based on an essential feature; visual-figurative thinking is examined.

Test "Search for the season"

The child is presented with four pictures depicting the seasons, and asked to show where spring is, where winter is, etc., and explain by what signs he guessed.

The test reveals the formation of ideas about the seasons.

Test "Find the differences"

The test taker is presented with two plot pictures that are similar at first glance, but upon closer examination have a number of differences.

The child looks for and names differences. The test examines attention and the ability to compare.

Test "What happened first, and what came next?"

The psychologist shows four plot pictures. On one, a boy is digging a hole, on the second, he is pouring seeds into the hole, on the third, he is watering sprouts, and on the fourth, he is admiring flowers. The child is asked to place the pictures in order. The test reveals the ability to determine the sequence of events.

Ready for school

The study of mental abilities becomes especially relevant when it is necessary to diagnose a child’s readiness for school.

Readiness to learn at school presupposes the presence of certain skills and the necessary level of development of thinking, memory and attention.

Test "Exception from the series or who is the odd one out?"

Presenting a row of four objects (images of objects), the child is asked to find the odd one and explain why. When the test taker excludes an airplane from a series that includes a truck, a passenger car, an airplane and a cart, ask him to justify his answer, ask what one word can be used to name all the objects, what type of transport does the extra one belong to, and what does the remaining one belong to?

The test reveals the ability to group objects according to the main characteristic, the level of formation of ideas about the surrounding world.

Test "Find exactly the same"

The picture shows seven almost identical umbrellas, and two of them are absolutely identical. The difference between the others is insignificant - different specks on the fabric of the umbrella. The child must independently and quickly find two identical umbrellas. The test checks the level of development of attention.

Test "Remember all subjects"

The child is offered 9 pictures to study. He must remember them within 15-20 seconds. Then, turning away, he must name at least seven or eight objects. The test shows the level of memory development.

Diagnosis of child personality development

Personality - a holistic psychological structure that is formed in the process of a person’s life on the basis of his assimilation of social forms of consciousness and behavior. The mental properties of a person include the character, temperament, abilities of a person, the totality of the prevailing feelings and motives of his activity, as well as the peculiarities of the course of mental processes. This combination of properties, unique in its individuality, in each individual person forms a stable unity, which can be considered as the relative constancy of the mental appearance or personality makeup.

In Russian psychology, a promising direction in the study of personality is the system-activity approach, which sees the activity of the subject realizing social relations as the system-forming basis and driving force of personality development. In the course of personality development, the transformation of generic, social-typical personality qualities into individual personal-semantic qualities is constantly carried out.

At the center of personality formation lies the process of development of the affective-need sphere, which goes through the same cultural and historical path as cognitive processes, “intellectualization”, “voluntarization” and the emergence on this basis of higher mental systems, which are the source of a special motivating force, specific only for a person. The presence of such systems makes a person capable of conscious self-regulation, therefore the concept of personality denotes such a level of human development that allows him to make independent decisions, manage both the circumstances of his life and himself.

A person who has achieved full personal development acquires the ability to set vital goals and achieve them; he develops his own views and attitudes, his own moral requirements and assessments, which make this person relatively stable and independent of situational environmental influences.

The holistic structure of the personality, the center of which is the motivational-need sphere, is determined, first of all, by its orientation. The hierarchical structure of this sphere is determined by consistently dominant motives. Personality in this understanding is a relatively late formation, the formation of which, however, begins very early and goes through a number of successive stages. Each stage is characterized by the emergence of a new personal formation, with which all other psychological characteristics of children of a given age are associated.

Diagnosis of personality characteristics of children aged 3 to 6 years
Studying a child’s attitude towards himself during a crisis period of 3 years.

The technique was developed by Guskova T.V. and Elagina M.G. and is intended to diagnose the characteristics of a child’s attitude towards himself during the crisis of the age of three.

To conduct the research, you need to select several pictures depicting animals, plants, objects and draw up questions for a conversation with the child based on their content.

The study is carried out individually with children 2-3 years old. It consists of alternately looking at pictures depicting animals, plants, objects and the child’s answers to the adult’s questions about their content. The child meets with the experimenter several times in two different situations, depending on which the adult demonstrates his attitude towards the child and his answers:

I situation- only successful answers are noted and assessed accordingly;

II situation- only unsuccessful answers are noted and evaluated, for which the child receives a negative mark.

In each situation, the research goes through a number of stages:

Stage I- a general friendly and interested attitude towards the child before looking at the picture;

Stage II- during a conversation based on pictures, the experimenter evaluates the correct answer: " Okay, you know it", incorrect answer: " Too bad you don't know it";

Stage III- a general friendly and interested attitude towards the child after looking at the pictures.

The child’s behavioral reactions are recorded in the table. Each type of reaction is assigned the following symbol:

O - indicative, D - motor, E - emotional, R - working.

Data processing.

To determine the child’s emotional attitude towards himself, the baby’s basic behavioral reactions in situations 1 and 2 are compared. On this basis, conclusions are drawn about the extent to which the child’s general attitude toward himself has differentiated from the specific one, based on his actual achievement in solving the problem. They determine how this differentiation depends on the type of assessment and the context of relationships with adults.

Studying the manifestation of a sense of pride in one’s own achievements in 3-year-old children.

The technique was developed by Guskova T.V. and Elagina M.G. and is aimed at studying the main personality developments in children during the crisis of three years of age.

To conduct the research, it is necessary to prepare a pyramid, its image (sample) and a constructor.
The study is carried out individually with children 2 years 6 months old. - 3 years 6 months. The experiment consists of 5 series, each of which includes 3 tasks.

