Organization of psychological and pedagogical support for the development of preschool children. Psychological and pedagogical support for the development of 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 identifying 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. Gerye, V.P. Kashchenko, M.P. Postovskaya, N.P. Postovsky, G.I. Rossolimo, O.B. Feltsman, N.V. Chekhov, etc. .) conducted a mass examination of underachieving students in Moscow schools in order to identify children whose academic failure was due to intellectual disability.

The study was carried out 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, and doctors, that their work in examining children was distinguished by great thoroughness and a desire to eliminate the possibility of errors in establishing mental retardation. Great caution in determining the diagnosis was dictated mainly by humane considerations.

Issues 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 the majority of congress participants advocated the use of the test method in psychological research, great importance was attached to the observation method, as well as physiological and reflexological methods. The question was raised about the dynamic unity of methods for studying children. However, the congresses did not resolve the disputes that arose around the issue of research methods, which can largely be explained by the insufficiently scientific position that many psychologists, teachers and doctors occupied in those years.

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

Full version of the G.I. test system Rossolimo contained 26 studies, each of which consisted of 10 tasks and lasted 2 hours, carried out in three stages. It is clear that such a system, due to its bulkiness, was inconvenient to use, so G.I. Rossolimo further simplified it by creating the “Brief 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 using 10 tasks (a total of 10 tasks). The result was depicted in the form of a curve - a “profile”. In comparison with the Binet-Simon method, the Rossolimo method attempted a qualitative-quantitative approach to assessing the results of a child’s work. According to psychologist and teacher P.P. Blonsky, "profiles" of G.I. Rossolimo is most indicative of determining mental development. Unlike foreign tests, they show a tendency towards multidimensional personality characteristics.

However, the technique of G.I. Rossolimo had a number of disadvantages, in particular, an insufficiently complete selection of the processes under study. G.I. Rossolimo did not study the verbal-logical thinking of children and did not give tasks to determine 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 using 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 using their method does not at all exclude psychologically correct systematic observation and evidence of school success - it only complements them. A little earlier, characterizing various test systems, she also pointed out that only long-term, systematic observation can clarify the main mental defect and characterize the case, and only to help it can multiple repeated and carefully staged experimental psychological studies of mental abilities be undertaken.

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 he obtained enriches not only special psychology, but also helps in solving issues of differential psychodiagnostics. G.Ya. Troshin also emphasized the value of observing children's behavior 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 human personality: “Essays on the science of character”, “School characteristics”, “Personality research program”, “Classification of personality”.

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 identifying these properties in order to build the pedagogical process in accordance with them), however, his works contain many useful recommendations.

Great merit to A.F. Lazursky began to study the child in activities in natural conditions through objective observation and the development of the so-called natural experiment, which included both elements of targeted observation and special tasks.

The advantage of a natural experiment compared to laboratory observation is that it helps the researcher obtain the facts he needs through a special system of activities in a familiar environment for 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 analyses, the most characterologically indicative elements of a given academic subject are grouped, so that the corresponding individual characteristics of the students 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 experimental lesson plans that reveal personality traits.

A special role in the development of the scientific basis for diagnosing children with developmental disabilities belongs to L.S. Vygotsky, who considered the child’s personality in development in inextricable connection with the influence that upbringing, training and environment have on him. Unlike testologists, who statically stated only the level of development of the child at the time of examination, L.S. Vygotsky defended 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 capabilities of children.

L.S. Vygotsky proposed not to limit the study of a child to one-time tests of what he can do on his own, but to monitor how he uses help, and what, therefore, is the forecast for the future in his training and upbringing. He especially acutely raised the question of the need to establish qualitative features of the course of mental processes and identify prospects for personal development.

Provisions of L.S. Vygotsky’s ideas about the zones of actual and proximal development and the role of adults in the formation of the child’s psyche are of great importance. Later, in the 70s. XX century, on the basis of these provisions, an extremely important method for studying children with developmental disabilities was developed - the “educational experiment” (A.Ya. Ivanova). This type of experiment allows you to assess the child’s potential, the prospects for his development, and determine rational ways for subsequent pedagogical work. In addition, it is extremely useful in differential diagnosis.

