Psychodiagnostic work with primary schoolchildren. Group forms and methods of working with primary schoolchildren
Corrective and developmental work
psychologist at school with children of primary school age in the conditions of the Federal State Educational Standard
This area of activity of a psychologist is the most complex and responsible. It includes a fairly wide range of forms of work:
group psychocorrectional classes (working with problems in the personal and cognitive spheres);
individual psychocorrectional classes (working with problems in the personal and cognitive spheres);
individual lessons with gifted children;
classes on psychological preparation of children for school;
thematic sessions with parents (for example, training seminars).
From the point of view of I.V. Dubrovina, the main goal of correctional work with children is to promote their full mental and personal development. In the process of implementing this direction, you cannot simply exercise the child; from the first stages of work, it is necessary to focus on possible achievements in the correction process. This is the unity of correction and development.
Correctional work aimed at development in the cognitive sphere includes classes on the development of the child’s mental qualities: memory, attention, observation, speed of reaction, thinking. It consists of the following areas:
formation of general intellectual skills (operations of analysis, comparison, generalization, identification of essential features and patterns, flexibility of thought processes);
development of attention (stability, concentration, expansion of volume, switching, self-control, etc.)
memory development (expansion of volume, formation of memorization skills, stability, development of semantic memory);
development spatial perception and sensorimotor coordination;
formation of educational motivation;
development of the personal sphere.
Classes are presented in the form of games and training exercises that directly affect the child’s mental qualities. Let's look at some techniques.
For example: game "Remember the move "(develops motor-auditory memory). The presenter shows the children movements consisting of 3-4 actions. Children must repeat these actions, first in the order in which the leader showed them, and then in the reverse order.
Movement 1 . Sit down – stand up – raise your arms – lower your arms.
Movement 2. Raise your hands with your palms up (“collecting the rain”), turn your palms down – lower your arms along your body – raise your arms at your sides in different directions.
Movement 3. Move your right foot to the right - move your right foot - move your left foot - move your left foot.
Movement 4 . Sit down - stand up - turn your head to the right - turn your head straight.
Exercise"Cryptographer" aimed at developing attention, associative memory. Each number corresponds to a specific letter (the key is given in the task). Children write down the corresponding letters instead of numbers and get a word.
Tasks“Add by analogy” , “Insert word (number)” are aimed at developing verbal-logical thinking - the ability to establish connections between concepts.
Tasks"Draw the same figure" , "Draw by dots" aimed at developing hand-eye coordination, spatial imagination, imaginative thinking, attention, and memory. Teaches how to navigate on a sheet of paper in a box. The same task can be carried out in the form"Graphic dictation" - name the direction and number of cells.
Logical thinking tasks. Examples:
Kolya and Vasya are two brothers. One of them goes to kindergarten, the other to school. Which of them is younger if Vasya is in second grade?
Dasha and Masha received straight A's at school: one in math, the other in reading. In what subject did Dasha get an A if Masha did not receive this grade in mathematics?
Owl, Donkey and Winnie the Pooh were given three balloons - a large green one, a large blue one and a small green one. How will they divide these balls between themselves if Owl and Donkey like big balls, and Donkey and Winnie the Pooh like green balls?
Ways to develop memory using mnemonic techniques:
Material grouping . The material being studied is divided into parts or groups. The load on memory is reduced exactly as many times as the number of parts into which the material to be memorized was divided.
Associations. It is useful to teach a child to figuratively imagine what needs to be remembered, to attract a wide variety of associations.
Schematic image . To memorize a phrase or word, the child makes a drawing as simple and schematic as possible.
Structuring the material. When structuring the material, connections and relationships are established within the memorized material, due to which it begins to be perceived as a whole.
Corrective work with younger schoolchildren is aimed at the intellectual, personal and activity development of younger schoolchildren.
Kapsargina Dina Sergeevna, educational psychologist, MBOU Katanovskaya Secondary School
KHAKASS STATE UNIVERSITY
them. N.F. KATANOVA
Faculty of Psychology and Education
Department of Developmental Psychology
PSYCHODAGNOSTIC WORK WITH JUNIOR SCHOOLCHILDREN
ABAKAN -2006
Introduction
2. Diagnostic work is one of the areas of activity of a psychologist in elementary school
3. Review of methods used in the diagnosis of primary schoolchildren
3.3 Diagnosis of the characteristics of a child’s adaptation to school
Conclusion
Applications
Introduction
IN test work The issues of diagnostic work of a primary school psychologist are considered. The relevance of this activity of a psychologist is due to three main reasons:
1.Entering the period of primary school age is associated with an age crisis, when qualitatively new properties and characteristics of the child are formed. (These neoplasms will be discussed in more detail in Chapter 1.)
2. The period of primary school age is associated with the child’s transition to a new social environment, which significantly affects the formation of his mental processes and interpersonal sphere, and therefore the personality as a whole.
3. The acquisition of educational skills influences the development of the child’s educational competence and, consequently, the success of his further education.
We will consider the specifics of the diagnostic work of a school psychologist with primary schoolchildren, their parents and teachers. Let us define the tasks and forms of diagnostics. Let us present diagnostic methods and techniques, the use of which allows us to most fully and systematically draw up a psychological and pedagogical portrait of a primary school student, to trace the dynamics of development from entry into school to transition to secondary education.
Let's consider a set of methods aimed at studying cognitive activity, emotional, motivational and volitional spheres of the personality of a junior schoolchild.
1. Psychological and pedagogical characteristics of a child of primary school age
Primary school age is the pinnacle of childhood. The child retains many childish qualities, but already loses the childish spontaneity in behavior, he develops a different logic of thinking. At school, he acquires not only new knowledge and skills, but also a certain social status. The interests, values of the child, and his entire way of life change. An educational activity is formed, which is leading for him and on the basis of which the main psychological new formations of a first-grader are formed. Thinking becomes the dominant function and begins to determine the work of all other functions of consciousness - they become intellectualized and become arbitrary.
The initial goal of a psychologist’s interaction with a first-grader child is to determine (and, if necessary, form) his readiness for school, identify individual characteristics at any level of their development, characteristics of the cognitive sphere, as well as the formation of the first-grader’s personality. Lack of formation of the necessary psychological formations, required educational skills, motivational or intellectual unpreparedness of the child for learning often lead to the emergence of various types school maladjustment, i.e. to difficulties and problems in educational activities, communication, behavior. Manifestations of maladjustment in first-graders include low academic performance and extreme forms of indiscipline. The psychological reasons for this may be a low level of functional readiness - the so-called school immaturity, i.e. discrepancy between the degree of maturation of certain brain structures and neuropsychic functions and the tasks of school education. Besides common cause school maladaptation is caused by insufficient development of the voluntary sphere. Therefore, choosing the direction of work for an elementary school psychologist is difficult and responsible.
Features of the age stage of 6-7 years are manifested in progressive changes in all areas, from the improvement of psychophysiological functions to the emergence of complex personal new formations.
