List of methods of a teacher-psychologist for diagnosing children in preschool educational institutions

Directions of psychological diagnostics

1. Screening examination (monitoring) to analyze the dynamics of mental development, identifying people in need of psychological help.
2. Identification of the level of readiness or adaptation of children and students to new educational conditions.
3. Identification of features and possible causes of maladaptation in order to determine directions for providing psychological assistance.
4. Studying the interests, inclinations, abilities of children and students, prerequisites for giftedness.
5. Diagnostics of the socio-psychological climate of the team.
6. Diagnosis of intellectual, personal and emotional-volitional characteristics.

Based on these areas of psychological diagnostics, the educational psychologist selects methods and techniques that he will use in his work with children. You can find a list of some techniques below.

Cheat sheets for educational psychologists at preschool educational institutions

Cheat sheets

educational psychologists of preschool educational institutions

Toolkit.

Part 1.

.

This methodological manual was written based on documents of the Russian Federation and general requirements for organizing the activities of educational psychologists in educational institutions. The manual provides a detailed description of the main reporting documentation of a preschool educational institution psychologist, its structure and samples of completion. The first part describes the step-by-step preparation of an annual plan, cyclogram, specialist journals, programs and analytical report. This manual contains both standard forms and the psychologist’s own developments in maintaining documentation, which, in the author’s opinion, are more rational and convenient.

The manual also contains the Code of Ethics for Psychologist and the order of the Ministry of Education and Science on the distribution of working time, which is an important normative support for specialists.

The manual is addressed to psychologists working or studying in this specialty, as well as methodologists and heads of preschool educational institutions for assistance and monitoring the work of educational psychologists.

It is recommended for use in the activities of educational psychologists of preschool educational institutions.

From the author.

When I started working as a psychologist, I encountered great difficulties and differences of opinion regarding the organization of work, maintaining documentation, using certain diagnostics, and finding programs for work. Most novice psychologists encounter this. Perhaps it is the lack of models and a proper system for organizing work that leads to “turnover” of personnel in educational institutions. Young specialists do not have time to cope with their work, and they also have to carry out various additional assignments and social burdens. Taking into account all these difficulties and my experience in overcoming them, this manual was written.

Theoretical and practical materials will be useful not only for beginners, but also for experienced psychologists to search for new ideas, improve organizational and methodological skills and directions for their work. The manual will also be useful as a reference for preparing for certification.

The manual is addressed to psychologists working or studying in this specialty, as well as methodologists and heads of preschool educational institutions for assistance and monitoring the work of educational psychologists.

The manual consists of several parts.

The first part reflects the documentation of psychologists and examples of how to fill it out.

The second is devoted to diagnostics, conclusions, protocols, diagnostic kits, a review of methods and programs for working with all participants in the educational process.

Areas of activity of a teacher-psychologist at a preschool educational institution.

Chapter 1. Where to start?

A teacher-psychologist must begin work by completing documents and becoming familiar with his job descriptions. Knowledge of job responsibilities, rights, functions and responsibilities allows you to resolve controversial and conflict situations. You must be able to justify your refusal to fulfill certain requirements or unwanted work, and know when and who to turn to for help.

It is very important to monitor orders issued at the federal, regional and city levels in order to promptly respond to changes in activities and take the necessary measures. To do this, you can use the Internet or periodicals.

The documents required for each educational psychologist and subject to verification by higher authorities are:

1.
Annual plan
2.
Cyclogram (work schedule).
3.
Consultation journal
4.
Card of psychological examination of the pupil.
5.
Conclusion based on the results of the psychodiagnostic examination.
6.
Journal of correctional work.
7.
Program of correctional and developmental classes.
8.
Analytical report on the work of a teacher-psychologist for the academic year.
Additional documentation:

Logs of work performed, by area.

1.

Journal of group forms of work with parents and teachers (trainings, seminars, Schools for parents, group consultations). It reflects the dates, topics, category of participants (teachers, parents, psychologists), and their number.

2. Journal of group correctional, developmental and preventive work with children. The names of the children in this working group, the dates of classes, their topics and attendance are reflected here.

