Organization of psychological and pedagogical support for the development of preschool children. Psychological and pedagogical support for the development of the intellectual potential of first-graders in educational activities

In Russia, the development of psychological and pedagogical methods for diagnosing developmental disorders has its own history. The need to develop methods for detecting mental retardation in children arose at the beginning of the 20th century. in connection with the opening in 1908 - 1910. the first auxiliary schools and auxiliary classes. A group of teachers and enthusiastic doctors (E.V. Gerrier, V.P. Kashchenko, M.P. Postovskaya, N.P. Postovsky, G.I. Rossolimo, O.B. Feltsman, N.V. Chekhov and others .) conducted a mass survey of underachieving students in Moscow schools in order to identify children whose underachievement was due to intellectual deficiency.

The study was conducted by collecting personal data about children, studying pedagogical characteristics, conditions of home education and medical examination of children. During these years, researchers experienced great difficulties due to the lack of scientific medical and psychological data on mental retardation. Nevertheless, it should be noted, to the credit of domestic psychologists, teachers, doctors, that their work on examining children was distinguished by great thoroughness, the desire to exclude the possibility of errors in establishing mental retardation. Great care in determining the diagnosis was dictated mainly by humane considerations.

Questions of methods for examining children were the subject of discussion at the First All-Russian Congress on Experimental Pedagogy (December 26 - 31, 1910, St. Petersburg) and at the First All-Russian Congress on Public Education (December 13, 1913 - January 3, 1914, St. Petersburg). Although most of the congress participants were in favor of using the test method in psychological research, great importance was attached to the method of observation, as well as to physiological and reflexological methods. The question was raised about the dynamic unity of the methods of studying the child. However, the congresses did not resolve the disputes that arose around the question of research methods, which can be largely explained by the insufficiently scientific position that many psychologists, teachers and doctors took in those years.

Of interest is the method of studying children, created by the largest Russian neuropathologist G.I. Rossolimo. As a supporter of experimental research in psychology, he advocated the need to use test methods. G.I. Rossolimo made an attempt to create such a system of tests, with the help of which it would be possible to investigate as many individual mental processes as possible. G.I. Rossolimo studied (mainly with the help of non-verbal tasks) attention and will, the accuracy and strength of visual perceptions, and associative processes. The result was drawn in the form of a graph-profile, hence the name of the method - "Psychological profiles".

The full version of the G.I. Rossolimo contained 26 studies, each of which consisted of 10 tasks and lasted 2 hours, was carried out in three sessions. It is clear that such a system, due to its bulkiness, was inconvenient to use, so G.I. Rossolimo further simplified it by creating a "Short Method for the Study of Mental Retardation". This method was used regardless of the age of the subject. It included a study of 11 mental processes, which were assessed on 10 tasks (total software tasks). The result was displayed as a curve - "profile". In comparison with the Binet-Simon method, an attempt was made in the Rossolimo method to take a qualitative-quantitative approach to evaluating the results of a child's work. According to the psychologist and teacher P.P. Blonsky, "profiles" G.I. Rossolimo are the most indicative for determining mental development. Unlike foreign tests, they show a tendency for a multidimensional personality characteristic.

However, the technique of G.I. Rossolimo had a number of shortcomings, in particular, an insufficiently complete selection of the studied processes. G.I. Rossolimo did not investigate the verbal-logical thinking of children, did not give tasks to establish their learning ability.

L.S. Vygotsky noted that having decomposed the complex activity of the human personality into a number of separate simple functions and measuring each of them by purely quantitative indicators, G.I. Rossolimo tried to sum up completely incommensurable terms. Characterizing the test methods in general, L.S. Vygotsky pointed out that they give only a negative characterization of the child and, although they indicate the impossibility of his education in a mass school, they do not reveal what the qualitative features of his development are.

As already noted, most domestic psychologists, using tests, did not consider them the only universal means of studying the personality of children. So, for example, A.M. Schubert, who translated the Binet-Simon tests into Russian, noted that the study of mental giftedness by their method by no means excludes psychologically correctly placed systematic observation and evidence of school success - it only supplements them. A little earlier, in characterizing various test systems, she also pointed out that only long-term, systematic observation can characterize a case, and only repeated and carefully conducted experimental psychological studies of mental abilities can be undertaken to help it.

The need to monitor children was pointed out by many researchers who dealt with the problems of mental retardation (V.P. Kashchenko, O.B. Feldman, G.Ya. Troshin, etc.). Particularly important are the materials of comparative psychological and clinical studies of normal and abnormal children, conducted by G.Ya. Troshin. The data obtained by him enrich not only special psychology, but also help in solving problems of differential psychodiagnostics. G.Ya. Troshin also emphasized the value of observing the behavior of children in natural conditions.

The first to create a special technique for conducting targeted observations was A.F. Lazursky is the author of a number of works on the study of the human personality: Essays on the Science of Characters, School Characteristics, Personality Research Program, Personality Classification.

Although the method of A.F. Lazursky also has shortcomings (he understood the child's activity only as a manifestation of innate properties and proposed to identify these properties in order to build the pedagogical process in accordance with them), but his writings contain many useful recommendations.

The great merit of A.F. Lazursky was the study of the child in activities in natural conditions through objective observation and the development of the so-called natural experiment, which includes both elements of purposeful observation and special tasks.

The advantage of a natural experiment compared to laboratory observation is that it helps the researcher to obtain the facts he needs through a special system of classes in an environment familiar to children, where there is no artificiality (the child does not even suspect that he is being observed).