The sensory development of an older preschooler is characterized by the improvement of his orientation in the external properties and relationships of objects and phenomena in space and time. The thresholds of all types of sensitivity are significantly reduced. Visual perception becomes leading, it is intellectualized. In thinking there is a transition from centering to decentration. Thinking is characterized by the following features that can be used as diagnostic signs the child’s achievement of readiness to study at school, in terms of his intellectual development.
The child solves mental problems by imagining their conditions. Thinking becomes non-situational.
Mastering speech leads to reasoning as a way to solve problems
Children's questions are an indicator of the development of curiosity and indicate the problematic nature of the child's thinking.
Practical actions arise on the basis of preliminary reasoning.
Experimentation arises as a way to help understand hidden connections and relationships
The prerequisites for such qualities of the mind as independence and flexibility are taking shape.
One of the main achievements of the senior preschool age is the development of voluntary memorization. A 6-7 year old child uses techniques to increase the efficiency of memorization: repetition, semantic and associative linking of material. (More details in Chapter 3.)
Attention becomes indirect. Concentration, volume, stability increases. Elements of arbitrariness in the control of attention take shape. Elements of post-voluntary attention appear. The relationship between voluntary and involuntary forms is also noted in the imagination.
The child masters the techniques and means of creating images.
By the age of six, the basic elements of volitional action are formed: the child is able to set a goal, make a decision, outline a plan of action, carry it out, and evaluate the result. But all these components are not stable enough.
The development of will is closely related to changes in motives of behavior, the formation of subordination of motives. At this age, one of the most effective motives in terms of mobilizing volitional efforts is the assessment of the action by a significant adult. There is an intensive development of cognitive motivation. One of the most important criteria for a child’s personal readiness for schooling is his internal position.
This is a kind of fusion of two needs - the desire to take a certain position in human society, which opens access to the world of adulthood, and a cognitive need that cannot be satisfied at home.
The school places special demands on first-graders. These requirements can be presented in table form.
Table. Psychological and pedagogical status of a first-grader
| Parameters of psychological and pedagogical status | Psychological and pedagogical requirements for the content of the status of 1st grade students. |
| 1. Cognitive sphere. 1.1. Arbitrariness of mental processes. | High level of educational activation and independence. Ability to plan, implement and monitor results educational activities. Carrying out educational actions according to the rule and model. Maintaining attention on the learning task. The presence of one's own efforts to overcome difficulties in solving a learning task. |
| 1.2.Level of development of thinking. | High level of development of visual-figurative thinking: isolating the essential properties and relationships of objects, using diagrams, the ability to generalize the properties of objects. The initial level of development of logical thinking: the ability to make inferences and conclusions based on available data. |
| 1.3. Formation of the most important educational actions | The ability to identify a learning task and turn it into an activity goal Formation of the internal plan of mental actions. |
| 1.4.Level of speech development | Understanding the meaning of the text and simple concepts Using speech as a thinking tool (mastery of complex structures in oral speech) |
| 1.5.Level of development of fine motor skills | Ability to be complex motor activity when teaching writing and drawing. |
| 1.6.Mental performance and pace of mental activity. | Ability to work concentratedly for 15-20 minutes Maintaining satisfactory performance during the working day Ability to work at the same pace with the entire class |
| 2.Features of communication and behavior: 2.1.Interaction with peers | Possession of techniques and skills for effective interpersonal communication with peers: establishing friendly relations, readiness for collective forms of activity, ability to resolve conflicts peacefully. |
| 2.2.Interaction with teachers. | Establishing adequate role relationships with teachers in and outside of class. Show respect for the teacher. |
| 2.3.Compliance with social and ethical standards. | Acceptance and implementation of school and generally accepted norms of behavior and communication. |
| 2.4.Behavioral self-regulation. | Voluntary regulation of behavior and natural motor activity in educational and other situations of intra-school interaction. Containing involuntary emotions and desires Ability to behave responsibly (within age requirements) |
| 2.5.Activity and autonomy of behavior. | Activity and independence in cognitive social activities. |
| 3.Features of the motivational and personal sphere: 3.1.Presence of educational motivation in the character | Desire to learn, go to school The presence of a cognitive or social motive for learning |
| 3.2.Stable emotional state at school | No obvious contradictions between Requirements of the school and parents The requirements of adults and the capabilities of the child |
| 4.Features of the schoolchild’s system of relationships to the world and to himself. 4.1.Relationships with peers | The child’s emotionally positive perception of the system of his relationships with peers |
| 4.2.Relationship with teachers | The child’s emotionally positive perception of the system of his relationships with teachers and educators |
| 4.3.Attitude towards meaningful activities | Emotionally positive perception of school and learning. |
| 4.4.Attitude towards yourself. | Sustainable positive self-esteem. |
In the period from 6-7 to 9-10 years, further physical and psychophysiological development of the child occurs. A new type of relationship with the people around you begins to take shape. The unconditional authority of an adult is lost and by the end of primary school age the opinion of peers becomes increasingly important, and the role of the children's community increases. The educational activity becomes the leading one. Motivation for educational activities decreases due to the fact that the child already has a won social position. Thinking moves to the center of conscious activity and rearranges all other cognitive processes: memory becomes thinking, and perception becomes thinking. Memory undergoes significant changes and acquires features of arbitrariness, becoming regulated and indirect. A new important education is arbitrariness of behavior. It (behavior) is now, one way or another, connected with the main motive dominant at a given age - the motive for achieving success. Another new formation is associated with arbitrariness of behavior - planning the results of action and reflection. The child also develops an orientation toward other people, which is expressed in prosocial behavior, which is very significant for a developed personality.
Thus, primary school age is the most critical stage of school childhood. The main task of adults at this age stage of the child is to create optimal conditions to discover and realize the capabilities of children, taking into account the individual characteristics of each child. And this cannot be achieved without serious, well-structured diagnostic work by a primary school psychologist.
2. Diagnostic work is one of the areas of activity of a psychologist in elementary school
Psychological diagnostics is an in-depth psychological and pedagogical study of students throughout the entire period of study, determining the individual characteristics and inclinations of the individual, his potential in the process of training and education, in professional self-determination, as well as identifying the causes and mechanisms of violations in learning, development, social adaptation.
Psychological diagnostics is one of the most developed areas of activity of a primary school psychologist. Today diagnostics pursues the solution of the following tasks:
Drawing up a socio-psychological portrait of a schoolchild;
Determining ways and forms of providing assistance to children experiencing difficulties in learning, communication and mental well-being;
The choice of means and forms of psychological support for schoolchildren in accordance with their inherent characteristics of learning and communication
The following forms of organization of diagnostic work can be distinguished:
Complex or frontal
In-depth
Operational
A comprehensive psychological and pedagogical examination is a primary diagnosis, the results of which make it possible to identify “prosperous” and “disadvantaged” children in relation to the measured characteristics. An example of such a survey could be studying the readiness of future first-graders to study at school, tracking the dynamics of adaptation of first-graders to school, etc. This form of diagnostic work is planned and is carried out in accordance with the psychologist’s work schedule.