3. Diagnostic work log indicating

- dates of examination,

- last name and first name of the child (group of children of parents, teachers),

- treatment code - the purpose of diagnosis (determination of the level of current development - U, assessment of the emotional and volitional sphere - E, behavioral problems - P, learning problems - O, educational problems - B, readiness for schooling - D),

- the nature of the diagnosis - indication of specific methods, questionnaires.

These journals are convenient for reflecting current activities, compiling statistical reports throughout the year and for the annual report.

It is recommended to draw up a Monthly Plan, and for novice specialists a Weekly Plan or keep a work diary, where all specific activities are planned or recorded by hour and area of ​​activity.

Work plan for ___________ month.

(it is recommended to expand the sheet)

In the second column, the activities are indicated, for example, Group classes according to Kataeva’s program, with whom it is held - children of the preparatory and senior groups, put + under the specific date and the lesson number according to the thematic plan - No. 7.

Work plan for October 12 – 16.

It is convenient to hang this plan on the office door or corner so that parents, teachers and managers can learn about your work.

To systematize accumulated materials, it is recommended to create a number of folders, each of which should have a list of materials contained in it:

1 Normative documents

the UN Convention on the Rights of the Child
must be present Constitution of the Russian Federation, Regulations on the service of practical psychology of education in the Russian Federation; Code of Ethics for Educational Psychologists (Appendix 1). 1 Organizational and methodological
documentation
containing
the annual plan;
work schedule; job descriptions; photocopies of documents on completion of advanced training courses; Order of the Min. Education and Science dated March 27, 2006 No. 69 “On the peculiarities of working hours and rest time for teaching and other employees of educational institutions” (or an extract from it) - see Appendix 2; Forms 1-10 (depending on the type of preschool institution); document on the approximate distribution of the working time of a teacher-psychologist - see Appendix 3, thematic plans for workshops, trainings, group preventive and correctional and developmental classes with children. 1 Advisory, educational and preventive work

, where to enter all
photocopies of interesting materials, sources of literature on this topic, titles of journal articles with a source mark... You can systematize the material into three categories: children, parents, teachers
.

1 All this will allow you to quickly find information on the desired topic, easily prepare consultations, meetings, leaflets, classes for all categories of the educational process.

1 Implementation of the annual plan,

where to put all the seminars held, parent meetings, trainings, leaflets, etc., which will help track the volume and quality of your work, and take this into account when planning your work for the next year.

1 List of methods used.

This folder allows you to quickly find the necessary diagnostics, reduce the time required to maintain a diagnostic log, where the number of the technique is simply written down, and not its name, author and nature. It is presented in the form of a table. The columns indicate the method number according to the list, name, its purpose category (children, parents, teachers), author, year of publication or modification, literary source.

1 List of developmental, correctional, preventive programs used.

The number of the program in the list, the name of the program, focus, author, and literary source are indicated. It will allow, depending on the diagnostic results, to select appropriate preventive and correctional and developmental material.

1 Thematic lesson plans.

For example, according to the programs used with children. They allow you to quickly prepare the necessary materials for the lesson and reflect its content. You can use the columns lesson number, topic or title, content (listing of exercises used), materials. If you plan to use the program for more than one year, then specific dates of classes can be written in pencil under the topic in accordance with their cyclicity. When working with teachers, this can be a group work plan, indicating goals, objectives, listing

content and forms of work, responsibilities and deadlines.

1 Thematic folders.

They collect material on topics (aggressive children, hyperactive children, anxious children, memory, attention, imagination, perception, thinking, children 2-3 years old, 3-4, 4-5, 5-6), various activities, consultations, information materials.

1 Archives.

When a new group is formed in a kindergarten, an archive folder is created for it, where all materials for this group will be stored until graduation (questionnaires for parents, children's drawings, protocols...). These folders are kept for another 5 years after the children are released from the preschool educational institution.

Chapter 2. How to properly maintain documentation.

1. ANNUAL PLAN.

When drawing up an annual plan, it is necessary to use the recommended form (Form 1), which is mandatory for all preschool institutions. We also present 2 acceptable modifications of this form, dictated by the convenience of working with them. (Form 1A and 1B).