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

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

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

Revealing each of these stages of the study, L.S. Vygotsky pointed out its most important points. Thus, he emphasized that it is necessary not only to systematize the identified symptoms, but to penetrate into the essence of development processes. Analysis of the history of child development, according to L.S. Vygotsky, involves identifying internal connections between aspects of mental development, establishing the dependence of one or another line of child development on the harmful influences of the environment. Differential diagnosis 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 of 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 20s - 30s. XX century advanced teachers, psychologists, and doctors paid a lot of attention to the problems of studying children. At the Children's Research Institute (Petrograd) under the leadership of A.S. Griboyedov, at the Medical-Pedagogical Experimental Station (Moscow), led by V.P. Kashchenko, in a number of examination rooms and scientific and practical institutions, among various studies in the field of defectology, the development of diagnostic techniques occupied a large place. It was during this period that the active activity of pedologists was noted. They considered their primary task to be to help the school study children, choosing tests as a tool in this work. However, their efforts led to mass testing in schools. And since not all test methods used were perfect and they were not always used by specialists, 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 a practice was indicated 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 techniques, 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 searched for ways and methods for more accurate diagnosis of mental disorders. Only in cases of obvious mental retardation was it possible to examine children by medical-pedagogical commissions (MPCs) without trial teaching them at school. The MPC 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 psychodiagnosis and the low level of organization of the work of medical and pedagogical commissions negatively affected the quality of examination of children.

In the 50s - 70s. XX century The attention of scientists and practitioners to the problems of staffing special institutions for the mentally retarded, and therefore to the use of psychodiagnostic techniques, has increased. During this period, intensive research was carried out in the field of pathopsychology under the leadership of B.V. Zeigarnik, neuropsychological methods for studying children were developed under the leadership of A.R. Luria. The research of these scientists has significantly enriched the theory and practice of experimental psychological study of mentally retarded children. Much credit for the development of principles, methods, and ways of studying children when staffing special institutions for mentally retarded children belongs to psychologists and teachers G.M. Dulne-vu, S.D. Zabramnoy, A.Ya. Ivanova, V.I. Lubovsky, N.I. Nepomnyashchia, S.Ya. Rubinstein, Zh.I. Schiff et al.

In the 80s - 90s. XX century The efforts of specialists are increasingly intensified in developing and improving organizational forms and methods for studying children with developmental disabilities who need special training and education. Early differential diagnosis is carried out, psychological and diagnostic research methods are developed. On the initiative of educational authorities, the Council of the Society of Psychologists in 1971 - 1998. Conferences, congresses, and seminars are held on the problems of psychodiagnostics and staffing special institutions for abnormal children. 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 noted by V.I. Lubovsky (1989), not all scientific provisions and methodological approaches to diagnosing developmental disorders developed by L.S. Vygotsky, S.Ya. Rubinstein, A.R. Luria and others are currently used, and psychological diagnostics themselves are carried out “at 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 began to arbitrarily use individual fragments of test batteries, individual tasks from classical tests (for example, from the Wechsler test), without obtaining a holistic picture of the child’s development.

At the present stage, the research of V.I. is of great importance for the development of diagnostics of developmental disorders. Lubovsky. Back in the 70s. XX century he dealt with the problems of diagnosing mental development and put forward a number of important provisions designed to make 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 diagnosis, emphasizing the importance of combining a quantitative assessment of the level of development of mental functions with a qualitative, structural analysis - with the predominance of the latter. In this case, the level of development of a particular function is expressed not only in conditional points, 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.

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

Control questions

What social problems determined the development of the first methods for diagnosing developmental disorders in children?
What contribution did A.F. make to Russian science? Lazursky? What is a natural experiment?
What is the essence of L.S.’s position? Vygotsky on the study of 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 identification of mental retardation initially primarily a medical problem?
When and why 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. - pp. 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 // Collection. Op.: In 6 volumes. - M., 1984. - T. 5. - P. 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 in diagnosing abnormal development of children. - M., 1989. - Ch. 1.
Psychological diagnostics / Ed. K.M. Gurevich. - M., 1981. - Ch. 13.
Elkonin D.B. Some issues in diagnosing the mental development of children: Diagnosis of educational activity and intellectual development of children. - M., 1981.