In-depth psychodiagnostic examination is used in the study of complex cases and includes the use of individual clinical procedures. This form of work is carried out based on the results of the initial diagnosis or, as a rule, is a mandatory component of counseling teachers and parents about the child’s real difficulties in communication, learning, etc. An in-depth psychodiagnostic examination is individual in nature using more complex techniques with preliminary hypotheses about possible reasons
Identified (or stated) difficulties, with justification for the choice of survey strategy and methods.
Operational psychodiagnostic examination - used when it is necessary to urgently obtain information using express methods, questionnaires, conversations aimed at studying public opinion.
The main areas of psychodiagnostic work include the study
Child's personality
Cognitive mental processes
Emotional-volitional characteristics
Interpersonal relations in classroom and school groups.
When carrying out diagnostic procedures, standard psychological techniques adapted to the conditions of a given school.
There are some peculiarities in the psychodiagnostics of younger schoolchildren. It is known that by the time children enter school, individual differences in the level of psychological development. Children differ from each other in intellectual, moral, and interpersonal development. They react differently to the same instructions and psychodiagnostic situations. Some children practically already have access to tests intended for adults, while others only have access to methods designed for children 4-6 years old. This is especially true for such psychodiagnostic techniques that use verbal self-assessments, reflection and various conscious, complex assessments by the child environment. Many children, being ready for learning by their physical age, are at the limit of a preschooler in terms of their level of psychological development (psychological age). If such a child is offered a test that is quite difficult, in principle accessible, but of little interest to him, requiring developed will, voluntary attention, memory and the same imagination, then the child may not cope with the task due to an insufficient level of personal and psychological development. And these same test tasks will be completed more successfully if they are offered in a playful, externally and internally attractive form. These circumstances must be taken into account in practical psychodiagnostics of first and second graders. Children in the third and fourth grades are quite suitable for tests for adults, provided that the test items themselves are accessible to them. Something to keep in mind. That if you have strong motivation, with an interested, active attitude towards testing, the results will always be higher.
3. Brief overview of methods and techniques used in the diagnosis of primary schoolchildren
3.1 Diagnosis of psychological readiness for schooling
No, and there cannot be a single test to determine a child’s readiness for school. Readiness for school is a multicomponent education, which includes the level of development of mental activity, cognitive interests, readiness for voluntary regulation of cognitive activity, and the social position of the student.
To implement the initial diagnosis, you can use the Kern-Jirasek school maturity orientation test. This test has a number of advantages:
Doesn't take much time
Can be used for both individual and group examinations
Has standards developed on a large sample
Does not require special means or conditions for implementation.
The test consists of three tasks:
1-drawing a male figure from memory
2-copying written letters
3-drawing a group of points
The result of each task is assessed on a five-point system (1 is the highest score, 5 is the lowest). The development of children who score 3-6 points is assessed as above average
7-11 – average, 12-15 – below normal. Children who score 12-15 points must be further examined, as some of them may be mentally retarded. The test is aimed at determining the development of fine motor skills, intellectual development (in general terms), the ability to imitate a model, and work for some time on a not very attractive task. The fourth page of the answer sheet is for the verbal subtest protocol.
Quantitative results are divided into five groups:
Group 1 – 24 or more points
Group 2 – from 14 to 23 points
Group 3 – from 0 to 13 points
Group 4 – from minus 1 to minus 10
Group 5 – less than minus 11.
According to the classification, the first three groups are considered positive.
3.2 Diagnosis of parental ideas about their children’s readiness for school
A number of psychologists recognize that among the factors that can slow down or accelerate the formation of a child’s psychological readiness for school, complicate or facilitate adaptation to it, a significant place is occupied by the characteristics of the family microenvironment and the position of the child’s parents. Some researchers consider the main reason for the occurrence of school maladaptation, psychogenic illness or psychogenic personality formation to be specific relationships in the family, the style of parental behavior, and the current family climate. Researchers have identified a number of motives, the presence of which in parents whose child is not psychologically ready for school can lead to negative consequences in the development of the child’s personality, his maladjustment at school. A questionnaire developed by O.N. Istratova and I.O. Kosyanenko helps identify the parental position regarding the child’s readiness for schooling, as well as parental ideas on this issue. (Annex 1)
3.3 Diagnosis of the characteristics of a child’s adaptation to school is carried out using the method of observation, questionnaires, etc. The appendix contains questionnaires applicable at the stage of a child’s adaptation to school. (Questionnaire for parents of first-graders and Questionnaire for determining school motivation of primary school students. Appendix 2)
3.4 Diagnosis of cognitive development in primary school age
3.4.1 Finding out the general orientation of children in the surrounding world and their stock of everyday knowledge
It is assumed that with age, the volume of this knowledge (about oneself, about loved ones, about the area where one lives, about space and time, about the natural environment, etc.) and its depth expands. There are several options for the methodology with questions for children entering school, for students in grades 1,2,3. You are given 30 seconds to answer each question. A child who scores the maximum number of points (10) is considered psychologically appropriate for his age. (Appendix 3)120
3.4.2 Assessment of the perception of a primary school student
The perception of a primary school student is still poorly differentiated and involuntary. The inability to clearly identify parts in an observed object, to complete the image into a whole from its parts, is one of the reasons for errors in writing letters, numbers, etc. Timely identification of such perceptual features will contribute to the planning of corrective and preventive measures to overcome difficulties in teaching a primary school student. To study the ability to holistically perceive the shape of objects, you can use the technique of T.N. Golovina. The child is offered tables that depict geometric figures with incomplete contours and incomplete contours of two object images. The experimenter gives the task to complete the drawing of these objects. Observing the child’s actions while working with tables of this type gives an idea of the child’s ability to holistically perceive the shape of objects, the state of his graphic skills, and the ability to create a symmetrical image.
3.4.3 Assessing the thinking of a primary school student
The younger schoolchild has a clearly expressed concrete-figurative nature of thinking. When solving mental problems, they rely on real objects and their images. Conclusions and generalizations are made based on specific facts. The learning process quickly stimulates development abstract thinking. The development of the thinking of a junior schoolchild is characterized by a transition from operating with practical actions in solving a clearly given situation, a specific task, to mental, internal, compressed actions. The content with which the child operates changes. From a visual single fact, the child moves on to operating with ideas about it, and then to increasingly generalized conceptual knowledge. To assess verbal-logical thinking, the “Word Elimination” technique is used, which allows assessing the test subject’s ability to generalize and identify essential features. The technique consists of 15 series, each series contains 4 words. The experimenter should have a stopwatch and a protocol for recording responses.
Having received individual data on the indicator of verbal logical thinking, you can calculate the arithmetic average for the group as a whole.
To assess the level of generalization, you can use the B.I. technique. Pinsky, the main meaning of which is to highlight patterns. For the study, you need a set of black and white rectangles of the same size. The subject is asked to lengthen the “fence” started by the experimenter. Three tasks of increasing difficulty.
1 task-BW BW BW
Task 2 - BBB BBB BBB
Task 3 - BW BBB BBB.
When analyzing the task, attention is paid to:
Is the start of the activity preceded by an understanding of the principle of performing the task?
How stereotypical is the mode of action chosen by the subject?
How random impulses influence actions
Is there a tendency to transfer past experience in a ready-made form to the problem being solved at the moment?