When starting to write a plan, it is necessary to study the goals and objectives of the preschool institution for the school year, the program according to which the kindergarten operates, and reflect this in an explanatory note

to your annual plan.
Based on these data, the psychologist determines his goal and work objectives for the year. If you have work experience
, then it is necessary to determine priorities in work based on last year’s results, analysis of the psychological climate in the preschool educational institution, children’s problems, requests from parents, teachers, and administration. In the explanatory note, it is advisable to briefly indicate the relevance of the chosen goal and objectives of the work used in the work of the program.

In order not to waste time on drawing up several overlapping plans, it is recommended to draw up a detailed annual plan indicating specific activities, diagnostics, consultations and classes.

Target.

One of the proposed formulations may be chosen.

— Psychological support of the educational process in preschool educational institutions.

— Creating conditions for preserving and strengthening the psychological health of participants in the educational process.

Tasks
(according to various sources).
Depending on the characteristics of the preschool educational institution and the orientation of the educational psychologist, various tasks can be set:

— Timely identification of children in need of psychological help and creation of conditions for their harmonious development.

— Promoting the full mental and personal development of children.

— Study of individual characteristics of children’s development in the unity of the intellectual, emotional and volitional spheres of their manifestation.

— Providing psychological assistance to children, parents and teachers at all stages of the educational process (adaptation, interaction, preparation for school).

— Promoting the improvement of the psychological competence of preschool teachers and parents in matters of training and education of preschool children.

— Teaching preschoolers ways to overcome difficulties, ways to regulate their emotions and behavior.

— Establishing interaction and mutual understanding between participants in the pedagogical process.

— Promoting the introduction of... an approach into the educational process (depending on the tasks of the preschool educational institution, the city, the development of innovative projects, the availability of experimental sites. For a sample of psychologist support for similar work, see the journal Preschool Education No. 9, 2000, p. 42)

— Development and implementation of group preventive and correctional development programs.

— Development and implementation of individual psychocorrection programs.

— Selection of psychological literature for self-education of parents.

- other

Plan.

The annual plan should reflect:

1.

All areas of activity of a teacher psychologist:

— psychoprophylactic work

— psychodiagnostic work

— correctional and developmental work

— advisory work and psychoeducation

— organizational and methodological work

The implementation of these directions is carried out through various types of activities and with all participants in the educational process (children, parents, teachers).

Psychoprophylactic, advisory work

and
psychoeducation
can be presented:

o preventive classes with children of all ages once a week (for example, Khukhlaeva O.V., Khukhlaev O.E., Pervushina I.M. Program of psychoprophylactic classes for children 3-4, 4-5, 5-6 years old) ;

o speeches at parent meetings on preschool plans, requests and your wishes;

o organizing clubs and schools for parents on current topics, assigned work tasks, and requests;

o conducting ongoing seminars and workshops for teachers (for example, Typical problems of preschool children, Overcoming stress and emotional burnout of teachers...);

o training work with children, parents (for example, Lyutova E.K., Monina G.B. Training in communication with a child), teachers (for example, Monina G.B., Lyutova E.K. Communicative training and the program of activities of a teacher-psychologist in an educational institution to preserve the psychological health of teachers - newspaper School Psychologist, ), psychological games;

o a periodically updated corner, a newspaper, a stand with information (for example, Why a psychologist in kindergarten, How to teach a child to put things in order...);

o individual consultation reflected in the cyclogram (based on diagnostic results, upon request to solve current problems and issues);

o It is mandatory to highlight your activities at teachers’ councils (at the beginning of the year about tasks and plans, at the end of the year about achievements).

Diagnostics:

Basic rule:

there should not be too much diagnostics, it should have a purpose and result. Those. The survey conducted should be analyzed quantitatively and qualitatively, and correctional and developmental work should be carried out based on the results.

˚ At the beginning of the school year (August-September or September-October), cognitive development is diagnosed

children using diagnostic kits for each age group.
Based on its results, psychological development cards are filled out for each child. The emotional and volitional development
is also monitored (during the year, depending on work priorities). For this purpose, observations of various routine moments, special testing, conversations, and surveys of teachers and parents are carried out. Based on the diagnosis, RISK and DEVELOPMENT groups are formed, and children are identified for individual and subgroup work.