For example, the first series includes tasks:

1) assemble a pyramid using a sample picture;
2) build a house from construction kit parts (without a sample);
3) build a truck from construction kit parts (without a sample).

The four other series are constructed similarly to identify stable characteristics of the child’s behavior in relation to the objective world and adults.

For the 1st task, regardless of the quality of execution, the child receives praise, for the 2nd - the assessment “did” or “did not do”, according to his result, the solution to the 3rd task is not assessed. If there are difficulties, the experimenter offers the child help.

When processing data, children’s activity during tasks is analyzed according to two parameters:

1) the child’s connection with the objective world reflects the value of achievements in the activity being carried out (acceptance of the task, indicating the interest and motivational support of the activity, determination in completing the task), involvement in solving the problem (the depth of involvement in the process of the activity itself), the child’s assessment of the productivity of his activity;

2) the child’s connection with an adult reflects independence in completing tasks (the child’s attitude towards the adult’s help, his emotional manifestations); seeking an adult’s assessment and attitude towards it.

Activity indicators are assessed on the following scale:

With the maximum severity of the indicator, the child is given 3 points,
with average - 2 points,
if low - 1 point.

Thus, level I of activity is 0-7 points, level II is 7-14 points, level III is 14-21 points.

The results of the calculations in total for the entire sample of indicators are presented in a table:

They analyze how the child’s activity increases in seeking an adult’s assessment. They track emotional reactions when receiving or not receiving an assessment. They find out whether affective forms of behavior (exaggeration of one’s achievements, attempts to devalue failure) appear in the event of failure or lack of adult assessment of the child’s success.

Summarizing the results obtained, they detail the conclusion about the emergence of such a personal new formation as “pride in one’s own achievements” (it integrates an objective attitude to reality, an attitude towards an adult as a model, an attitude towards oneself mediated by achievement).

If the study is carried out in a group of children, it seems advisable to introduce an age gradation:

Compare the results on activity indicators depending on the age group 2 years 6 months. - 2 years 10 months, 2 years 10 months. - 3 years 2 months , 3 years 2 months - 3 years 6 months

Methodology for studying children's self-awareness and gender and age identification.

The technique was developed by N. L. Belopolskaya and is intended to study the level of formation of those aspects of self-awareness that are associated with the identification of gender and age. Designed for children from 3 to 11 years old. It can be used for research purposes, for diagnostic examination of children, for counseling a child and for correctional work.

Stimulus material.

Two sets of cards are used, on which a male or female character is depicted in different periods of life from infancy to old age (drawing cards).

Each set (male and female) consists of 6 cards. The appearance of the character depicted on them demonstrates typical features corresponding to a certain phase of life and the corresponding gender and age role: infancy, preschool age, school age, youth, maturity and old age.

The research is carried out in two stages.

The task first stage is an assessment of the child’s ability to identify his present, past and future gender and age status on the visual material presented to him. In other words, the child’s ability to adequately identify his life path is tested.

Procedure.

The research is carried out as follows. All 12 pictures (both sets) are laid out in random order in front of the child on the table. The instructions ask the child to show which image corresponds to his idea of himself at the present moment. That is, the child is asked: " Look at all these pictures. What kind of person do you think you are now?"You can sequentially point to 2-3 pictures and ask: " Such? (Like this?)"However, in the case of such a “hint,” one should not point to those pictures whose image corresponds to the real image of the child at the time of the study.

If the child has made an adequate choice of picture, we can assume that he correctly identifies himself with the appropriate gender and age, which is noted in the protocol. If the choice is made inadequately, this is also recorded in the protocol. In both cases, you can continue the study.

In cases where the child cannot identify himself with any character in the pictures at all, for example, declaring: " I'm not here“, it is not advisable to continue the experiment, since even identification with the image of the present has not been formed in the child.

After the child has chosen the first picture, he is given additional instructions to show what he was like before. You can say: " Okay, this is who you are now, but what were you like before?". The choice is recorded in the protocol. The selected card is placed in front of the one that was chosen first, so that the beginning of the age sequence is obtained.

Then the child is asked to show what he will be like later. Moreover, if the child copes with the choice of the first picture of the image of the future (for example, a preschooler chooses a picture with the image of a schoolchild), he is asked to determine subsequent age-related images. All pictures are laid out by the child himself in the form of a sequence. An adult can help him with this, but the child must find the right age image strictly on his own. The entire sequence obtained in this way is reflected in the protocol.

If the child has correctly (or almost correctly) compiled the sequence for his gender, he is asked to arrange cards with a character of the opposite gender in age order.

On second stage The study compares the child’s ideas about the real self, the attractive self and the unattractive self.

Procedure.

Both sequences of pictures lie on the table in front of the child. The one that the child made (or the sequence corresponding to the child’s gender) lies directly in front of him, and the second one is a little further away. In the case when the sequence compiled by the child is significantly incomplete (for example, it consists of only two cards) or contains errors (for example, rearrangements), it is this one that is located in front of him, and the rest of the cards, in a disordered form, are located slightly further away. They should all be within his or her field of vision.

The child is asked to show which image of the sequence seems most attractive to him.

Example instructions: " Look carefully at these pictures again and show me what you would like to be"After the child has pointed to a picture, you can ask him 2-3 questions about why this image seemed attractive to him.

Then the child is asked to show a picture with the most unattractive age image for him.
Example instructions: " Now show me in pictures what you would never want to be". The child chooses a picture, and if the child’s choice is not very clear to the experimenter, then you can ask him questions clarifying the motives for his choice.

The results of both elections are recorded in the protocol.

To record the progress of the procedure, it is recommended to use protocol forms (sample protocol). They mark the positions of the correct gender and age sequence, against which the child’s choice is indicated, and positions are also reserved for marking positive and negative preferences.