Experimental lessons were a great scientific achievement in the study of schoolchildren. Characterizing them, A.F. Lazursky noted that an experimental lesson is a lesson in which, on the basis of previous observations and analyzes, the most characterologically significant elements of a given subject are grouped, so that the individual characteristics of the students corresponding to them appear very sharply in such a lesson.

A.F. Lazursky created a special program for studying the individual manifestations of children in the classroom, indicating the manifestations to be observed and their psychological significance. He also developed plans for experimental lessons that reveal personality traits.

A special role in the development of scientific foundations for diagnosing children with developmental disabilities belongs to L.S. Vygotsky, who considered the personality of the child in development, inextricably linked with the impact that education, training and environment have on him. Unlike testologists, who statically ascertained only the level of development of the child at the time of the examination, L.S. Vygotsky advocated a dynamic approach to the study of children, considering it obligatory not only to take into account what the child had already achieved in previous life cycles, but mainly to establish the immediate possibilities of children.

L.S. Vygotsky proposed not to limit the study of the child to one-time tests of what he can do himself, but to follow how he will use the help, what, therefore, is the forecast for the future in his education and upbringing. He especially sharply raised the question of the need to establish the qualitative features of the course of mental processes, to identify the prospects for the development of the individual.

The provisions of L.S. Vygotsky about the zones of actual and immediate development, about the role of an adult in shaping the child's psyche are of great importance. Later, in the 70s. In the 20th century, on the basis of these provisions, an extremely important method for studying children with developmental disabilities was developed - the "learning experiment" (A.Ya. Ivanova). This type of experiment makes it possible to assess the child's potential, the prospects for his development, and to determine rational ways for subsequent pedagogical work. In addition, it is extremely useful in differential diagnosis.

The requirement of L.S. is very important. Vygotsky to study the intellectual and emotional-volitional development of children in their relationship.

In the work "Diagnostics of development and pedological clinic of difficult childhood" L.S. Vygotsky proposed a scheme for the pedological study of children, which includes the following stages.

Carefully collected complaints from parents, the child himself, the educational institution.
History of child development.
Symptomatology (scientific ascertaining, description and definition of symptoms) of development.
Pedological diagnosis (opening the causes and mechanisms of the formation of this symptom complex).
Forecast (prediction of the nature of child development).
Pedagogical or medical-pedagogical purpose.

Revealing each of these stages of the study, L.S. Vygotsky pointed out its most important moments. Thus, he emphasized that it is necessary not only to systematize the symptoms identified, but to penetrate into the essence of developmental processes. Analysis of the history of the development of the child, according to L.S. Vygotsky, presupposes the determination of internal connections between the aspects of mental development, the establishment of the dependence of one or another line of development of the child on the harmful influences of the environment. Differential diagnostics should be based on a comparative study, not limited to measuring intelligence, but taking into account all the manifestations and facts of personality maturation.

These provisions L.S. Vygotsky is a great achievement of Russian science.

It should be noted that in the difficult socio-economic situation in the country in the 20-30s. 20th century leading teachers, psychologists, doctors paid much attention to the problems of studying children. At the Children's Research Institute (Petrograd), under the direction of A.S. Griboyedov, at the Medical and Pedagogical Experimental Station (Moscow), led by V.P. Kashchenko, in a number of examination rooms and scientific and practical institutions, among the various studies in the field of defectology, a large place was occupied by the development of diagnostic methods. It was during this period that active activity of pedologists was noted. They considered helping the school to study children as their primary task, choosing tests as a tool in this work. However, their efforts led to mass testing in schools. And since not all the test methods used were perfect and specialists did not always use them, the results turned out to be unreliable in many cases. Children who were pedagogically and socially neglected were recognized as mentally retarded and sent to auxiliary schools. The inadmissibility of such practice was pointed out in the resolution of the Central Committee of the All-Union Communist Party of Bolsheviks of July 4, 1936 "On Pedological Perversions in the System of People's Commissariat of Education." But this document was perceived as a complete ban on the use of any psychodiagnostic methods, and especially tests, when examining children. As a result, psychologists stopped their research in this area for many years, which caused great damage to the development of psychological science and practice.

In subsequent years, despite all the difficulties, enthusiastic defectologists, psychologists, and doctors were looking for ways and methods for more accurate diagnosis of mental disorders. Only in cases of pronounced mental retardation was it allowed to examine children in medical and pedagogical commissions (MPC) without trial teaching them at school. The IPC specialists sought to prevent erroneous conclusions about the child's condition and the wrong choice of the type of institution in which he should continue his education. However, the insufficient development of methods and criteria for differential psychodiagnostics, the low level of organization of the work of medical and pedagogical commissions had a negative effect on the quality of the examination of children.

In the 50s - 70s. 20th century the attention of scientists and practitioners to the problems of staffing special institutions for the mentally retarded, and hence to the use of psychodiagnostic methods, has intensified. During this period, intensive research was carried out in the field of pathopsychology under the leadership of B.V. Zeigarnik, developed neuropsychological methods for studying children under the guidance of A.R. Luria. The research of these scientists has significantly enriched the theory and practice of experimental psychological study of mentally retarded children. Great merit in the development of principles, methods, ways of studying children in the recruitment of special institutions for mentally retarded children belongs to psychologists and teachers G.M. Dulne-vu, S.D. Zabramnaya, A.Ya. Ivanova, V.I. Lubovsky, N.I. Nepomnyashchaya, S.Ya. Rubinshtein, Zh.I. Shif etc.