Additional

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

THEORETICAL AND METHODOLOGICAL BASIS OF PSYCHOLOGICAL AND PEDAGOGICAL DIAGNOSIS OF DEVELOPMENTAL DISORDERS IN CHILDREN

The success of upbringing, training, and social adaptation of a child with developmental disorders depends on a correct assessment of his capabilities and developmental characteristics. This problem is solved by comprehensive 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% require comprehensive rehabilitation. The number of children who require correctional pedagogical assistance reaches 25% in 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, which cannot be unambiguously attributed to any of the traditionally identified types of mental dysontogenesis, is increasing.

Special preschool and school educational institutions have been opened in our country for children with developmental disabilities. They create educational conditions that should ensure optimal mental and physical development of these children. Such conditions primarily include an individualized approach, taking into account the characteristics of each child. This approach involves the use of special educational programs, methods, necessary technical teaching aids, the work of specially trained teachers, psychologists, speech pathologists, etc., a combination of training with the necessary medical preventive and therapeutic measures, certain social services, the creation of a 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 (preschool educational institutions) and special (correctional) schools of types I - VIII, to which children are admitted 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-governmental 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 for the child increases.

At the same time, in mass kindergartens and secondary schools there are a large number of children with poor psychophysical development. The severity of these deviations may vary. 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 impairments of hearing, vision, optical-spatial representations, the musculoskeletal system, phonemic perception, with emotional disorders, with disabilities speech development, with behavioral disorders, with mental retardation, somatically weakened children. If by older preschool age pronounced disorders of mental and/or physical development are, as a rule, identified, then minimal disorders remain without due attention for a long time. However, children with similar problems experience difficulties in mastering all or some sections of the preschool program, as they find themselves 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 maladjustment. Therefore, it is very important to promptly identify not only children with severe developmental disorders, but also children with minimal deviations from 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 great: timely identification of children with developmental disorders in the population is required; determining 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 public schools, for children with complex developmental disorders and severe 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 disabilities should include three stages. The first stage was called screening (from English screen- sift, sort). At this stage, the presence of deviations in the psychophysical development of the child is revealed without accurately qualifying their nature and depth.

Second phase - differential diagnosis developmental deviations. The purpose of this stage is to determine the type (type, category) of a developmental disorder. 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 psychological, medical and pedagogical commissions (PMPC).

Third stage - phenomenological . Its goal is to identify the individual characteristics of the child, i.e. those characteristics of cognitive activity, emotional-volitional sphere, performance, personality that are characteristic only of a given child and should be taken into account when organizing individual correctional and developmental work with him. During this stage, based on diagnostics, programs of individual correctional work with the child are developed. The activities of psychological, medical and pedagogical councils (PMPc) of educational institutions play a major role here.

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

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

The second stage is differential diagnosis of developmental disorders. The purpose of this stage is to determine the type (type, category) of a developmental disorder. 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 psychological, medical and pedagogical commissions (PMPC).

The third stage is phenomenological. Its goal is to identify the individual characteristics of the child, i.e. those characteristics of cognitive activity, emotional-volitional sphere, performance, personality that are characteristic only of a given child and should be taken into account when organizing individual correctional and developmental work with him. During this stage, based on diagnostics, programs of individual correctional work with the child are developed. The activities of psychological, medical and pedagogical councils (PMPc) of educational institutions play a major role here.

For the successful implementation of psychological and pedagogical diagnostics 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 subsequent human development.

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 a child’s admission to kindergarten - this is adaptation.What is adaptation? Adaptation (from the Latin adaptatio - adaptation, adjustment) is usually understood as the body’s ability to adapt to various environmental conditions. Without adaptation it is impossible, be it a kindergarten or another institution. We are getting a job with you - how difficult it is to adapt to a new team. So are children. We are preparing children for school. To make it easier for them to adapt. Someone goes to Malyshka’s school and for a whole year he adapts to the new team and 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. The features of psychological and pedagogical support for young children come down to the all-round development of the child and the creation of a comfortable atmosphere for him. For a child to successfully adapt to the conditions of a preschool institution, it is necessary to form a positive attitude towards kindergarten and attitude towards it. This depends, first of all, oneducators, from their ability and desire to create an atmosphere of warmth, kindness, and attention in the group.