3.4.5 Assessing the memory of a primary school student
Mnemonic activity throughout school age becomes more and more arbitrary and meaningful. An indicator of the meaningfulness of memorization is the student’s mastery of techniques and methods of memorization. The specificity of the content and new requirements for memory processes introduce significant changes into these processes. Memory capacity increases. Memory development is uneven. Memorization of visual material is maintained throughout initial training, but the predominance of verbal material in educational activities quickly develops in children the ability to memorize verbal, often abstract material. Involuntary memorization is preserved at high rates of development of voluntary memorization. There are quite a lot of well-known methods for studying memory. This includes studying the type of memory (visual, auditory, motor-auditory, visual-auditory-motor), and assessing the state of memory, fatigue, attention activity (A.R. Luria’s method). Tests of short-term memory and inference. We will not dwell in detail on the description of fairly common techniques.
3.4.6 Assessment of the properties of attention of a primary school student
The process of mastering knowledge, skills and abilities requires constant and effective self-control of students, which is possible only if a sufficiently high level of voluntary attention is formed. In the first years of schooling, involuntary attention may predominate in a primary school student. At this age, attention span increases. At this age, such properties of attention as switching and distribution are less developed. During school age they develop intensively. A child of primary school age is capable of concentrated and sustained attention under certain conditions for organizing educational activities.
To assess the stability of attention, you can use the Intertwined Lines Test (a modification of the Rey test). To determine the scope of attention, the Schulte Digital Table is used. The “Corrective Test” test (a variant of the Bourdon technique) tests the ability to distribute attention. To assess the selectivity of attention, the methods of Cussy, Münsterberg, Thorndike, S-test, etc. are used. Descriptions of these methods and their modifications are widely replicated in the psychological literature and there is no point in describing them in this work.
3.5 Diagnosis of the emotional sphere and personality of a primary school student
A child’s admission to school is associated with the emergence of the most important personal new formation - the internal position of the student. This is the motivational center that ensures that the child is focused on learning, has an emotionally positive attitude towards school, and strives to live up to the image of a good student. In cases where the child’s most important needs, reflecting his internal position as a schoolchild, are not satisfied, he may experience persistent emotional distress: a constant expectation of failure, bad attitude towards himself from teachers and classmates, fear of school, and reluctance to attend it.
You can identify the fears of younger schoolchildren using the method of unfinished sentences, studying children's drawings, and surveys. Based on the answers received, the psychologist draws conclusions about the presence and variety of fears. A large number of fears is an indicator of a pre-neurotic state. To identify anxiety as a relatively stable formation in children 8-12 years old, the “Obvious Anxiety Scale” (CMAS), developed by American psychologists, is used. In Russia, an adaptation of the children's version of the scale was carried out and published by A.M. Parishioners. The specificity of the children's variant is that only positive answer options indicate the presence of a symptom. In addition, the children's version has an 11-item control scale that reveals the subject's tendency to give socially approved answers. The technique contains 53 questions. The test time is 25-20 minutes. Group activities are possible. Raw scores are converted into walls, and based on the resulting scale, a conclusion is drawn about the level of anxiety.
3.6 Method of observation and conversation in diagnosis mental development junior schoolchildren
For the purpose of diagnosing students, a school psychologist can use not only experimental methods, questionnaires, observations of teachers according to the program he has drawn up, but also materials from conversations and interviews, which allow one to obtain deeper and more comprehensive information about the student’s personality.
Through observation, it is possible to evaluate some individual psychological characteristics students. Based on the behavioral reactions most often encountered in educational activities and in everyday communication, we can draw a conclusion about the strength, balance, and mobility of nervous processes.
The strength of the excitatory process in the central nervous system can be judged by the overall performance and adequacy of responses to influencing stimuli: for the “strong”, the stronger the stimulus, the stronger the response. In the “weak”, when strength increases above a certain average size there is a decrease in response strength. In most cases for a relatively weak type nervous system They are also characterized by more subtle sensitivity thresholds and prolonged experiences even with minor traumatic influences.
The basis for classification as a predominantly strong type of nervous system on the part of excitation are the following indicators:
1) Ability long time perform uninteresting work without reducing intensity and productivity (as opposed to fatigue, involuntary switching of a given activity.)
2) The ability to overcome difficulties and failures at work. Perseverance in achieving goals.
3) Increased perseverance and performance in difficult conditions, in danger.
4) The desire to act independently, especially in difficult, unfamiliar situations.
5) The ability to quickly cope and mobilize oneself in case of failure.
The basis for classification as a “weak” type are the opposite indicators.
The strength of the inhibitory process can be judged by the ability to volitionally delay, the speed of formation of subtle differentiations in behavioral reactions, characterized by the predominance of the inhibitory component. The basis for classifying the nervous system as a “strong” type in terms of inhibition are the following indicators:
1) High performance, especially in uninteresting work.
2) Restraint in actions and conversation, even despite a traumatic situation.
3) Restraint in communication. (Ability to store interesting news.)
4) Slowness in decision making.
5) Quick and lasting formation of various skills associated with fine differentiation and volitional inhibition.
6) Slowness in movement, speech, skimpy pantomime, slow and thorough chewing of food while eating, good dream.
The basis for classification as a “weak” type is the opposite indicators.
The mobility of nervous processes (the transition from excitation to inhibition and back) can be judged by the following indicators:
1) Mostly fast pace of activity, even during basic work.
2) Quick assimilation of new material (and sometimes quick forgetting in the absence of repetition)
3) Ease and activity in making new acquaintances, the desire for new experiences.
4) Quick adaptation to a new environment.
5) Quick awakening and falling asleep.
6) Lively speech, facial expressions, mobility.
The basis for inclusion in the inert group is the opposite characteristics.
Stott made an attempt to standardize the observation method. His observation map consists of 16 complexes of symptoms - patterns of behavior, symptom complexes. Based on the results of observation, tables are filled out that make it possible to study the characteristics of students maladapted to school. According to Stott, the numerical indicators of symptom complexes are of approximate value, they must be handled with caution, and the methodology is not standardized for practical needs.
Conclusion
The autonomy of a primary school student is just beginning to develop. He still does not always distinguish between what he wants himself and what adults want from him. It is difficult for him to separate his intentions from the demands placed on him. Even the most subtle researcher will not be able to distinguish what comes from the children themselves and what is brought in. It is also not easy for a practicing psychologist to hear his own voice in judgments and assessments of a child.
A child’s problems can only be understood in the fullness of his life circumstances, connections, and relationships. To help him, a practicing psychologist needs to see the full picture of his development, correlate it with family and school situation, with the peculiarities of his personality and character. And here you can’t do without psychodiagnostic methods.
We have briefly reviewed the most common methods for assessing the volitional and personal qualities of a primary school student and the development of his cognitive and emotional sphere.
We have not presented methods for diagnosing a child’s school difficulties, the use of which allows school psychologists to take a differentiated approach to the causes of school failure in order to plan and carry out correctional and developmental work. I would like to consider diagnostics interpersonal relationships younger schoolchildren. But, unfortunately, the amount of work does not allow this to be done. These techniques are quite common and their use is not difficult for an experienced school psychologist.