In the 80s - 90s. 20th century the efforts of specialists in the development and improvement of organizational forms and methods of studying children with developmental disabilities who need special training and education are becoming more and more active. Early differential diagnosis is carried out, psychological and diagnostic research methods are being developed. At the initiative of the educational authorities, the Council of the Society of Psychologists in 1971 - 1998. conferences, congresses, seminars on the problems of psychodiagnostics and staffing of special institutions for abnormal children are held. The Ministry of Education annually organizes training and retraining courses for personnel who directly carry out this work. Research in this area continues to this day.

Unfortunately, as V.I. Lubovsky (1989), far from all scientific provisions and methodological approaches to the diagnosis of developmental disabilities developed by L.S. Vygotsky, S.Ya. Rubinstein, A.R. Luria and others are currently used, and the actual psychological diagnosis is carried out "on an intuitive-empirical level", depending on the experience and qualifications of specialists.

The results of diagnostic studies are also negatively affected by the fact that psychologists have begun to arbitrarily use separate fragments of test batteries, separate tasks from classical tests (for example, from the Wechsler test), without obtaining a complete picture of the development of the child.

At the present stage, the research of V.I. Lubovsky. Back in the 70s. 20th century he dealt with the problems of diagnosing mental development and put forward a number of important provisions designed to make the diagnosis more accurate and objective. Thus, noting the presence of general and specific disorders for each category of children with developmental disabilities, V.I. Lubovsky points to the prospects for the development of differential diagnostics, emphasizing the importance of combining a quantitative assessment of the level of development of mental functions with a qualitative, structural analysis - with the prevalence of the latter. In this case, the level of development of a particular function is expressed not only in conditional scores, but also has a meaningful characteristic. This approach seems to be very fruitful, although its real implementation will become possible after the painstaking work of scientists and practitioners in this direction.

The modern diagnostics of mental development is enriched by neuropsychological methods, which have become more and more widely used in recent years. Neuropsychological techniques make it possible to determine the level of formation of cortical functions, help to identify the main radical of activity disorders. In addition, modern neuropsychological techniques make it possible to use a qualitative-quantitative approach, objectify the results, and identify the individual structure of disorders.

Control questions

What social problems caused the development of the first methods for diagnosing developmental disorders in children?
What contribution did A.F. Lazursky? What is a natural experiment?
What is the essence of L.S. Vygotsky about studying the "zone of proximal development" of children?
What trends in the study of children with developmental disorders have emerged in recent decades abroad and in Russia?
Why was the detection of mental retardation originally predominantly a medical problem?
When and in connection with what did the establishment of mental retardation become a psychological and pedagogical problem?

Literature

Main

Anastasi A. Psychological testing: In 2 books. / Ed. K.M. Gurevich. - M., 1982. - Book. 1. - S. 17-29, 205-316.
Introduction to Psychodiagnostics / Ed. K.M. Gurevich, E.M. Borisova. - M., 1997.
Vygotsky L.S. Diagnostics of development and pedological clinic of difficult childhood // Sobr. cit.: In 6 volumes. - M., 1984. - T. 5. - S. 257 - 321.
Gurevich K.M. On the individual psychological characteristics of schoolchildren. - M., 1998.
Zabramnaya S.D. Psychological and pedagogical diagnostics of mental development of children. - M., 1995. - Ch. P.
ZemskyX. WITH. History of oligophrenopedagogy. - M., 1980. - Part III, IV.
Lubovsky V.I. Psychological problems of diagnosing abnormal development of children. - M., 1989. - Ch. 1.
Psychological diagnostics / Ed. K.M. Gurevich. - M., 1981. - Ch. 13.
Elkonin D.B. Some issues of diagnosing the mental development of children: Diagnostics of educational activity and intellectual development of children. - M., 1981.

Additional

Lazursky A.F. On the natural experiment // Reader on developmental and pedagogical psychology / Ed. I.I. Ilyasova, V.Ya. Laudis. - M., 1980. - S. 6-8.
Schools for mentally retarded children abroad / Ed. T.A. Vlasova and Zh.I. Shif. - M., 1966.

THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF PSYCHOLOGICAL AND PEDAGOGICAL DIAGNOSIS OF DEVELOPMENTAL DISTURBANCES IN CHILDREN

The success of upbringing, education, social adaptation of a child with developmental disorders depends on the correct assessment of his capabilities and developmental characteristics. This task is solved by complex psychodiagnostics of developmental disorders. It is the first and very important stage in the system of measures that provide special training, correctional, pedagogical and psychological assistance. It is the psychodiagnostics of developmental disorders that makes it possible to identify children with developmental disabilities in the population, determine the optimal pedagogical route, and provide individual psychological and pedagogical support for the child, corresponding to his psychophysical characteristics.

According to the Scientific Center for Children's Health of the Russian Academy of Medical Sciences, today 85% of children are born with developmental disabilities and poor health, of which at least 30% need comprehensive rehabilitation. The number of children who require correctional and pedagogical assistance reaches 25% at preschool age, and according to some data - 30 - 45%; at school age, 20-30% of children need special psychological and pedagogical assistance, and over 60% of children are at risk.

The number of children with borderline and combined developmental disorders is increasing, which cannot be unambiguously attributed to any of the traditionally distinguished types of mental dysontogenesis.

For children with developmental disabilities in our country, special preschool and school educational institutions are open. They create educational conditions that should ensure the optimal mental and physical development of these children. These conditions primarily include an individualized approach, taking into account the characteristics of each child. This approach provides for the use of special educational programs, methods, necessary technical training aids, the work of specially trained teachers, psychologists, speech pathologists, etc., the combination of training with the necessary medical preventive and therapeutic measures, certain social services, the creation of the material and technical base of special educational institutions and their scientific and methodological support.