For example, with young children it is recommended:

Use elements of bodily therapy (hug, stroke, pick up).

Use nursery rhymes, songs, finger games in speech.

Games with water and sand.

Listening to music.

Creating a situation of laughter.

Accompanying the adaptation period is also typical for preschool children, for example, a child has moved to another group - these are different walls, a teacher, newly admitted children.

Use outdoor games, fairy tale elements, and music therapy.

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

Provide play activities for the teacher with other children near the new child.

Organize situations of success - praise the child for joining the game and completing the exercise.

today is not just the sum of various methods of correctional and developmental work with children, but acts as a comprehensive technology for supporting and assisting a child in solving the problems of development, training, education and socialization.

Areas of work psychological and pedagogical support for preschool children:

enriching the child’s emotional sphere with positive emotions;

development of friendly relationships through play and communication between children in everyday life;

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

teaching children ways to express emotions and 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;

increasing 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:

organizing the work of PMP(k) (identifying the psychological and pedagogical features of the development of preschool children, which allows us to obtain a complete picture of the development of the child’s personality and plan corrective measures);

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

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

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

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

openness in the relationships of all participants in the activity;

taking into account the individual characteristics of the teacher;

success orientation;

professional competence of the person providing psychological and pedagogical support.

Let's consider the main directions and technologies of pedagogical activity within the framework of organizing 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 child’s psyche. The game lays the foundations for educational activities, which then become leading in primary school childhood.

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

The game allows us to identify the level of development of many of the child’s personal qualities, and most importantly, determine his status in the children’s team. If a child refuses general 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 with the distribution of roles in games that arise spontaneously in a group of children (in their free time, on the street, etc.). The most favorable position is that of an attentive observer (researcher).Item not included An adult gives him the opportunity to secretly study children's relationships, manifestations of moral qualities, and the psychological characteristics of each child. Skillful, subtle analysis allows you to notice in time and overcome dangerous tendencies that appear 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).

Intrusive interference, petty supervision, and the dictates of an adult extinguish children’s interest in play and encourage them to play away from prying eyes. Therefore, obsessive control is perhaps more dangerous than complete lack of control, although both extremes converge in their undesirable consequences.

2. Selection of role-playing games, taking into account various possibilities with this calculation. This is achieved not only by choosing roles, but also by constantly encouraging children who are unconfident, have not mastered the rules, and are passionate about failures.

3. Avoid identification and fetishization of the game.

Identification - This is when a child is perceived by an adult as underdeveloped. This view of the game is the most common and most “severe” misconception of adults. The consequences are isolation, inability to look at life seriously, fear of humor, increased vulnerability. (they tell the child, go play, don’t disturb)

Fetishization of the game - the other extreme. Play is perceived by adults as the only and main form of a child’s life. He is deprived of the opportunity to look at the world seriously. You cannot do without play in a child’s life, but you 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 complex and therefore much more difficult to manage pedagogically. Material needs come first for preschoolers, although later 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 a team of preschoolers.

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

Children are drawn to their peers, but when they find themselves in a children's society, they are not always able to establish constructive relationships with other children.

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

Methods humane education of children :

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

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

Respectful attitude towards others - you should never ignore negative emotions, actionsattitude towards other children , parents, animals, etc.

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

Ability to identify emotions - the older a child gets, the better he becomes at reading emotions from a face and determining a person’s state (for example, exercises with emotions"sad" , "offended" , "poor" , "unhappy" etc.).

Direction four .