˚ In the middle and at the end of the year, interim

and
final
diagnostics of children attending psychologist classes to monitor the dynamics of corrected and developed processes.

˚ At the end of the year, a study of the level of readiness for schooling

children of the preparatory group in blocks (intellectual, personal, motivational readiness). Based on the results, medical records are filled out and recommendations are given to parents.

˚ In the summer and throughout the year, as children enter kindergarten, adaptation

, questionnaires and conversations with parents about the child’s readiness to enter kindergarten, collecting information about the new child, assistance in adaptation.

group and individual diagnostics of teachers and parents can be planned throughout the year

to solve current problems and increase interest in psychological knowledge (for example, to conduct a “Carrot and Stick” meeting, an anonymous questionnaire is conducted to identify the prevailing methods of influence in education, or to assess the psychological atmosphere in a team).

˚ If conditions exist, computer testing can be organized, which arouses more interest and trust, because It’s not a psychologist who processes the results, but a computer.

Corrective and developmental work:

o For group correctional and developmental work with children, you can use ready-made programs (for example, Kataeva L.I. Program of correctional and developmental classes for children of senior preschool age (6-7 years), or you can independently develop a system of classes, recording it according to Form No. 9 (Appendix 4) This will be considered an author’s development, which during certification is rated higher than the use of ready-made programs and lesson developments.

o For individual work, the program is compiled for each child individually. It is possible to work using notebooks (for example, with homework for working with parents on the development of motor skills), games with sand, water, dolls - depending on the experience, priorities of the psychologist, and the child’s problems.

o Working with the family (joint activities with the child and parent)

o Workshops, meetings, trainings with parents and teachers on ready-made or compiled programs.

Organizational and methodological work.

˚ Drawing up an annual plan, annual report, cyclogram, maintaining journals and other reporting documentation.

˚ Compilation of questionnaires, diagnostic complexes, selection and production of materials for diagnostics, processing of diagnostic results, summarizing, writing certificates and reports.

˚ Preparation for classes with children, selection of content, materials, preparation of correctional and developmental programs.

˚ Preparation for individual and group consultations, seminars, meetings with parents and teachers.

˚ Filling out cards of psychological development of children, individual development routes, documents for the Risk group.

˚ Visit to the library, city methodological office, GMO psychologists to improve scientific and psychological-pedagogical qualifications.

˚ Preparation of information leaflets for parent corners.

˚ Practical work to develop the educational and methodological base of the office.

˚ Mutual visits.

The plan must necessarily reflect all 12 months of work, because It is not always possible to take vacation time into account; the summer months can be combined (if planning is monthly) or spelled out in detail in the organizational and methodological block.

2.

Types of activities (events) must be specific. For example (see sample plans for details):

3.

Object of activity and conditions (specific group of children - junior 1-2, middle, senior, preparatory, parents, teachers and form of work - individual, group).

4.

Not only an educational psychologist, but also educators (for example, when questioning parents or identifying the characteristics of a group), a methodologist (when preparing a workshop seminar or pedagogical council), and specialized specialists (when conducting joint events) can be responsible.

5.

Dates, frequency (during the year, May, once a month)

6.

Expected result (formulations like: formation..., filling out a psychological development card, assessing the level of development..., identifying children at risk...)

Form 1

.

Diagnostics of adaptation to preschool education

Monitoring a child during the adaptation period is an important diagnostic direction in the work of a psychologist. It allows you to collect data about the child and draw a conclusion about the degree of adaptation to kindergarten. There are many techniques with which you can carry out this observation. I suggest you get acquainted with the list of some of them.

• Ronzhina A.S. “Diagnostics of the level of adaptation of a child to a preschool institution.”
• Methodology of A. Ostroukhova “Studying the degree of adaptation of a child at a preschool educational institution.”
• Methodology of Vatutina N. D. “Determination of the degree of adaptation to preschool educational institutions.”