Currently, there is a wide variety of special educational institutions. Along with specialized children's educational institutions (DOE) and special (correctional) schools of types I - VIII, in which children enter as a result of careful selection and in which special educational programs approved by the Ministry of Education of the Russian Federation are implemented, non-state institutions, rehabilitation centers, development centers, mixed groups, etc., in which there are children with different disabilities, often of different ages, due to which the implementation of a unified educational program becomes impossible and the role of individual psychological and pedagogical support of the child increases.

At the same time, in mass kindergartens and secondary schools there are a large number of children who are disadvantaged in psychophysical development. The severity of these deviations may be different. A significant group consists of children with mildly expressed, and therefore, difficult to detect deviations in the development of the motor, sensory or intellectual spheres: with hearing, vision, optical-spatial representations, musculoskeletal system, phonemic perception, with emotional disorders, with disabilities speech development, with behavioral disorders, mental retardation, somatically weakened children. If by the older preschool age, pronounced disorders of mental and (and) physical development, as a rule, are detected, then minimal violations for a long time remain without proper attention. However, children with similar problems experience difficulties in mastering all or some sections of the preschool program, as they are spontaneously integrated into the environment of normally developing peers without specially organized correctional and pedagogical assistance. Despite the fact that many of these children do not require special educational conditions, the lack of timely correctional and developmental assistance can lead to their maladaptation. Therefore, it is very important to timely identify not only children with severe developmental disorders, but also children with minimal deviations from the normative development.

The described trends in the education of children with developmental disabilities show that today the role of psychodiagnostics of developmental disorders is very large: timely identification of children with developmental disorders in the population is required; determination of their optimal pedagogical route; providing them with individual support in a special or general educational institution; development of individual education plans and individual correction programs for problem children in a public school, for children with complex developmental disorders and a severe degree of mental development disorders, for whom there are no standard educational programs. All this work can be carried out only on the basis of a deep psychodiagnostic study of the child.

Diagnosis of developmental deficiencies should include three stages. The first stage is called screening (from English. screen- sift, sort). At this stage, the presence of deviations in the psychophysical development of the child is revealed without an accurate qualification of their nature and depth.

Second phase - differential diagnosis developmental deviations. The purpose of this stage is to determine the type (kind, category) of developmental disorders. Based on its results, the direction of the child's education, the type and program of the educational institution are determined, i.e. the optimal pedagogical route, corresponding to the characteristics and capabilities of the child. The leading role in differential diagnosis belongs to the activities of the psychological-medical-pedagogical commissions (PMPC).

Third stage - phenomenological . Its purpose is to identify the individual characteristics of the child, i.e. those characteristics of cognitive activity, emotional-volitional sphere, working capacity, personality, which are peculiar only to this child and should be taken into account when organizing individual correctional and developmental work with him. During this stage, on the basis of diagnostics, programs of individual corrective work with the child are developed. An important role here is played by the activities of psychological, medical and pedagogical councils (PMPC) of educational institutions.

For the successful implementation of the psychological and pedagogical diagnosis of impaired development, it is necessary to dwell on the consideration of the concept of "disturbed development".

Diagnosis of developmental deficiencies should include three stages. The first stage is called screening (from English screen - sift, sort). At this stage, the presence of deviations in the psychophysical development of the child is revealed without an accurate qualification of their nature and depth.

The second stage is the differential diagnosis of developmental deviations. The purpose of this stage is to determine the type (kind, category) of developmental disorders. Based on its results, the direction of the child's education, the type and program of the educational institution are determined, i.e. the optimal pedagogical route, corresponding to the characteristics and capabilities of the child. The leading role in differential diagnosis belongs to the activities of the psychological-medical-pedagogical commissions (PMPC).

The third stage is phenomenological. Its purpose is to identify the individual characteristics of the child, i.e. those characteristics of cognitive activity, emotional-volitional sphere, working capacity, personality, which are peculiar only to this child and should be taken into account when organizing individual correctional and developmental work with him. During this stage, on the basis of diagnostics, programs of individual corrective work with the child are developed. An important role here is played by the activities of psychological, medical and pedagogical councils (PMPC) of educational institutions.

For the successful implementation of the psychological and pedagogical diagnosis of impaired development, it is necessary to dwell on the consideration of the concept of "disturbed development".

Organization of psychological and pedagogical support for the development of preschool children

The problem of psychological support for the development of preschool children is relevant at the present stage of education. Preschool age is of particular value for the subsequent development of a person.

The psychological and pedagogical support is based on the age characteristics of children at different periods of development.

Psychological and pedagogical support begins from the first days of the child's admission to kindergarten - this is adaptation.What is adaptation? Under adaptation (from Latin adaptatio - adaptation, adjustment) it is customary to understand the body's ability to adapt to various environmental conditions. It is impossible without adaptation, whether it is a kindergarten or another institution. We get a job with you - how hard it is to adapt to a new team. So are children. We prepare children for school. To make it easier for them to adapt. Someone goes to Malyshkin's school and for a whole year he adapts to a new team, a teacher.

Young children are vulnerable and not adapted to changing conditions. The level of development of such children at this age should be taken into account and work with children should be structured with this in mind. Features of psychological and pedagogical support for young children are reduced to the comprehensive development of the child, the creation of a comfortable atmosphere for him. In order to successfully adapt a child to the conditions of a preschool institution, it is necessary to form a positive attitude towards kindergarten and an attitude towards him. It depends primarily oneducators, from their ability and desire to create an atmosphere of warmth, kindness, attention in the group.