A primary school psychologist, using psychodiagnostic methods, is called upon to trace the dynamics of processes indicating positive or negative changes in a child when mastering educational activities, to navigate the difficulties of school adaptation of children, to determine the types of assistance for a particular child so that for each student his school truly becomes a school of joy , personal achievements and success!
Applications
Annex 1
Questionnaire for parents.
Full name (child)______________________________________________________________
Year of birth_____________________ Age_____________________
1. At what age do you plan to send your child to school? Why?
At 6 years old, because
*friends with whom he communicates are already going to school and it will be easier for him to get used to the usual company.
*the child is already bored kindergarten and he knows the material of the classes.
*the child’s current interest in school may burn out before the child turns 7 years old.
*the child has achieved great success and for their development it is necessary to send him to school.
*other reasons (specify)
At age 7, because
*at 6 years old the child is physically weak and cannot bear the stress of school
*at 6 years old, a child does not have the minimum knowledge and skills to successfully study at school.
*at 6 years old, a child is more interested in playing rather than studying.
*other reasons (specify)
2. Choose what, in your opinion, indicates the child’s readiness for school?
*health, physical endurance
*ability to communicate with peers
*ability to build relationships with adults that are adequate to the educational system
*lack of fear of failure
*development of fine hand movements and hand-eye coordination
*interest in knowledge and the process of obtaining it through additional efforts
*logical reasoning, ability to reproduce a sample
*other (specify)
3. How ready do you think your child is for school and schooling? Why?
4. Does your child attend training courses? Why?
5. Have you chosen the school where your child will study? If yes, what influenced your choice:
*proximity to residence
*other reasons (specify)
Have the child’s inclinations and desires been taken into account? Why?
6. Do you conduct additional activities at home with your child to improve his readiness for entering school? Why?
7. Do you think that your family is financially prepared for your child to enter school?
8. Do you consider it necessary to devote additional time to your child during his first school days and months?
9. Do you plan to leave work for a while or change your work schedule?
10. Does the child have a certain place in your family for which he is responsible for the order?
11. Are you planning to give money to your child? workplace?
12. Do you think that when a child becomes a schoolchild, he will need to be given more freedom and independence in behavior? Why?
Bibliography
1. Istratova O.N. Handbook of a primary school psychologist. Rostov-on-Don: Phoenix, 2006
2. The latest psychological dictionary.\\Ed. V.B. Shaparya. Rostov n/d.: Phoenix, 2005
3. Ovcharova R.V. Practical educational psychology. M.: Publishing center "Academy", 2005.
4. Cherednikova T.V. Check your child's development: 105 psychological tests. St. Petersburg: Rech 2004.
5. Shmelev A.G. and the team. Basics of psychodiagnostics. Rostov n/d.: Phoenix, 1996.
Appendix 2
Questionnaire for parents of first-graders
Last name, first name of the child
Please answer the questions below. Highlight the option that you think is most suitable for your child.
1. Is the child willing to go to school?
Reluctantly (YES)
Without much hunting (ACA)
Willingly, with joy (A)
I find it difficult to answer
2. Have you fully adapted to the school regime? Do you take the new routine for granted?
Not yet (YES)
Not really (ACA)
Basically, yes (A)
I find it difficult to answer
3. Does he experience his educational successes and failures?
More likely no than yes (YES)
Not quite (ACA)
Mostly yes (A)
I find it difficult to answer
4. Does your child often share his school impressions with you?
Sometimes yes)
Quite often (A)
I find it difficult to answer
5. What is the predominant emotional character of these impressions?
Mostly negative impressions (YES)
Positive and negative are approximately equal (VDA)
Mostly positive impressions (A)
6. How much time does a child spend on homework on average? (please specify a specific number)
7. Does your child need your help with homework?
Quite often (YES)
Sometimes (ACA)
Doesn't need help (A)
I find it difficult to answer
8. How does a child overcome difficulties at work?
Pass immediately (YES)
Seeks Help (ACA)
Tries to overcome on his own, but may retreat (ACA)
Persistent in overcoming difficulties (A)
I find it difficult to answer
9. Is the child able to check his work himself, find and correct mistakes?
He can’t do it himself (YES)
Sometimes it can (ACA)
Maybe if he is encouraged to do so (A)
As a rule, it can (A)
I find it difficult to answer
10. Does your child often complain about his classmates or get offended by them?
Quite often (YES)
It happens, but rarely (ACA)
This practically never happens (A)
I find it difficult to answer
11. Can the child cope with the academic load without overexertion?
More likely no than yes (ACA)
More likely yes than no (A)
I find it difficult to answer
A-adaptation
ACA - maladjustment is possible
YES - maladjustment
Appendix 3.
Questionnaire for determining school motivation of primary school students.
1. Do you like school or not so much?
Not good
Like
I do not like
2. When you wake up in the morning, are you always happy to go to school or do you often want to stay at home?
More often than not I want to stay at home
It's not always the same
I'm going with joy
3. If the teacher said that tomorrow it is not necessary for all students to come to school, those who wish can stay at home, would you go to school or would you stay at home?
I would stay at home
I would go to school.
4. Do you like it when some lessons are cancelled?
I do not like
It's not always the same
Like
5. Would you like not to be given lessons?
I would like to
I wouldn't want to
6. Would you like there to be only breaks at school?
I wouldn't want to
I would like to
7. Do you often tell your parents about school?
I'm not telling
8. Would you like to have a less strict teacher?
I do not know for sure
I would like to
I wouldn't want to
9. Do you have many friends in your class?
10. Do you like your classmates?
Like
Not good
Do not like
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Junior schoolchild as an object psychological assistance. — The child’s readiness for schooling. — Motivation for learning and child’s adaptation to school. — Correction of school anxiety and fears in younger schoolchildren.
III.2.1. Junior schoolchild as an object of psychological assistance
Junior school age (from 6-7 to 10-11 years) is the pinnacle of childhood. The child retains many childish qualities - naivety, frivolity, looking up to the adult. But he is already beginning to lose his childish spontaneity in behavior, he has a different logic of thinking. Teaching is a significant activity for him. At school, he acquires not only new knowledge and skills, but also a certain social status. The child’s interests, values, and entire way of life change his life.
On the one hand, like a preschooler, he is distinguished by mobility, restlessness, impulsiveness of behavior, instability of attention, general lack of will, and a clear manifestation of typological properties in behavior. On the other hand, he develops characterological properties, a new level of needs that allow him to act guided by his goals, moral requirements and feelings, demands and selectivity arise in relationships with peers, a cognitive attitude to the world develops, abilities are differentiated, and the student’s internal position is formed.
Junior school age promises the child new achievements in a new sphere of human activity - learning. At this age, the child goes through a developmental crisis associated with an objective change in the social situation of development. It introduces the child into a strictly standardized world of relationships and requires him to be organized, responsible for discipline, for the development of performing actions associated with acquiring skills in educational activities, as well as for mental development. Therefore, the new social situation tightens the child’s living conditions and becomes stressful for him. Every child entering school experiences increased mental tension! This affects not only the physical condition and health of the child, but also the behavior of the child.