The choice of an “identical” character is marked with a cross in a circle, the rest - with a simple cross. Missed positions are marked with a minus sign, and if the sequence is violated, the numbers of the selected cards are indicated in the corresponding position.

For example, if a preschooler correctly identified himself and his previous status, but placed the young man behind the man and put the card with the old man aside, then his result is recorded in the table:

The selected attractive and unattractive images are indicated by the serial number of the picture in the sequence:

It is also useful to record the child’s immediate statements and reactions in the process of carrying out the instructions given to him and his answers to the experimenter’s questions about the motives for this or that choice.

Interpretation of results.

Children with normal mental development are characterized by the following gender and age identification.

Children 3 years old most often (in 84% of cases) they identify themselves with the baby and do not accept further instructions. However, already by 4 years Almost all children are able to identify themselves with a picture depicting a preschooler of the corresponding gender.

Approximately 80% of children of this age can identify their past image with the image of a baby in a picture. Children choose different pictures as an “image of the future”: from a picture of a schoolboy (72%) to a picture of a man (woman), commenting on it like this: “ then I will be big, then I will be mom (dad), then I will be like Tanya (older sister)". Typical for children of this age is the gender and age sequence reflected in the table:

Beginning from 5 years old children no longer make mistakes when identifying their real age and gender status. Children of this age can correctly construct the identification sequence: infant - preschooler - schoolchild. About half of them continue to build the sequence and identify themselves with the future roles of a boy (girl), man (woman), however, calling the latter “dad” and “mom”.

Thus, 80% of 5-year-old children build the sequence shown in the table:

And 20% of children of this age - a shorter sequence:

Almost all children aged 6 - 7 years correctly establish the sequence of identification from infant to adult (pictures 1 to 5), but have difficulty identifying themselves with the image of “old age”.

All children 8 years capable of establishing a complete identification sequence of 6 pictures. They already identify themselves with the future image of old age, although they consider it the most unattractive. The image of a “baby” also turns out to be unattractive for many.

Children 9 years and older form a complete identification sequence and adequately identify themselves with gender and age.

"Draw yourself" technique.

The test is intended for children 4-6 years old and is aimed at identifying the child’s level of self-esteem.

Average time completing the task - 30-40 minutes.

Necessary materials: a standard sheet of white unlined paper, folded in half, four colored pencils - black, brown, red and blue.

The first page remains blank; after the work is completed, the necessary information about the child is recorded. On the second, third and fourth pages, in a vertical position at the top, the name of each picture is printed in large letters - respectively: “Bad boy/girl” (depending on the gender of the child), “Good boy/girl”, “Myself”.

Instructions: " Now we will draw. First we will draw a bad boy or a bad girl. We will draw it with two pencils - brown and black. The worse the boy or girl you draw, the smaller the drawing should be. A very bad one will take up very little space, but it should still be clear that this is a drawing of a person".

After the children have finished drawing, the following instructions are given: " Now we will draw a good boy or a good girl. We will draw them with a red and blue pencil. And the better the girl or boy, the larger the drawing should be. A very good one will take up the entire sheet of paper.".

Before the third picture the following instructions are given: " Let each of you draw a picture of yourself on this piece of paper. You can draw yourself with all four pencils".

Results processing scheme.

1. Analysis of the “self-portrait”: the presence of all the main details, the completeness of the image, the number of additional details, the thoroughness of their drawing, the “ornamentation”, the static nature of the drawing or the representation of the figure in motion, the inclusion of “oneself in some kind of plot-game”, etc. .

The initial number of points is 10. For the absence of any detail from the main ones, 1 point is deducted. For each additional detail, “decoration”, representation in the plot or movement, 1 point is awarded. The more points, the more positive the attitude towards the drawing, i.e. towards oneself (norm 11-15 points). On the contrary, the absence of necessary details indicates a negative or conflictual attitude.

2. Comparison of the “self-portrait” with the drawing of “good” and “bad” peers according to the parameters:

- Size“self-portrait” (approximately coincides with “good” - 1 point is awarded, much more -
2 points, coincides with “bad” - minus 1 point, much less - minus 2 points, less than “good”, but more than “bad” - 0.5 points).

- Colors, used in the “self-portrait” (more blue and red colors - 1 point, more black and brown colors - minus 1 point, colors approximately equal - 0 points).

Repetition in "self-portrait" details drawings of “good” or “bad” (clothing, headdress, toys, flowers, slingshot, etc.). The total number generally coincides more with the “good” child - 1 point is awarded, a complete match - 2 points. The total number coincides more with the “bad” child - minus 1 point, complete match - minus 2 points. There are approximately equal numbers of both - 0 points.

- General impression about the similarity of a “self-portrait” to a “good” drawing - 1 point, to a “bad” drawing -
minus 1 point.

Number of points scored: 3-5 points - adequate positive attitude towards oneself, more - inflated self-esteem, less - low self-esteem, negative result (0 or less) - negative attitude towards oneself, possibly complete rejection of oneself.

3. The location of the “self-portrait” on the sheet. The image of the picture at the bottom of the page - minus 1 point, if in addition the figure is depicted as small - minus 2 points This situation indicates the child’s depressed state, the presence of a feeling of inferiority. The most unfavorable is the location of the figure in the lower corners of the sheet and depicted in profile (as if striving "run away" from the sheet) - minus 3 points.

The drawing is located in the center of the sheet or slightly above - 1 point, the drawing is very large, occupies almost the entire sheet - 2 points, in addition to the last one it is also located frontal (facing us) - 3 points.

Diagnostics of interpersonal relationships.