For example, with young children it is recommended:

Use elements of body therapy (hugging, stroking, picking up).

Use nursery rhymes, songs, finger games in speech.

Water and sand games.

Listening to music.

Creating a situation of laughter.

Accompanying the adaptation period is also characteristic of preschool children, for example, the child moved to another group - these are other walls, a teacher, newly enrolled children.

Use outdoor games, fairy tale elements, music therapy.

Establish emotional and emotional-tactile contact with the child through certain games.

Provide play activities of the teacher with other children next to the new child.

Organize situations of success - praise the child that he joined the game, completed the exercise.

today it is not just the sum of various methods of correctional and developmental work with children, but acts as a complex technology of support and assistance to the child in solving the problems of development, education, upbringing and socialization.

Areas of work psychological and pedagogical support for preschoolers:

enrichment of the emotional sphere of the child with positive emotions;

development of friendly relations through the game, communication of children in everyday life;

correction of children's emotional difficulties (anxiety, fears, aggressiveness, low self-esteem);

teaching children ways of expressing emotions, expressive movements;

expanding the knowledge of kindergarten teachers about various options for the emotional development of children, about the possibilities of overcoming the emotional difficulties of preschoolers;

improving the psychological and pedagogical competence of all participants in the educational process;

information and analytical support;

providing psychological and pedagogical assistance to participants in the educational process.

The model of psychological and pedagogical support for children represents the following activities:

organization of the work of the PMP (k) (identifying the psychological and pedagogical features of the development of preschoolers, which allows you to get a complete picture of the development of the child's personality and plan corrective measures);

systematic observation of children in various activities and constant recording of the results of observations;

monitoring the effectiveness of psychological and pedagogical activities and planning individual work with children through building individual educational programs.

The proposed support model includes changes not only in the content of education, but also covers the organization of the entire process of children's life.

Psychological and pedagogical support will be successful if initially in the relationship between the maintainer and the maintainer there are:

openness in the relationship of all participants in the activity;

taking into account the individual characteristics of the teacher;

success orientation;

professional competence of a person implementing psychological and pedagogical support.

Consider the main directions and technologies of pedagogical activity within the framework of the organization of psychological and pedagogical support for the development of preschool children.

Direction one . Organization of gaming activities.

It is the game that causes qualitative changes in the psyche of the child. The game lays the foundations of educational activity, which then becomes the leading one in primary school childhood.

The game forms emotional stability, adequate self-esteem of one's capabilities (not to be confused with self-esteem of the individual), which creates favorable conditions for the ability to correlate desires with real possibilities.

The game allows you to identify the level of development of many personal qualities of the child, and most importantly - to determine his status in the children's team. If a child refuses common games or plays secondary roles, this is an important indicator of some kind of socio-psychological trouble.

When organizing children's role-playing games, it is advisable for educators to adhere to the following recommendations:

1. Do not openly interfere in the distribution of the roles of games, those that arose spontaneously in a group of children (in their free time, on the street, etc.). The most favorable position is an attentive observer (researcher).Item not included adult gives him the opportunity to covertly study children's relationships, manifestations of moral qualities, psychological characteristics of each child. Skillful, subtle analysis allows you to notice and overcome dangerous tendencies in time, manifested in the "playing" of roles, when emotions overwhelm, volitional control over behavior is lost, and the development of the plot takes an undesirable turn (the game begins to threaten the health of children, the child swung a toy).

Obsessive interference, petty guardianship, the dictate of an adult extinguish children's interest in the game, encourage them to play away from prying eyes. Therefore, obsessive control is perhaps more dangerous than complete lack of control, although both of these extremes converge in their undesirable consequences.

2. Selection of role-playing games taking into account various possibilities with such a calculation. This is achieved not only by choosing roles, but also by constantly encouraging children who are not self-confident, who have not mastered the rules, and are passionately experiencing failures.

3. Avoid identifying and fetishizing the game.

Identification - This is when a child is perceived by adults as underdeveloped. This view of the game is the most common and most "serious" delusion of adults. The consequences are isolation, inability to take life seriously, fear of humor, increased vulnerability. (the child is told, go play, don't interfere)

Game fetishization - the other extreme. The game is perceived by adults as the only and main form of a child's life. He is deprived of the opportunity to seriously look at the world. In the life of a child, one cannot do without play, but one cannot turn play into life.

Direction two .

Formation of material needs.

Material needs are formed at the earliest stages of a child's development, and the role of pedagogical influence in this matter can hardly be overestimated.

It is impossible to separate material needs from spiritual ones.

But spiritual needs are much deeper than material ones, the process of their emergence and formation is much more complicated and therefore it is much more difficult for pedagogical management. Material needs for preschoolers in the first place, although in the future they begin to dominate them.

Thus, the formation of material needs is the foundation of the spiritual structure of the individual. In turn, the higher the spiritual needs, the more reasonable the material ones.

Direction three .

Formation of humane relations in the team of preschoolers.

The practice of working with children on the problems of relationships between preschoolers in a team shows that there are complex relationships between children that bear the imprint of real social relations that take place in an "adult society".

Children are drawn to their peers, but, getting into a children's society, they cannot always establish a constructive relationship with other children.

Observations show that relationships often arise between children in a group that not only do not form humane feelings for each other in children, but, on the contrary, give rise to selfishness, aggressiveness, as personality traits.The specificity of this team is that the spokesman, the bearer of leadership functionseducators act as an asset . Parents play a huge role in shaping and regulating children's relationships.

Methods humane parenting :

IN education of humane feelings - is effective love for the child himself.For example : affection, kind words, stroking.