Organization of joint work between teachers and students’ parents”

Let’s turn on our imagination for a moment and imagine.... In the morning, mothers and fathers bring their children to kindergarten and politely say: “Hello!” - and they leave. Children spend the whole day in kindergarten: playing, walking, studying... And in the evening, parents come and, saying: “Goodbye!”, take the children home. Teachers and parents do not communicate, do not discuss the children’s successes and the difficulties they experience, do not find out how the child lives, what interests him, makes him happy, or upsets him. And if questions suddenly arise, parents can say that there was a survey and we talked about everything there. And the teachers will answer them like this: “After all, there are information stands. Read it, it says it all!” This happens to you and to us.

Agree, the picture turned out to be bleak... And I would like 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 individuals. Modern preschool institutions do a lot to ensure that communication with parents is rich and interesting. On the one hand, teachers preserve everything that is best and time-tested, and on the other, they look for and strive to introduce new, effective forms of interaction with the families of pupils, the main task of which 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, 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 with 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 achieve trusting, “heartfelt” communication.

Who plays the leading role in organizing communication? Of course to the teacher . To build it, it is important to have communication skills, navigate the problems of education and the needs of the family, and be aware of the latest achievements of science. The teacher must make parents feel competent and interested in the successful development of the child, show parents that he sees them as partners and like-minded people.

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

Working with a family is hard work. It is necessary to take into account the modern approach to working with families. The main trend is to teach parents to independently solve life problems. And this requires certain efforts from teachers. Both the teacher and the parent are adults who have their own psychological characteristics, age and individual characteristics, 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 preschool children;

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

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

preserving and enhancing the intellectual and creative potential of children;

constant cooperation between kindergarten teachers and parents to effectively work with children;

providing assistance to teachers in improving their qualifications and carrying out innovative activities, since currently the introduction of innovations is a prerequisite for the development of a preschool educational institution;

reducing psycho-emotional stress of teachers through reducing negative experiences;

creation of special socio-psychological conditions to provide assistance to teachers who have 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 free 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 numerous studies by Sh. A. Amonashvili, O. S. Gazman, A. V. Mudrik and others, one can trace the problem of organization in their works psychological and pedagogical support for the development of preschool children. Escort seen as special a type of professional activity of an adult who tries to solve certain problems of the child’s personality and his own tasks. The child acts in the pedagogical process as an object and subject of self-education and self-development. The object is understood not as the child himself, but as his qualities, modes of action, his living conditions.

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

M. R. Bityanova is considered « accompaniment» like moving with the child and next to, or in front of, to answer questions that arise. 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 for students» Subbotina L.G. understands the holistic and continuous process of studying the student’s personality, its formation, creating conditions for self-realization in all areas of activity, adaptation in society for all age stages of schooling, carried out by all subjects of the educational process in situations of interaction.” Getting acquainted with the work experience of L. G. Subbotina, we can see that the interaction of subjects of the educational process that implement 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 supporting each other.

The main direction for forming the foundations psychological and pedagogical support the professional activity of the teacher has become a person-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 preschoolers- help realize yours capabilities, knowledge, skills and abilities for successful achievement in various activities.

For creatures of social psychological conditions for successful education and child development at 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 a child during preschool training involves the implementation of the following principles:

Following the natural child development at a given age stage of his life's journey.

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

The focus of activities is on creating conditions that allow the child to independently build a system of relationships with the world, people around him and himself, and make personally significant positive life choices.

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

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

Intensive development of theory and practice of psychological and pedagogical support associated with an expanded idea of the goals of education, which includes 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. Russian Dictionary language: OK. 57,000 words / Ed. L. Skvortsov. "Onyx-LIT", "Peace and Education" 2012

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

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

Publications on the topic:

Consultation “Model of psychological and pedagogical support for the professional growth of teaching staff” In the context of modernization in the Russian preschool education system, 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 kindergarten teacher-psychologist is conducting screening diagnostics.

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

Individual route of psychological and pedagogical support for a capable student INDIVIDUAL ROUTE OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR A CAPABLE PUPILS OF THE SCHOOL PREPARATORY GROUP “RADUGA” MDOU.

Individual route of psychological and pedagogical support for a pupil with developmental difficulties INDIVIDUAL ROUTE OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR A STUDENT WITH DEVELOPMENTAL DIFFICULTIES IN THE 2nd JUNIOR GROUP “RADUGA”.