Family Relations Test (for children from 3 to 11 years old).

This diagnostic technique is intended to study the characteristics of the relationship between a child and his family members as the main core of possible tension in family interpersonal relationships.

The researcher's task is to help the child include, for emotional or logical reasons, or exclude important persons from the family circle. Moreover, the family group he created in the test situation does not necessarily correspond to his sociological family. The resulting distinction between the idea of family expressed by the child and his family provides information about the child's emotional life at home.

The emotional background that plays a major role in the child’s interpersonal relationships includes: strong experiences of love or hate, “sexual or aggressive” in the broad sense of these words, weaker experiences such as “like - don’t like”, “pleasant - not pleasant” and the reaction of jealousy and rivalry. It also includes the child's self-directed, "autoerotic" or "auto-aggressive" experiences, and defenses against awareness of feelings directed toward him. Experiences of older children
differ more subtly than the feelings of the younger ones. In young children, experiences of something or love for someone, trouble or strong hatred easily flow from one to another.

In this sense, the test examines less formalized relationships in working with young children. The option for older children is aimed at exploring the following relationships:

1) two types of positive attitude: weak and strong. Weak feelings are associated with friendly approval and acceptance, strong feelings are associated with “sexualized” experiences related to intimate psychic contact and manipulation,

2) two types of negative attitude: weak and strong. The weak are associated with unfriendliness and disapproval, the strong express hatred and hostility,

3) parental indulgence, expressed by questions like " Mom spoils this family member too much",

4) parental overprotection, presented in questions like " mom is worried that this person might catch a cold".

All of these items, except for the items regarding overprotection and indulgence, represent two directions of feelings: do the feelings come from the child and are directed to other people, or does the child feel like an object of the feelings of others. An example of the first category would be: " I love snuggling with this family member.". And the second example is " this man loves to hug me tightly".

The version for young children contains the following relationships:

1) positive feelings. Both types come from the child and are experienced by the child as coming from others,

2) negative feelings. Both types come from the child and are experienced by him as coming from others,

3) dependence on others.

Test material.

The Family Relations Test is designed to provide specific insights into the child's family. It consists of 20 figures representing people of various ages, shapes and sizes, stereotypical enough to represent various members of a child's family, and ambiguous enough to represent a specific family. There are figures from grandparents to newborn children. This gives the child the opportunity to create his own family circle from them. In addition to family representatives, other important figures are included in the test. For those questions that do not correspond to any family member, the figure “nobody” is adapted.

Each figure is equipped with a mailbox-like box with a slot. Each question is written on a separate small card. The child is told that the cards contain messages and that his task is to put the card in the box of the figure to which it corresponds most. The test situation thus becomes a game situation, and the test material should prepare the subject for the upcoming emotional response.

The child sits in a comfortable position close to the figures representing his family. He chose them from the entire set. He and the researcher see them as the child's family. They are treated like family members, and this illusion continues throughout the test situation.

The child's task is to obey the maneuvers of the test. He is not asked to analyze the complex set of feelings he has for his family. The child is expected to express himself in a choice of emotional positions, which will be collected from a variety of sources sufficient to understand the basis of the child's relationships. The question is thus fixed. But his place is not strictly defined and the question is allowed to be given to the “Nobody” figure.

Feelings “thrown” at the figure immediately disappear from view, leaving no trace of blame. In this way, the child has no visible reminder of the distribution of his love or hate, and therefore the feeling of guilt does not interfere with freedom of expression.

Research procedure.

The room in which testing takes place must contain a table for recording test results and a table on which the 21 test pieces are placed. All figures should be placed in front of the child entering the room and distributed in the following order into groups - 4 women, 4 men, 5 girls, 5 boys, an old man and an infant, “nobody”.

On first stage research needs to find out who makes up the child’s family. When the child has entered the room and contact has been established, the tester asks the child the following questions:

1) tell me about the people who live in the house with you;
2) tell me who is in your family.

The task is to clarify from the child his concept of family, and both of these questions can be repeated and clarified if this seems necessary. The people mentioned by the child are listed on a piece of paper. This sheet does not have a special place to write down that the child has a father and mother. But if a child comes from a single-parent family, then this fact must be noted in the form column.

To interpret test results, it is important to know whether one or both parents have died, whether they are divorced or separated, whether one parent is temporarily absent, and who the child is currently living with. The same thing needs to be learned about the child’s brothers and sisters, if any. It may happen that the child's mother died, the father remarried, and the child says that he has two mothers. For a more accurate understanding of the child’s feelings, it is advisable to include both mothers in the test. There is a space on the form to describe other family members, where such mom and dad can be noted.

The same space on the form allows you to note an aunt or uncle, a grandparent, a child's wet nurse, or an older sister. This marked worksheet also includes space for the siblings' names and ages. If the child does not know how old they are, the tester may ask the following questions: " He's bigger than you?", "Who is older: Sasha or Olya?", "Sasha goes to school or he goes to work?".

On second stage research is necessary to establish the child’s family circle. After the tester has established who makes up the child’s family and has written down the family members on the form, he tells the child: “ We are going to play this game now. Do you see all the figures standing there? We'll pretend some of them are your family".

Then the tester brings the child closer to the figures, pointing to four female figures and asks: " Which one do you think is better to make a mother?"He allows the child to make a choice and point to the chosen figure, then asks to put it on the table or desk. Then he points to the male figures and asks: " Now tell me, which of them is best to make a dad?"The selected figure is placed by the child on the same table.

Then the experimenter points to the figures of boys and girls (depending on the gender of the subject) and asks: " Which one would you like to be yourself?", - and the figure is transferred to the table. This continues until the child places figures on the table for each family member. If the child wants to make several choices, he is allowed to do so. He can also include forgotten brothers, sisters, grandmother.