Pedagogical aspect of organizing individual work with primary schoolchildren
3. Ways to organize individual work with primary schoolchildren
Various scientists and researchers who are involved in the development and education of primary school children have invented all sorts of ways to work with children. I believe that the task of a competent teacher is to choose from the material provided exactly what is interesting to him, and, consequently, to his students.
Individual conversations with students occupy a large place in the study of students. During such conversations, it is possible to identify the motives of the student’s behavior, his interests and inclinations. If you approach the student sensitively and attentively, he will willingly talk about his desires and dreams, about his attitude towards teachers and parents. Such conversations should be informal, natural, sincere and conducted with pedagogical tact. Feeling sincere attention, goodwill and goodwill, the student, as a rule, openly talks about everything that interests the teacher. Tactful intimate conversation is not only a method of studying a student, but also an important form of their education. It is advisable that an individual conversation be conducted according to a predetermined plan, in a certain system. Then it is proactive in nature, an individual adjustment in general program pedagogical influences. Conversations are most often conducted in connection with frequently arising local conflicts and violations of discipline.
Organizing general work with children to master the rules of behavior is the main task. General methods and means of education must be specified in relation to different children and their moral experience. Individual work with children must be carried out in close contact with parents, defining a single line of educational influence, based on strengths student's personality.
What are the main ways and means of individual work with children?
Firstly, since the need for individual work arises due to a complex of reasons:
the negative impact of unfavorable family conditions,
failures at school, separation from school life and school staff,
antisocial environment.
The general strategy of educational influence should take into account both the family, the school, and the immediate environment. It is necessary to compare as much as possible, influence the parents, encourage them to rebuild the nature of internal relationships, pay more attention to the difficult child, advise the parents on a number of specific measures regarding him, and jointly determine a line of behavior. It is necessary for the school to change its attitude towards a difficult student, stop considering him incorrigible, find ways to approach him individually, and involve him in the general affairs of the team. Moreover, if the discord in the family has gone so far, then significant changes are impossible; the school must compensate for the shortcomings of family education. Finally, one should influence the student’s immediate circle, try to restructure the direction of his company, attract it to socially useful causes, and if this fails, then distract the student from the company, protect him from bad influence.
Secondly, it is impossible to correct a personality through the efforts of teachers alone, through the efforts of schools alone. In addition to the school, family, children's organizations, out-of-school institutions, class activists should be involved in this work. public organizations. And under all conditions, you just need to rely on a healthy children's team, act together with it, through it. Only through joint efforts and unified educational influences can this problem be solved.
Thirdly, the main means of education should be the correct organization of the life and activities of a difficult child. We must remember that moral teachings and notations are not very effective means of educating a child, since he has long ago developed a prejudice, distrustful attitude and skepticism towards the words of the teacher. This does not exclude the possibility that an intimate conversation in an atmosphere of sincerity, trust and goodwill can be of great benefit.
Fourthly, education cannot be understood only as the elimination or eradication of something, the fight against shortcomings and vices. Re-education is also the formation of the development of positive habits, traits and qualities, and the careful cultivation of healthy moral tendencies.
Fifthly, it is necessary to involve the student in the process of self-education, to organize his own struggle with his own shortcomings. A.I. Kochetov, who revealed the system of educational influences on difficult schoolchildren, notes that the formation of the personality of a difficult student is a combination of re-education with ordinary measures of education and self-education. In other words, a difficult child should not be a passive object of educational influence; it is necessary to activate his personality, use its healthy moral forces to combat his own shortcomings. As A.I. emphasizes Kochetov, it is necessary to show a difficult schoolchild the true romance of moral education, try to form in him the ideal of a real, courageous, strong-willed person who would eclipse in the eyes of the student the ideal of a “dashing guy-leader”, to provide an inspiring role model. Kochetov specifically recommends how to organize the self-education of difficult children. In particular, it can begin with basic tasks for oneself for a short period of time. Such tasks should initially be based on the child’s pride and his desire to excel; as a rule, they are associated with extracurricular activities, communication between the class teacher and children. These include: conversation, intimate conversation, consultation, exchange of opinions, fulfilling a joint assignment, providing individual assistance in specific work, joint search for a solution to a problem or task. These forms can be used together or each separately, but most often they accompany one another.
In accordance with this, the nature of individual assignments for additional independent work of students is determined, and means of cultivating students’ interest in both learning and extracurricular work are selected. The most developed form is an individual assignment, which is not associated with either club work or mass events at an extended day school. This form of work requires the teacher (educator) to have a good knowledge of the psychology of his students, their abilities, inclinations, interests, in order to give each individual tasks, feasible and interesting assignments.
Forms of individual work with students:
Individual approach in lessons, use of elements in practice differentiated learning, innovative technologies, conducting non-standard forms of lessons;
additional classes with gifted children in subjects;
participation in school and regional competitions;
project activities of students;
visiting subject and creative clubs, extracurricular activities;
competitions, intellectual games, quizzes;
creation of children's portfolios.
It was mentioned above about project activities among younger schoolchildren. The following stages of this educational activity are distinguished [8]:
· motivational (the teacher declares a general plan, creates a positive motivational mood; students discuss and offer their ideas);
· planning - preparatory (the topic and goals of the project are determined, tasks are formulated, an action plan is developed, criteria for evaluating the result and process are established. Methods of joint activity are agreed upon, first with maximum help from the teacher, later with increasing student independence);
information-operational (students collect material, work with literature and other sources, directly carry out the project; the teacher observes, coordinates, supports, and is himself an information source
· reflective-evaluative (students present projects, participate in collective discussion and meaningful assessment of the results and process of work, carry out oral or written self-evaluation, the teacher acts as a participant in collective evaluation activities).
As the main solution to the difficulties of individual learning associated with the weakening of the direct leadership role of the teacher, the transition of teaching to reproducing the content of the material, the lack of criteria for student work and the great complexity of organizing training, a team-laboratory method was proposed, in which students, under the guidance of a teacher, independently carry out various experiments and through direct perceptions acquire certain knowledge and skills. Among the individual characteristics that a teacher needs to rely on, the most common are the characteristics of perception, thinking, memory, speech, character, temperament, and will. The dominant quality of a teacher working in the field of individual training and education, in my opinion (in addition to a high qualification level), is an excellent knowledge of both developmental and individual psychology.
The teacher is not limited to teaching and conducting education only at school. It is also important that the professionalism of the educator and organizer lies in mastering the largest number forms of work and the ability to use them to solve a specific pedagogical problem with maximum educational effect. “One-by-one”, according to A.S. Makarenko, individual education is the highest aerobatics in the work of an educator, teacher, and class teacher. To educate means to organize the activities of children. A person develops, forms his skills, behavior patterns, values, feelings in the process of modern activities with people and in the course of communicating with them. Therefore, in order to achieve educational goals, the class teacher must be able to organize a variety of activities for children (teachers call it developmental, nurturing), and for children it is their natural life.