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 stress, 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 pros and cons. The position of a student requires the child to be aware of his own role, the position of the teacher, the established distance in relationships, and the rules by which these relationships are built. For a painless and successful entry into educational activities, the child must be healthy and fully prepared.

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

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

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

The ultimate goal of educational activity is the conscious educational activity of the student throughout primary education. Educational activity, initially organized by an adult, must turn into an independent activity of the student, in which he formulates an educational task, carries out educational actions and control actions, carries out assessment, i.e. Learning activity through the child’s reflection on it turns into self-learning.

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

When a child enters school, under the influence of learning, the basic human characteristics of cognitive processes (perception, attention, memory, imagination, thinking, speech) are consolidated and developed. From “natural”, according to L.S. Vygotsky, these processes should become “cultural” by the end of primary school age, that is, turn into higher mental functions associated with speech, voluntary and mediated. This is due to the fact that children are involved in new types of activities and systems of interpersonal relationships that require them to have new psychological qualities. The general characteristics of all cognitive processes of a child should be voluntariness, productivity and stability.

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

Age-related patterns are also observed in the process of memory development. By the age of 6–7 years, the structure of memory undergoes significant changes associated with the development of voluntary forms of memorization and recall. Involuntary memory, not associated with an active attitude to the current activity, turns out to be less productive, although in general this form of memory retains a leading position. Speech plays a significant role in the development of memory in younger schoolchildren, therefore the process of improving a 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, a child by the end of primary school age gradually learns to subordinate memory to his will, intelligently control the progress of memorization, and manage the process of storing and reproducing information. Perception at the age of 6-7 years loses its original affective 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.

By the senior preschool age, the accumulation of extensive experience in practical actions, a sufficient level of development of perception, memory, and thinking, increases 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 critical 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 supporting the development of the intellectual potential of first-graders in the process of educational activities.

Having analyzed 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 spheres 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, psychological and pedagogical support for the development of the intellectual potential of first-graders in the process of educational activities should be used and applied in pedagogical practice.

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

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

In the empirical part of the study, we used an experimental method consisting of three stages: a statement stage, a formative experiment, and a control stage of the experiment. The base for the study was the Municipal Budgetary Educational Institution Secondary School No. 61 of the city of Bryansk. 56 1st grade students took part in the study.

At the first stage, we identified the level distribution of intelligence development among first-grade students. For this purpose, we implemented the ascertaining stage of the psychological and pedagogical experiment using the “Analogies” test (Melnikova N.N., Poleva D.M., Elagina O.B.) to assess the level of intelligence. The results are presented in Figure 1.

Rice. 1. Results of studying the level of intelligence of first-graders

As can be seen from the table, a low level of intelligence is noted in 48.2%. The results obtained give us reason to talk about the insufficient development 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 intelligence and also had intensive preschool training.

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

At the third stage (control experiment), we implemented a set of methods to evaluate the effectiveness of the program of psychological and pedagogical support for the development of intelligence of first-graders. Analyzing the obtained 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 predominates ("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 scores increases. At the same time, in the control group, the number of first-graders with a low level also decreases and increases with a high and average level, but in insignificant rates, 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, comparing average values using the parametric Student's 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 “Analogies” test by Melnikova N.N., Poleva D.M., Elagina O.B.

	Experimental group				Control group
	Average values		Student's t	p-level of significance	Average values		Student's t	p-level of significance
		after				after
Test results

As can be seen from Table 1, there are statistically significant differences in the level of intelligence in both 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 (before 6.18; after 8.21). These results indicate that the formative experiment influenced the intellectual development of first-graders in our sample. From the data obtained, we can conclude that the program of psychological and pedagogical support for first-graders is effective for developing the intelligence of first-graders, since after its implementation the results in the experimental group changed, acquiring a positive trend.

Thus, we investigated the features of psychological and pedagogical support for the development of intelligence of first-graders in educational activities. A positive trend was found to increase intelligence among first-graders taking part in the program of psychological and pedagogical support for first-graders. The discovered trend requires a more in-depth analysis, which will be one of the main questions of our further research.