When the family circle is complete, the test taker can say: " Now we have all the family members assembled, but there will be one more figure in our game". He takes out the "nobody" figure, places it next to the family members and says: " This person's name is "nobody". He will also play. Now I'll tell you what he will do".

Third stage- study of emotional relationships in the family. The child is seated at a table with figures at a convenient distance. If he wants to place the pieces in a certain order, he is allowed to do so. The tester places the test questions in a pile in front of him and says: " You see, there are a lot of little cards with messages written on them. I will read to you what they say, and you will put each card to the figure that it fits best. If the message on the card doesn't suit anyone, you give it to "nobody." See what I mean? Sometimes you feel like the message applies to more than one person. Then say so and give me these cards. Now attention! I repeat: if a card suits one person the most, you give that card to that figure, if the card suits no one, you give it to the "nobody" figure, if the card suits several people, you give it to me".

The test situation tends to create a "defense" system against feelings that make the child feel guilty. These defenses are conventional defenses modified by the limitations imposed by the test material. The test results may reveal the following defense mechanisms:

1) refusal, i.e. the child gives most of the positive and negative points to “nobody”;

2) idealization, i.e. the child gives the majority of questions of a positive nature to family members, while the majority of negative ones are given to “no one”;

3) mixing, i.e. the child gives most of the points to peripheral family members;

4) fulfillment of desires, regression. These defenses can be revealed if the child directs most of the questions to himself, expressing over-patronizing, over-indulging feelings.

The results obtained during the test in the clinic helped to detect the following types of protection:

Projection, i.e. the child exaggeratedly and unrealistically attributes positive and negative feelings and at the same time denies them to himself;

Formation reaction, i.e. the child replaces his answers with the opposite ones in order to hide too bright positive or negative feelings.

If research shows an excessive expression of strong positive or negative feelings, we can talk about a lack of security.

Presentation of results.

When the child completes the task, the researcher takes the cards from the figures and marks on the form to whom each item was addressed. Processing consists of recording the question numbers in the appropriate boxes and summing the number of questions that were assigned to each person within each group of questions. This will show how much of “each kind of feeling” the child sends to each family member.

The next step is to format the data into a table.

Finally, the conclusions drawn from the quantitative and qualitative results are recorded.

The test usually takes 20-25 minutes. Processing of the received data will take about 15 minutes.

The family structure is entered into the table, i.e., all those who were selected at the stage of establishing the child’s family circle, the characteristic features of this case, the child’s family status, parenting style, as well as the numbers of cards received by each family member are indicated.

In addition to the general table, the technique makes it possible to analyze how feelings are distributed among its members in a family. For this purpose, the various types of relationships determined by the questionnaire are presented in the form of a table:

Diagnosis of personality characteristics of children aged 6 to 10 years
Rene Gilles technique.
This projective technique is used to study the child’s interpersonal relationships, his social adjustment and relationships with others.
The technique is visual-verbal, consists of 42 pictures depicting children or children and adults, as well as text tasks. Its focus is to identify behavioral characteristics in a variety of life situations that are important for the child and affect his relationships with other people.
Before starting to work with the technique, the child is informed that he is expected to answer questions based on the pictures. The child looks at the drawings, listens or reads the questions and answers.
The child must choose a place for himself among the people depicted or identify himself with a character occupying one or another place in the group. He can choose it closer or further from a certain person. In text tasks, the child is asked to choose a typical form of behavior, and some tasks are constructed as sociometric ones.
Thus, the technique allows you to obtain information about the child’s attitude towards various people around him (the family environment) and phenomena.
The simplicity and schematic nature that distinguishes R. Gilles’ method from other projective tests not only makes it easier for the child being tested, but also makes it possible for it to be relatively more formalized and quantified. In addition to the qualitative assessment of results, this projective technique of interpersonal relationships allows you to present the results of a psychological examination on a number of variables and quantitatively.
Psychological material characterizing a child’s system of interpersonal relationships can be divided into two large groups of variables.
1. Variables characterizing the child’s specific personal relationships: attitude towards the family environment (mother, father, grandmother, sister, etc.), attitude towards a friend, towards an authoritative adult, etc.
2. Variables that characterize the child himself and manifest themselves in various relationships: sociability, isolation, desire for dominance, social adequacy of behavior.
In total, the authors who adapted the methodology identify 12 characteristics:
attitude towards mother
attitude towards father
treating mother and father as a family couple,
attitude towards brothers and sisters,
attitude towards grandparents,
attitude towards a friend
attitude towards the teacher
curiosity, desire for dominance,
sociability, isolation, adequacy.
The attitude towards a certain person is expressed by the number of choices of this person, based on the maximum number of tasks aimed at identifying the corresponding attitude.

R. Gilles' method cannot be classified as purely projective; it is a form transitional between a questionnaire and projective tests. This is its great advantage. It can be used as a tool for in-depth study of personality, as well as in studies requiring measurements and statistical processing.

The Key to Rene Gilles' Method

Stimulus material for the Rene Gilles method.
1. Here is a table with different people sitting at it.

2. Mark with a cross where you will sit.

3. Mark with a cross where you will sit.

4. Now place several people and yourself around this table. Indicate their family relationships (father, mother, brother, sister) or friend, comrade, classmate.

5. Here is a table at the head of which sits a man whom you know well. Where would you sit? Who is this man?

6. You and your family will spend your holidays with your owners, who have a large house. Your family has already occupied several rooms. Choose a room for yourself.