Organization extracurricular activities children, including leisure time, in any school has always been and remains a very important area of activity for teachers. Activities with children in addition to lessons, communication with them in a more or less free environment are essential, and often decisive, for their development and upbringing. They are also important for the teacher himself, as they help to get closer to children, get to know them better and establish good relationships, reveal unexpected and attractive sides of the teacher’s personality for students, and finally allow them to experience happy moments of unity, shared experiences, human closeness, which often makes teachers and students are friends for life. This gives the teacher a feeling of the necessity of his work, its social significance, and relevance. as they say now.
The form of extracurricular educational work is, in my opinion, one of the ways of working with children and it can be defined as a specific way of organizing their relatively free activities at school, their independence with pedagogically appropriate guidance from adults. In educational practice there is a wide variety of forms of work; they are difficult to classify. Let us try, however, to streamline the forms of educational work by highlighting the predominant, main component of educational work. We can say that our typification is based on the main means (methods, types) of educational influence, of which we have identified five: word, experience, activity, game, psychological exercises (training).
Hence, there are five ways of educational work with primary schoolchildren:
Verbal - logical
Figurative - artistic
Labor
Gaming
Psychological
From this point we saw that there can be influences on a child with the help of his environment, family, peers, as well as showing correct behavior by personal example. We saw that organizing general work with children to master the rules of behavior is the most important task. One of the ways of influence is an extracurricular form of education of a primary school student.
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Library
materials
“If the teacher has only love for the work.
He will be a good teacher.
If a teacher combines love for
to his work and to his students - he is a perfect teacher.”
L.N. Tolstoy.
Since 1993, I have been working according to L.V. Zankov’s system, which allows students to develop cognitive motivation for learning, create modern ideas about the world around them, conditions for the development of creative abilities in the classroom and in extracurricular activities.
That's why, the purpose of my work is creating an active personality in the best ideals public life, in the ideals of truth, goodness and beauty.
I consider it my task develop, enrich the child’s personality with knowledge, skills, emotions, form key competencies of students that contribute to the value self-determination of a junior schoolchild,
create psychological and pedagogical conditions for the creative development of the child.
Even the most talented and experienced teachers cannot achieve the desired results if they do not coordinate their actions with the teaching staff, with the interests of children and parents.
To this day, there is nothing more important than including children in collective life in school and society, teaching them a job, helping adults, taking an active position in relation to study, work, and the world around them.
In relation to children, I implement a personality-oriented model of communication, taking into account the child’s personality with its individual, age-related characteristics.
When forming a children's team, I pay special attention to the development of friendly and creative relationships between children. This is facilitated by a system of conversations, classes, excursions, and collective creative activities. When choosing a topic, I take into account the requests of students and parents.
During the entire period of children’s education in primary school, I organize employment for students additional education. So, many children from the team attend music school, dance school, sports clubs.
The boys actively participate in festive events as in the life of a school also on a regional scale. Extracurricular activities help develop communication skills and creative abilities of elementary school children, bring children closer together, and understand each other.
I work closely with parents. I prepared a series of lectures for parent meetings that could enrich pedagogical knowledge in raising children. Lectures such as “The laws of family life - the laws of class life”, “Holidays and everyday life of our life” were listened to.
Several family holidays took place: “Dad, Mom, I - a sports family”, “Our friendly family”. At the request of parents, meetings were organized with the school psychologist, who helped to reveal the psychological aspect of the upbringing and development of children. A parent committee has been organized in the class. Parents of students are my first assistants in preparing extracurricular activities, excursions, and preparing the classroom for the new school year.
Educational system of the class- This is a way of organizing the life activities and education of members of the class team. So in the first grade, students look like a “sand painting”, seemingly all together and at the same time, like grains of sand and placers. But help comes from older students - parents and children begin to do collective work, learn songs, poems, and draw posters. The connecting link in the formation of the classroom team is the teacher and the parent. Commonwealth: teacher – student – parent is the body that determines success in creating a great team.
I'm an elementary school teacher. I think the word “beginners” speaks for itself. Whatever the child’s first steps in school life will be, such will be the subsequent ones. It is truth. And I, like no one else, am responsible for the future generation, this is the essence of my professional and civil creed.
Whether a child’s personality will become free and creative depends on who we feel like when working with children: a warming sun or a cold cloud. If you are a cold cloud, it is one thing... completely different if you are the sun. Just as all living things on earth are drawn to sunlight and warmth, so children’s souls will be drawn to you, expecting you to respond to them with your love, kindness, tenderness, and generosity of soul.
« The Teacher must be the heart and the universe, the sun in the vast unknown world for children - this means not descending, but rising to the spiritual world of the students...
Look at the world with your eyes, go with them to the secrets of the unknown. Walk, illuminating their path and warming them with the warmth of your heart “until the last days of the end.”
Pedagogical skill is not an empty matter. “The success of teaching and upbringing is largely determined by the personality of the teacher, his skills and principles.” A.S. Makarenko argued that the teacher is the most decisive figure in the educational process.
Over 26 years of work, I have accumulated a whole set of rules and principles, many of which cannot be found in textbooks. Meanwhile, born of repeated practice and tested by life, these principles of faith and truth serve me and may be of interest to colleagues.
Principles born from my practice:
1. A teacher is not the one who teaches, but the one from whom one learns.
2. Each child is a unique individual. I'm very afraid to see my little robot pets. The worst thing is teaching children to uniformity and like-mindedness.
3. Do anything as if it were your “Swan Song”. Don’t repeat yourself, have your own style, boldly move away from templates, don’t copy anyone, look for your key.
4. Security of each child, emotional support. An offensive nickname, humiliation in front of the class, classmates, a harsh analysis of the culprit - these are the sources of children's tragedies. The teacher must sensitively grasp and read the child’s mood by subtle signs, including the eyes, and respond sensitively and in a timely manner.
5. The principle of gentle touch, tactile support. This principle means caring for the child’s personality. Children feel this surprisingly subtly.
6. The principle of three “NOTs”: do not rush, do not harm, do not blame children for their own miscalculations and mistakes.
7. Tolerance is a means of forming a cohesive team.
8. A parent is my reliable friend and helper. Achieving results only through joint activities of Teacher - Parent - Student.
There are no children in elementary school who can be pushed away; each of them believes the teacher. There are also difficult situations, unjustified stubbornness of the child, but I try to find an approach to the children, to win them over.
The main directions and methods of my work
Areas of work :
1. Cool self-government
On becoming life positions The schoolchild is especially influenced by such a component of the educational system as children's self-government. The creation of student self-government determines the natural combination of the child’s social needs with opportunities educational institution. When creating self-government bodies, the class teacher set the following goal: attracting every child to participate in public life, increasing social activity and creative potential of children. Each student in the class has his own assignment, which allows him to feel like he is also integral part school self-government. In addition, there are shifts in the class creative groups, solving all the most important issues of the life of the team. The alternation of collective creative assignments allows each student to take an active position in building the work of the class, which has a positive effect on the formation of their organizational abilities, the ability to manage their self, to reveal and develop their potential and real capabilities.
Educational work is carried out in cooperation with the school children's organization " City of high school students."
2. Teaching
Target: development of cognitive activity.