Praise for the good child's relationship with plants , animals, other children, adults.

Respect for others - Never leave negative emotions unattendedtowards other children , parents, animals, etc.

Example, joint activity, adult explanations, organization of behavioral practice. For example : the child will see that you feel sorry for another child who is crying, soothe him, and next time he will feel sorry for his friend.

Ability to identify emotions - the older the child becomes, the better he is, it turns out to read emotions from the face and determine the state of the person (for example, exercises with emotions"sad" , "offended" , "poor" , "unhappy" etc.).

Direction four .

Organization of joint work of the teacher with the parents of pupils "

For a moment, turn on the fantasy and imagine .... In the morning, moms and dads bring children to kindergarten, politely say: “Hello!” - and leave. Children spend the whole day in kindergarten: they play, walk, study ... And in the evening parents come and, saying: “Goodbye!”, Take the children home. Teachers and parents do not communicate, do not discuss the successes of children and the difficulties they experience, do not find out how the child lives, what interests him, pleases, upsets him. And if questions suddenly arise, then parents can say that there was a survey and we talked about everything there. And teachers will answer them like this: “After all, there are information stands. Read it, it's all there! This happens to you and to us.

Agree, the picture turned out to be bleak ... And I want to say that this is simply impossible. Teachers and parents have common tasks: to do everything so that children grow up happy, active, healthy, cheerful, sociable, so that they become harmoniously developed personalities. Modern preschool institutions do a lot to ensure that communication with parents is rich and interesting. On the one hand, teachers preserve all the best and time-tested, and on the other hand, they seek and strive to introduce new, effective forms of interaction with the families of pupils, whose main task is to achieve real cooperation between the kindergarten and the family.

There are many difficulties in organizing communication with parents. : this is a lack of understanding by parents of the importance of the kindergarten regime, and its constant violation, the lack of unity of requirements in the family and kindergarten. It is difficult to communicate with young parents, as well as with parents from dysfunctional families or those who have personal problems. They often treat teachers condescendingly and dismissively, it is difficult to establish contact with them, establish cooperation, and become partners in the common cause of raising a child. But many of them would like to communicate with teachers "on an equal footing", as with colleagues, to come to a trusting, "spiritual" communication.

Who has the leading role in organizing communication? Of course the educator . To build it, it is important to have communication skills, navigate the problems of upbringing and the needs of the family, and be aware of the latest achievements of science. The teacher should let parents feel their competence and interest in the successful development of the child, show parents that he sees them as partners, like-minded people.

A teacher who is competent in the field of communication with parents understands why communication is needed and how it should be, knows what is necessary for communication to be interesting and meaningful, and, most importantly, is actively involved.

Working with families is hard work. It is necessary to take into account the modern approach in working with the family. The main trend is to teach parents how to solve life problems on their own. And this requires some effort from teachers. Both the educator and the parent are adults who have their own psychological characteristics, age and individual traits, their own life experience and their own vision of problems.

Based on the above, the expected resultpsychological and pedagogical support preschoolers are the following aspects:

the use of optimal motor modes for children, taking into account their age, psychological and other characteristics;

early identification of developmental deficiencies and special educational needs of preschoolers;

an increase in the proportion of identified children with disabilities who received psychological correctional assistance in a timely manner;

reducing the severity of the pathology, its behavioral consequences, preventing the appearance of secondary deviations in the development of the child;

preservation and enhancement of the intellectual and creative potential of children;

constant cooperation between kindergarten teachers and parents for effective work with children;

assistance to teachers in advanced training, implementation of innovative activities, since at present the introduction of innovations is a prerequisite for the development of a preschool educational institution;

reduction of psycho-emotional stress of teachers through the reduction of negative experiences;

creation of special socio-psychological conditions to assist teachers with problems.

Lysenko Nina
Features of psychological and pedagogical support for the development of preschool children

The problem is currently acute psychological and pedagogical support all participants in the educational process. This provision entails development and becomes an integral part of the activity preschool institutions. The main component for the implementation of the educational process is to create security developing environment and professional competence of teachers.

Getting acquainted with the numerous studies of Sh. A. Amonashvili, O. S. Gazman, A. V. Mudrik and others, one can trace in their works the problem of organization psychological and pedagogical support for the development of preschool children. Escort regarded as special a type of professional activity of an adult who tries to solve certain problems of the child's personality and his tasks. The child acts in the pedagogical process as an object and subject of self-education and self-development. The object is not the child himself, but his qualities, modes of action the conditions of his life.

The dictionary of the Russian language S. I. Ozhegov has the following definition: “ Escort- to follow along with someone, being nearby, leading somewhere or following someone.

M. R. Bityanova is considered « escort» as a movement with the child and next to, or in front, to answer the questions that have arisen. The teacher tries to listen to his interlocutor and tries to help with advice, but does not control him.

L. G. Subbotina combines psychological and pedagogical components. Under « psychological and pedagogical support of students» Subbotina L. G. understands the holistic and continuous process of studying the personality of the student, its formation, creating conditions for self-realization in all areas of activity, adaptation in society at all age stages of education at school, carried out by all subjects of the educational process in situations of interaction” . Getting acquainted with the work experience of L. G. Subbotina, to see that the interaction of the subjects of the educational process, implementing student-centered learning, is characterized by the following peculiarities;

1 equality psychological positions of subjects of interaction regardless of social status;

2 equal recognition of each other's active communicative role;

3 psychological each other's support.

The main direction for the formation of the foundations psychological and pedagogical support professional activity of the educator has become a personality-oriented approach, which makes it possible to choose methods for a high level of professional development. Target psychological and pedagogical support for the development of a preschooler- help realize your capabilities, knowledge, skills and abilities for successful achievement in various activities.