7. You have been staying with friends for a long time. Mark with a cross the room that you would choose (choose).

8. Once again with friends. Label some people's rooms and your room.

9. It was decided to give one person a surprise.
Do you want this done?
To whom?
Or maybe you don't care?
Write below.

10. You have the opportunity to go away for a few days to rest, but where you are going there are only two free places: one for you, the second for another person. Who would you take with you?
Write below.

11. You have lost something that is very valuable. Who will you tell first about this trouble?
Write below.

12. Your teeth hurt and you have to go to the dentist to have the bad tooth pulled out.
Will you go alone?
Or with someone?
If you go with someone, who is that person?
Write below.

13. You passed the exam. Who will you tell about this first?
Write below.

14. You're on a walk outside the city. Mark with a cross where you are.

15. Another walk. Mark where you are this time.

16. Where are you this time?

17. Now place yourself and several people in this picture. Draw or mark with crosses. Write down what kind of people they are.

18. You and some others were given gifts. Someone received a gift much better than others. Who would you like to see in his place? Or maybe you don't care? Write.

19. You are going on a long journey, traveling far from your family. Who would you miss the most? Write below.

20. Your friends are going for a walk. Mark with a cross where you are going.

21. Who do you like to play with?
with friends your age
younger than you
older than you
Underline one of the possible answers.

22. This is a play area. Mark where you are.

23. Here are your comrades. They are fighting for a reason unknown to you. Mark with a cross where you will be.

24. These are your comrades quarreling over the rules of the game. Mark where you are.

25. Your comrade deliberately pushed you and knocked you down. What will you do?
Are you going to cry?
Will you complain to the teacher?
Will you hit him?
Will you reprimand him?
Won't you say anything?
Underline one of the answers.

26. Here is a man well known to you. He says something to those sitting on the chairs. You are among them. Mark with a cross where you are.

27. Do you help your mom a lot?
Few?
Rarely?
Underline one of the answers.

28. These people are standing around the table, and one of them is explaining something. You are among those who listen. Mark where you are.

29. You and your comrades are on a walk, one woman explains something to you. Mark with a cross where you are.

30.During the walk, everyone sat on the grass. Mark where you are.

31. These are people who are watching an interesting performance. Mark with a cross where you are.

32. This is a table display. Mark with a cross where you are.

33. One of your comrades laughs at you. What will you do?
Are you going to cry?
Will you shrug?

Are you going to call him names and beat him?
Underline one of the answers.

34. One of your comrades laughs at your friend. What will you do?
Are you going to cry?
Will you shrug?
Will you laugh at him yourself?
Are you going to call him names and beat him?
Underline one of the answers.

35. A friend took your pen without permission. What will you do?
Cry?
Complain?
Scream?
Will you try to take it away?
Are you going to start beating him?
Underline one of the answers.

36. You play lotto (or checkers, or another game) and lose two times in a row. You're not happy? What will you do?
Cry?
Continue playing?
Don't you say anything?
Are you starting to get angry?
Underline one of the answers.

37. Your father doesn't allow you to go out. What will you do?
Won't you answer?
Are you pouting?
Are you going to start crying?
Will you protest?

Underline one of the answers.

38. Mom doesn't allow you to go for a walk. What will you do?
Won't you answer?
Are you pouting?
Are you going to start crying?
Will you protest?
Will you try to go against the ban?
Underline one of the answers.

39. The teacher came out and entrusted you with supervising the class. Are you able to complete this assignment?
Write below.

40. You went to the cinema with your family. There are many empty seats in the cinema. Where will you sit? Where will those who came with you sit?

41. There are many empty seats in the cinema. Your relatives have already taken their places. Mark with a cross where you will sit.

42. Back at the cinema again. Where will you sit?

Methods for studying motivation (according to N. L. Belopolskaya).

As a model for determining the dominance of educational or gaming motives of behavior, it is proposed to use the introduction of one or another motive under conditions of mental satiety. In this case, objective indicators of changes in activity will be the quality and duration of the task, which, before the introduction of the motive under study, caused a state of mental satiety in the child.
Drawing circles can be used as experimental material in an experiment on mental satiation. The training motive is that the subject is informed that now he will learn to write the letter “O” (or the number “0”) beautifully. If he wants to receive the highest grade for his work - “5”, then he must write at least 1 page beautifully.
The game motive may be as follows. Figures of a hare and a wolf are placed in front of the child (you can use images of these animals instead of figures). The subject is asked to play a game in which the hare must hide from the wolf so that it does not eat him. A child can help the hare if he draws for him a large field with even rows of cabbage. The field will be a sheet of white paper, and the cabbage will be depicted in circles. The rows of cabbage in the field should be even and frequent, and the heads of cabbage themselves should be the same size, then the hare can hide among them from the wolf. For example, the experimenter draws the first two rows of cabbage, then the child continues to work independently.
Depending on which case (first or second) the quality of drawing circles and the duration of the task will be better and longer, the child will have either an educational or a play motive for the activity.

Methodology "Kinetic Family Drawing" (KFA).