Tasks:
1. Formation of the need for self-education;
2. Development of skills and abilities in educational activities;
3. Identification of individual abilities;
4. Development of independent thinking.
Forms of implementation: Olympiads in subjects; thematic KVN; brain rings; quizzes; brainstorming sessions.
With the transition to grades 3-4, children's general interest in learning decreases. The motives that prompted him to study in grades 1-2 have already been satisfied, and new ones that meet age characteristics, didn’t work out. In addition, the very conditions of school life are changing. In order to overcome these difficulties, the teacher assigns an important place in his work to regular contacts with subject teachers, daily monitoring the progress of students, and individual conversations are held depending on the situation. All educational results are reflected weekly in diaries. The reasons for the failures are clarified, and after they are identified, the child and parents are individual work, ways to eliminate them are proposed.
According to the results of the school conference "Intellectual-2007", students became first and second degree diploma winners. Accept Active participation V school competitions in Russian language and mathematics – Artem Raspopov I place, Vika Shorokhova II place, Denis Akimov III place.
According to the results All-Russian competition“Russian Bear” 1st place in school – Lilya Garayeva, Vika Shorokhova, Lena Kabanova, Artem Raspopov,
and according to the results of the All-Russian Kangaroo competition, Artem Raspopov and Airat Begishev took 1st place in the school, and Vova Chlenov took 1st place in the district.
In the 2008-2009 academic year, according to the results of the All-Russian Youth Championship “Start”, 1st place in the school Lena Kabanova, 2nd place Vika Shorokhova, Artem Raspopov, 3rd place Lilia Garayeva
3. Diagnostics .
With the help of a school psychologist, students' levels of adaptation, anxiety, the state of the psychological atmosphere in the classroom, and motivation to study subjects are diagnosed. These problems are brought up for discussion at parent meetings. The diagnostic results show that the level of education of students in this class is above the school average. The atmosphere of goodwill prevails in the class; most of the children feel good in the class team and can freely express their opinions. Students have a high degree of satisfaction with life at school: they love their gymnasium, they have favorite teachers and favorite school subjects.
4. Working with parents.
The essence of interaction between the class teacher and parents is that both parties should be interested in studying the child, discovering and developing him best qualities and properties necessary for self-determination and self-realization. Such interaction is based on the principles of mutual respect and trust, mutual support and assistance, patience and tolerance towards each other.
Forms of work with parents:
1. survey;
2. conversations;
3. consultations;
4. parent meetings;
5. visiting family;
6. holding joint hours of communication between the class teacher, parents and children;
7. holding joint events.
Parents of this class are frequent guests at cultural events and sporting events both classroom and school level.
Working together allows us to find solutions to difficult educational situations. As the results of the survey show, parents believe that a favorable moral and psychological climate has developed in the children's team.
5. Civic-patriotic education.
The priority type of activity in the educational system of the class is civic-patriotic education. Lessons on courage are held, meetings with veterans of the Great Patriotic War and local wars. The guys are active participants in rallies, ceremonial lines, actions and the “Soldier’s Shawl”, Memory Watch.
6. Valueological education
Target: formation of the need for a healthy lifestyle.
Tasks:
1. introducing children to a healthy lifestyle;
2. training constructive ways exit from problem situations. To implement this direction, events are held: “Mom, Dad, I am a sports family”, “Good habits - healthy image Life", Health Days. Students are active participants in presidential competitions, competitions, cross-country skiing, etc.
7. Moral education
Target: instill moral norms and rules of behavior in society.
Tasks:
1. formation of hard work, honesty, justice, respect for elders;
2. development of the ability to empathize;
3. development of self-esteem and the ability to respect the dignity of others.
Forms of implementation of this direction are: cool watch, conversations about morality, meeting interesting people, joint events with parents, tea parties, etc.
8. Research activities of schoolchildren
Target: Stimulating the development of the intellectual and creative potential of the personality of a child of primary school age through the development of research abilities.
Tasks:
1. Contribute to the development of children's creative research activity.
2. To stimulate in younger schoolchildren the development of interest in fundamental and applied sciences, familiarization with the scientific picture of the world.
3. Promote research educational programs.
In the period 2006-2007, she organized the work of the Small scientific society of primary school students "Iskorka". The result of the work was the first Scientific and Practical Conference of junior schoolchildren.
The young researchers proved the relevance of their work; the best, according to the jury, were awarded diplomas. Mikhailova Vika 3rd grade. “What are my classmates afraid of?” - 1st place, leader N.Z. Mikhailova ; Dubova Lena, Zaitseva Dasha 4th grade “How does music influence a person?” - 1st place, leader Andreyko I.F.; Antipova Dasha 2 "b" class. “My puppy – ball – drink” - 1st place; Dergunova Katya 2 "b" class - "Water-solvent" - 2nd place; Guryanova Dasha
2nd grade - “My pedigree” - 2nd place, leader N.P. Anisimova; Nigmatzyanov Timur 2 "a" class - "The influence of variable weather on the behavior of aquarium fish" - 1st place; head Shorokhova V.V.
This work was continued in the 2007-2008 academic year. April 11, 2008 school year At the municipal educational institution “Gymnasium No. 1”, together with the department of pre-university education of OSU, the 1st regional conference for junior schoolchildren “Spark” was held. This conference showed that the research activities of junior schoolchildren develop cognitive interests, observation skills, logical thinking, and prepare children for further more serious research.
All of the above areas of educational work are interconnected. Throughout the work, the idea of cooperation is clearly implemented. Such work contributes to the achievement of positive results in the educational process.
Education methods
Formation of behavior Formation of consciousness Stimulation
Explanation
Exercise - Encouragement
Suggestion
Training - Competition
Requirement -Subjective-
Ethical conversation pragmatic
Order
Example -Nurturing -Approval
situation - Rewarding -
The emphasis on the process of education today is explained by a deep understanding of the need for the development and formation of the spiritual and moral sphere of students, where education is a means to achieve the goal - raising a new person of the 21st century.
The formation of a student’s personality in accordance with the presented moral ideal - a guideline in his personal self-development - is the result of education, upbringing and development. (see model of a primary school graduate)
Teacher, be the sun radiating human warmth. be a soil rich in the enzymes of human feelings, and this knowledge not only in the memory of your students, but also in their souls and hearts.
The main thing for me is that the child, when parting with me, wants to meet again. My teaching philosophy is very simple - every child leaves with a victory. One solved the problem, the other came up with a bright story, composed a fairy tale or a poem. He had a creative epiphany. He made a discovery for himself. I rejoice at every victory of every child. It is very important that the child considers himself smart, talented and believes in his strength, in the fact that a difficult, but undoubtedly promising future awaits him.
Give, give the first luck!
Let a person believe in himself!
Let it be in a surge of hot joy
Feel like a descendant of everyone,
Who created, who made the world richer...
Give, give the first luck!
So that, without hiding young pride,
A man like a young eagle
He jumped into the sky and found himself,
Your path in the Universe is marked!
Give, give the first luck! –
These words of the poet M. Kugultinov are my motto in working with children.
To sum it up, I agree: everything depends on skill. And mastery itself is the result of hard work on oneself. If you are going to be a teacher, then be a professional – a master of your craft.