For the creations of social psychological conditions for successful upbringing and development of the child in his age periodization is necessary to psychological and pedagogical support acted as a system of professional activity. Escort is understood as a system of professional activities of different specialists to create conditions for making optimal decisions in various situations of life choice.

Accompanying the child in the process of preschool training involves the implementation of the following principles:

Following the natural development of the child at this age stage of his life.

Accompaniment relies on mental, personal achievements that the child really has and make up the unique baggage of his personality. Psychological the environment does not carry influence and pressure. Priority of goals, values, needs development inner world of the child.

Orientation of activities to create conditions that allow the child to independently build a system of relations with the world, people around him and himself, to make personally significant positive life choices.

Escort requires so that the teacher can master the technique of communicating with the child, moving with him, being close, sometimes a little ahead. Watching our children, we, teachers, notice their successes, help with examples and advice to solve the problems that they encounter on their life path.

Psychological and pedagogical support educational process can change preschooler, but only an individual approach should be applied.

intensive development of the theory and practice of psychological and pedagogical support associated with an expanded understanding of the goals of education, which includes the goals development, education, provision of physical, mental, psychological, moral and social health children. With this approach psychological and pedagogical support acts as the main element of the education system, in solving the problems of training, education and development of a new generation.

Bibliography.

1. Ozhegov S. I. Dictionary of Russian language: OK. 57000 words / Ed. L. Skvortsov. "Onyx-LIT", "Peace and Education" 2012

2. Order of the Ministry of Education and Science of the Russian Federation of July 20, 2011 N 2151 "On approval of federal state requirements for the conditions for the implementation of the main general education program preschool education"

3. Subbotina L. G. Model of interaction between subjects of the educational process in psychological and pedagogical support students // Siberian psychological journal. 2007. № 25.

Related publications:

Consultation "Model of psychological and pedagogical support for the professional growth of teachers" In the context of modernization in the system of Russian preschool education, the development of human resources is the most important area of activity.

Diagnostics as a form of psychological and pedagogical support for participants in the educational process One of the important components of the basic component of the activity of a teacher - a kindergarten psychologist is screening diagnostics.

Individual route of psychological and pedagogical support of an artistically gifted child Individual route Psychological and pedagogical support for an artistically gifted child ___ Senior group.

Individual route of psychological and pedagogical support of a capable pupil INDIVIDUAL ROUTE OF PSYCHOLOGICAL - PEDAGOGICAL SUPPORT OF A CAPABLE STUDENT OF THE PREPARATORY FOR SCHOOL GROUP "RAINBOW" MDOU.

Individual route of psychological and pedagogical support of a pupil with developmental difficulties INDIVIDUAL ROUTE OF PSYCHO-PEDAGOGICAL SUPPORT OF A STUDENT HAVING DEVELOPMENTAL DIFFICULTIES IN THE II JUNIOR GROUP "RAINBOW".

Starting school is one of the most important moments in a child's life. This period is associated with a large number of different kinds of loads, which primarily include socio-psychological changes in the child's life - new relationships, new contacts, new responsibilities, a new social role of the "student", with its pluses and minuses. The position of the student requires the child to be aware of his own role, and the position of the teacher, and the established distance in the relationship, and the rules by which these relationships are built. For a painless and successful entry into educational activities, the child must be healthy and comprehensively prepared.

A special role in the successful educational activity of first-graders is played by intellectual development, which occurs in a significant way in the learning process. It is at the early school age that learning activity becomes the leading one. From the moment the child enters school, it begins to mediate the entire system of his relationships. In the process of educational activity, the child masters the knowledge and skills developed by mankind. But he doesn't change them. It turns out that the subject of change in learning activity is himself.

Educational activity largely determines the intellectual development of children from seven to ten, eleven years old. On the whole, when a child enters school, his development begins to be determined by various types of activity, but it is precisely within the educational activity of a child of primary school age that the basic psychological neoplasms characteristic of him arise.

According to the concept of Elkonin D.B. and Davydova V.V., educational activity is a combination of the following components: motivational, operational-technical, control and evaluation.

The ultimate goal of learning activity is the conscious learning activity of the student throughout the entire course of primary education. Learning activity, initially organized by an adult, should turn into an independent activity of the student, in which he formulates a learning task, performs learning and control actions, evaluates, i.e. learning activity through the child's reflection on it turns into self-learning.

Of great importance for the intellectual development of younger students is the expansion of the scope and content of their communication with other people, especially adults who act as teachers, serve as role models and the main source of various knowledge. Collective forms of work that stimulate communication are nowhere so useful for the general development and mandatory for children as in primary school age.

With the child entering school, under the influence of learning, the basic human characteristics of cognitive processes (perception, attention, memory, imagination, thinking, speech) are fixed and developed. From "natural", according to Vygotsky L.S., these processes should become "cultural" by the end of primary school age, that is, turn into higher mental functions associated with speech, arbitrary and mediated. This is due to the fact that children are included in new types of activities for them and systems of interpersonal relations that require them to have new psychological qualities. The general characteristics of all cognitive processes of the child should be arbitrariness, productivity and stability.

Attention in preschool age is involuntary. According to Ermolaev O.Yu., during the primary school age, significant changes occur in the development of attention: the amount of attention increases sharply, its stability increases, switching and distribution skills develop.