Description of the test.
The “Kinetic Family Drawing” test is aimed not so much at identifying certain personality anomalies, but at predicting an individual style of behavior, experience and affective response in significant and conflict situations, identifying unconscious aspects of personality.
The experimental procedure is as follows:
For the study you need a sheet of white paper (21x29 cm), six colored pencils (black, red, blue, green, yellow, brown), and an eraser.
Instructions to the subject.
"Please draw your family". Under no circumstances should you explain what the word “family” means, since this distorts the very essence of the study. If a child asks what to draw, the psychologist should simply repeat the instructions.
There is no time limit for completing the task (in most cases it lasts no more than 35 minutes). When completing a task, the following should be noted in the protocol:
a) the sequence of drawing parts;
b) pauses of more than 15 seconds;
c) erasing details:
d) spontaneous comments of the child;
e) emotional reactions to their connection with the depicted content.
After completing the task, you should strive to obtain as much information as possible verbally. The following questions are usually asked:
1. Tell me, who is drawn here?
2. Where are they located?
3. What are they doing?
4. Are they having fun or are they bored? Why?
5. Which of the painted people is the happiest? Why?
6. Which of them is the most unfortunate? Why?
The last two questions encourage the child to openly discuss feelings, which not every child is inclined to do.
Therefore, if the child does not answer them or answers formally, you should not insist on an answer. During the interview, the psychologist should try to find out the meaning of what the child drew: feelings for individual family members; why didn’t the child draw a picture of one of the family members (if this happened); what certain details of the drawing (birds, animals) mean to the child.
In this case, if possible, you should avoid direct questions and insist on an answer, as this can induce anxiety and defensive reactions. Projective questions are often productive, for example: “If a person were drawn instead of a bird, who would it be?”, “Who would win in a competition between your brother and you?”, “Who will mom invite to go with her?” and so on.

1. Imagine that you have two tickets to the circus. Who would you invite to go with you?
2. Imagine that your whole family is visiting, but one of you is sick and must stay home. Who is he?
3. You build a house from a construction set (cut out a paper dress for a doll), and you are out of luck. Who will you call for help?
4. You have “N” tickets (one less than family members) to an interesting film. Who will stay at home?
5. Imagine that you are on a desert island. Who would you like to live there with?
6. You received an interesting lotto as a gift. The whole family began to play, but there was one more of you than necessary. Who won't play?
To interpret you also need to know:

A) the age of the child being studied;
b) the composition of his family, the age of his brothers and sisters;
c) if possible, have information about the child’s behavior in the family, kindergarten or school.

Interpretation of the results of the Family Drawing test.
The interpretation of the drawing is conditionally divided into 3 parts:
1) analysis of the structure of “Family Drawing”;
2) interpretation of the features of graphic images of family members;
3) analysis of the drawing process.

1. Analysis of the structure of the “Drawing of a Family” and comparison of the composition of the drawn and real family.
A child who experiences emotional well-being in the family is expected to draw a picture of a complete family.
Distortion of the real composition of the family always deserves close attention, since behind this there is almost always an emotional conflict and dissatisfaction with the family situation.
Extreme options are drawings in which:
a) no people are depicted at all;
b) only people not related to the family are depicted.
These reactions most often lie behind:
a) traumatic experiences associated with the family;
b) feeling of rejection, abandonment;
c) autism (i.e. psychological alienation, expressed in the child’s withdrawal from contact with the surrounding reality and immersion in the world of his own experiences);
d) feeling of insecurity, high level of anxiety;
e) poor contact between the psychologist and the child being studied.
Children reduce the composition of the family, “forgetting” to draw those family members who are less emotionally attractive to them, with whom conflict situations have developed. By not drawing them, the child seems to avoid negative emotions associated with certain people.
Most often, brothers or sisters are missing from the picture, which is due to the situations of competition observed in families. The child, thus, in a symbolic situation, “monopolizes” the missing love and attention of the parents for him.
In some cases, instead of real family members, the child draws small animals and birds. The psychologist should always clarify with whom the child identifies them. Most often, this is how brothers or sisters are depicted, whose influence in the family the child seeks to reduce, devalue, and show symbolic aggression towards them.
If a child does not draw himself in his drawings, or only draws himself instead of his family, then this also indicates a violation of emotional communication.

In both cases, the person drawing does not include himself in the family, which indicates a lack of sense of community. The absence of “I” in the drawing is more typical for children who feel rejected or rejected.
The presentation of only the "I" in a drawing may indicate different psychological content depending on other characteristics.
If the image of “I” contains a large number of body details, colors, clothing decoration, and a large figure, then this indicates a certain self-centeredness, hysterical character traits.
If the drawing of oneself is characterized by a small size, sketchiness, and a negative background is created by the color scheme, then one can assume the presence of a feeling of rejection, abandonment, and sometimes autistic tendencies.
Increasing the composition of the family and including strangers in the family picture can also be informative. As a rule, this is due to the unsatisfied psychological needs of the only children in the family, the desire to take a protected, parental, leadership position in relation to other children (drawn dogs, cats, etc., in addition to family members, can provide the same information).
In addition to parents (or instead of them), depicted adults who are not associated with the family indicate the perception of the negativity of the family, the search for a person who can satisfy the child in close emotional contacts, or the consequence of a feeling of rejection and uselessness in the family.

2. Location of family members.
It indicates some psychological features of relationships in the family. Analysis makes it necessary to distinguish between what the drawing reflects - the subjectively real, the desired, or what the child is afraid of and avoids.
Family cohesion, drawing a family with joined hands, and their unification in common activities are indicators of psychological well-being. Drawings with opposite characteristics (disconnected family members) may indicate a low level of emotional connections.
The close arrangement of the figures, due to the idea of placing family members in a limited space (boat, small house, etc.), may indicate the child’s attempt to unite, unite the family (for this purpose, the child resorts to external circumstances, because he feels the futility of such attempts).
In drawings where part of the family is located in one group, and one or more individuals are distant, this indicates a feeling of non-inclusion, alienation. If one family member moves away, one can assume a negative attitude of the child towards him, and sometimes judge the threat posed by him.