Age patterns are also noted in the process of memory development. By the age of 6-7, the structure of memory undergoes significant changes associated with the development of arbitrary forms of memorization and recall. Involuntary memory, not associated with an active attitude to the current activity, is less productive, although in general this form of memory retains its leading position. Speech plays a significant role in the development of memory in younger students, so the process of improving the child's memory goes in parallel with the development of speech. In the formation of internal means of memorization, speech plays a central role. Mastering various forms of speech - oral, written, external, internal, by the end of primary school age, the child gradually learns to subordinate memory to his will, intelligently control the course of memorization, manage the process of storing and reproducing information. Perception at the age of 6-7 loses its affective initial character: perceptual and emotional processes are differentiated. In preschoolers, perception and thinking are closely interconnected, which indicates visual-figurative thinking, which is most characteristic of this age.

Accumulation by the senior preschool age of a large experience of practical actions, a sufficient level of development of perception, memory, thinking, increase the child's sense of self-confidence. This is expressed in the setting of increasingly diverse and complex goals, the achievement of which is facilitated by the development of volitional regulation of behavior.

Thus, primary school age is the most important stage of school childhood. The main achievements of this age are due to the leading nature of educational activities and are largely decisive for subsequent years of schooling. Therefore, it seems important to us to consider the features of the process of accompanying the development of the intellectual potential of first-graders in the process of educational activities.

After analyzing various points of view on the problem of psychological and pedagogical support in the education system, we can summarize that psychological and pedagogical support is understood as a continuous and holistic process of studying the student's personality and its formation, as well as creating conditions for self-realization in all areas of activity and adaptation in society. at all age stages of schooling, which is carried out by all subjects of the educational process in various situations of interaction.

For more effective development of the intellect of a first-grader, it is necessary to use and apply in pedagogical practice psychological and pedagogical support for the development of the intellectual potential of first-graders in the process of educational activities.

An analysis of the literature showed that not all existing programs of psychological and pedagogical support are not effective enough, which means that there is a need to create an effective program of psychological and pedagogical support, using the basis of existing ones.

Thus, the purpose of our study is to study the psychological and pedagogical support for the development of intelligence in first-graders.

In the empirical part of the study, we used the experimental method, which consists of three stages: the ascertaining stage, which forms the experiment, and the control stage of the experiment. The base for the study was MBOU secondary school No. 61 of the city of Bryansk. The study involved 56 students of the 1st grade.

At the first stage, we identified the level distribution of the development of intelligence among first grade students. To do this, we implemented the ascertaining stage of the psychological and pedagogical experiment using the "Analogy" test (Melnikova N.N., Poleva D.M., Elagina O.B.) to assess the level of intelligence. The results are shown in Figure 1.

Rice. 1. The results of studying the level of intelligence of first graders

As can be seen from the table, a low level of intelligence is observed in 48.2%. The results obtained give us reason to speak about the insufficient formation of the system of mental operations (comparison, analysis, synthesis, generalization, abstraction) in almost half of the first graders in our sample. Also, as can be seen from Figure 1, 25% of students have a high level, and 26.7% have an average level. This may mean that they have higher intellectual data, and also had intensive preschool education.

At the formative stage of the experimental activity, taking into account the data of the ascertaining experiment (the distribution of participants in the control and experimental sample population), as well as on the basis of the theoretical analysis, we used the developed by Konyakhina V.N. psychological and pedagogical program of support for first-graders. In this program, a significant block is given to the development of intellectual potential.

At the third stage (control experiment), we implemented a set of methods for evaluating the effectiveness of the program of psychological and pedagogical support for the development of the intellect of first-graders. Analyzing the results of the development of intelligence, it should be noted that the level of intelligence in the control and experimental groups has almost the same indicators, among which a low level of intelligence prevails ("EG" - 43%, "CG" - 53%). However, after the formative experiment, changes are noted. The results are presented in Figure 2.

Rice. 2. Results of studying the level of intelligence of first-graders before and after the formative experiment

As can be seen from Figure 2, in the experimental group, the number of subjects with a low level of intelligence decreases and the number of first-graders with high rates increases. At the same time, in the control group, the number of first-graders with a low level also decreases and increases with high and medium, but in insignificant indicators, which are clearly visible in Figure 2.

To determine the effectiveness of the psychological and pedagogical program to support the adaptation of first-graders, we used the method of mathematical and statistical data processing, comparison of average values using Student's parametric t-test. Statistical processing of the obtained data was carried out using the SPSS program.

Statistical indicators of the shift in values on the scales and indices of the methods and tests used at the stage of the control experiment are presented in Table 1.

Table 1

Statistical indicators of the shift in values in the control and experimental groups
according to the test "Analogy" Melnikova N.N., Poleva D.M., Elagina O.B.

	Experimental group				Control group
	Averages		Student's t	p-significance level	Averages		Student's t	p-significance level
		after				after
Test results

As can be seen from Table 1, there are statistically significant differences in the level of intelligence in the experimental group (t = -5.22 at p =.000), and in the control group (t = -4.788 at p =.000). Despite the presence of significant differences in the two groups, the level of intelligence in the experimental group changed more qualitatively (up to 6.18; after 8.21). These results indicate that the formative experiment influenced the intellectual development of the first-graders in our sample. From the data obtained, it can be concluded that the program of psychological and pedagogical support for first-graders is effective for the development of the intellect of first-graders, since after its implementation the results in the experimental group changed, acquiring a positive trend.

Thus, we have studied the features of psychological and pedagogical support for the development of the intellect of first-graders in educational activities. A positive trend was found to increase the intelligence of first-graders participating in the program of psychological and pedagogical support for first-graders. The detected trend requires a deeper analysis, which will be one of the main issues of our further research.