3. Analysis of the features of the drawn figures.
Features of graphic drawing of individual family members can provide a wide range of information: about the child’s emotional attitude towards an individual family member, about how the child perceives him, about the child’s “self-image”, about his gender identification, etc.
When assessing a child’s emotional attitude towards family members, you should pay attention to:
1) the number of body parts. Are there: head, hair, ears, eyes, pupils, eyelashes, eyebrows, nose, mouth, neck, shoulders, arms, palms, fingers, nails, feet;
2) decoration (clothing details and decorations): hat, collar, tie, bows, pockets, hairstyle elements, patterns and trim on clothes;
3) the number of colors used to draw the figure.
A good emotional relationship with a person is accompanied by a large number of body details, decoration, and the use of a variety of colors.
Large sketchiness, incompleteness of the drawing, omission of significant parts of the body (head, arms, legs) can indicate, along with a negative attitude towards a person, also aggressive impulses towards him.
Children, as a rule, draw their father and mother as the largest ones, which corresponds to reality.
Some children draw themselves as the biggest or equal in size to their parents. It's connected with:
a) the child’s self-centeredness;
b) competition for parental love, excluding or reducing the “competitor”.
Children who:
a) feel insignificant, useless;
b) requiring guardianship and care from parents.
The absolute size of the figures can also be informative. Large, full-length figures are drawn by impulsive, self-confident children prone to dominance. Very small figures are associated with anxiety and a sense of danger.

When analyzing, you should pay attention to drawing individual parts of the body:
1. Hands are the main means of influencing the world, physically controlling the behavior of other people.
If a child draws himself with his arms raised up and long fingers, this is often associated with aggressive desires.
Sometimes such pictures are drawn by outwardly calm and docile children. It can be assumed that the child feels hostility towards others, but his aggressive impulses are suppressed. Such drawing of oneself may also indicate the child’s desire to compensate for his weakness, the desire to be strong, to dominate others. This interpretation is more reliable when the child, in addition to “aggressive” hands, also draws broad shoulders or other attributes of “masculinity” and strength.
Sometimes a child draws all the family members with hands, but “forgets” to draw them for himself. If at the same time the child draws himself as disproportionately small, then this may be due to a feeling of powerlessness, his own insignificance in the family, with the feeling that those around him are suppressing his activity and controlling him excessively.
2. Head- center of localization of “I”, intellectual activity; The face is an important part of the body in the process of communication.
If parts of the face (eyes, mouth) are missing in the drawing, this may indicate serious impairments in communication, isolation, or autism. If, when drawing other family members, a child omits the head, facial features, or shades the entire face, then this is often associated with a conflictual relationship with this person, a hostile attitude towards him.
The facial expressions of the drawn people can also be an indicator of the child's feelings towards them. However, children tend to draw smiling people; this is a kind of “stamp” in drawings, but this does not mean at all that children perceive others this way. For the interpretation of a family drawing, facial expressions are significant only in cases where they differ from each other.
Girls pay more attention to face drawing than boys, this indicates a good gender identification of the girl.
In girls' drawings, this moment may be associated with concern for their physical beauty, the desire to compensate for their physical deficiencies, and the formation of stereotypes of female behavior.
Teeth presentation and mouth protrusion are common in children prone to oral aggression. If a child draws this way not of himself, but of another family member, then this is often associated with a feeling of fear, the perceived hostility of this person towards the child.
Each adult is characterized by certain details in a person’s drawing, which become enriched with age, and their omission in the drawing, as a rule, is associated with the denial of some functions, with a conflict.
In children's drawings, there are two different schemes for drawing individuals of different genders. For example, a man’s torso is drawn in an oval shape, a woman’s – triangular.
If a child draws himself in the same way as other figures of the same sex, then we can talk about adequate gender identification. Similar details and colors in the presentation of two figures, for example a son and a father, can be interpreted as the son’s desire to be like his father, identification with him, good emotional contacts.

4. Analysis of the drawing process.
When analyzing the drawing process, you should pay attention to:
a) the sequence of drawing family members;
b) the sequence of drawing parts;
c) erasure;
d) return to already drawn objects, details, figures;
e) pauses;
e) spontaneous comments.
The interpretation of the drawing process in general implements the thesis that behind the dynamic characteristics of drawing lie changes in thoughts, actualization of feelings, tensions, conflicts; they reflect the significance of certain details of the child’s drawing.
In the drawing, the child first depicts the most significant, main or most emotionally close person. Often the mother or father is drawn first. The fact that children often draw themselves first is probably due to their egocentrism as an age characteristic. If the child draws first not himself, not his parents, but other family members, it means that these are the people who are most significant to him emotionally.

Noteworthy are the cases when the child draws his mother last. This is often associated with a negative attitude towards her.
If the first figure drawn is carefully drawn and decorated, then one can think that this is the most beloved family member whom the child reveres and wants to be like.
Some children first draw various objects, a base line, the sun, furniture, etc. and only lastly do they begin to depict people. There is reason to believe that such a sequence of task completion is a kind of defense with the help of which the child postpones an unpleasant task in time. Most often this is observed in children with a dysfunctional family situation, but it can also be a consequence of poor contact between the child and the psychologist.
Returning to drawing the same family members, objects, details indicates their significance for the child.

Pauses before drawing certain details or family members are most often associated with a conflictual attitude and are an external manifestation of the internal dissonance of motives. At an unconscious level, the child seems to decide whether or not to draw a person or detail associated with negative emotions.
Erasing what was drawn or redrawing can be associated with both negative emotions towards the family member being drawn and positive ones. The final result of the drawing is decisive.
Spontaneous comments often explain the meaning of the child's content being drawn. Therefore, you need to listen to them carefully. Their appearance reveals the most emotionally “charged” places in the picture. This can help guide both post-drawing questions and the interpretation process itself.
P.S. Many tasks from this section can be used for developmental purposes.