Text of the book “Practical psychologist in kindergarten. A manual for psychologists and teachers"

Alexander Nikolaevich Veraksa, Maria Fedorovna Gutorova

Practical psychologist in kindergarten: A manual for psychologists and teachers

Dear Colleagues!

This manual was published as part of an educational and methodological set for the approximate basic general education program of preschool education “FROM BIRTH TO SCHOOL”.

The program “FROM BIRTH TO SCHOOL” is a revised version in accordance with Federal State Requirements (FGT, Order No. 655 of November 23, 2009) of the “Program of Education and Training in Kindergarten”, ed. M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova.

Until the release of the complete educational and methodological set for the program “FROM BIRTH TO SCHOOL”, teachers can use in their work the manuals published for the “Program of Education and Training in Kindergarten”, ed. M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova.

Veraksa Alexander Nikolaevich

–
Candidate of Psychological Sciences, Associate Professor of the Faculty of Psychology at Lomonosov Moscow State University, Master of Science in Psychological Counseling (University of Manchester, UK), laureate of a grant from the President of the Russian Federation.
Author of more than 50 publications on developmental psychology and preschool education. Gutorova Maria Fedorovna

–
educational psychologist at preschool educational institution TsRR No. 1777, author of publications on practical child psychology.
Introduction

This book is primarily intended for a psychologist who is just starting his work in kindergarten. When entering kindergarten, a young psychologist is often lost, faced with two main problems. The first of them is due to the fact that the theoretical knowledge he acquired is difficult to transfer to practice. The specifics of the work of an educational institution are not taught in psychology courses, and very soon the young specialist begins to feel that he cannot work in a kindergarten.

One of the main ways to solve this problem is to create a clear system of work for a psychologist, which indicates the main areas of activity, methods of work, and forms of recording results. Recording results is a very important point in the holistic system of work. A psychologist cannot rely only on his memory. He must be able to correctly document the results of the examination. On the one hand, this is the basis for systematic support of the child throughout his entire stay in kindergarten, and on the other hand, this is a real product of the psychologist’s activity, which can be presented to the administration, the parent, and the inspector. In this book, a lot of attention is paid to the issues of organizing the activities of a psychologist.

The second problem is related to the position that a specialist who comes to kindergarten as a teacher-psychologist can occupy. Often, a psychologist who has a higher education, masters information technology, and the latest knowledge, when entering the teaching environment, begins to demonstrate his superiority, point out mistakes, and teach teachers. Behind such behavior there may be a sincere desire to modernize the work of the kindergarten, to organize it more progressively, but in general this leads to the isolation of the psychologist and his professional “death.” The psychologist’s task is to establish contact with the kindergarten staff, and primarily with the teachers. Any teacher spends significantly more time with children than a psychologist. Often, no one other than a teacher will give the psychologist such rich material for analysis. But a teacher also needs a psychologist. Teachers jealously love their children, worry about them, and want their children to become better. They are so closely involved in life together with children that the overall picture often escapes their attention, and in this case the psychologist can expand the teacher’s vision. It happens that a teacher cannot accept a child and is aware of this. In this case, the psychologist helps solve the problem by revealing those facets of the child’s personality that are not visible to the teacher, or by teaching him new ways of communicating and interacting with children. A teacher can turn to a psychologist for advice on how best to develop a child, how to find an approach to him, how to make the situation of interaction with a child more productive.

We hope that our book will help psychologists navigate the beginning of their professional journey and will be a good help in their work.

Organization of the work of a psychologist

Often, a psychologist who has just started working in a kindergarten does not know what documents he should follow when determining the list of his responsibilities. Based on the Regulations on the service of practical psychology in the education system, approved by order of the Ministry of Education of the Russian Federation No. 636 of October 22, 1999, the following areas of activity of a psychologist

.

Psychological education -

developing among parents, teaching staff and heads of educational institutions the need for psychological knowledge, the desire to use it in the interests of their own development; creating conditions for full personal development and self-determination of pupils at each age stage, as well as timely prevention of possible violations in the formation of personality and development of intelligence.

Psychological prevention -

ensuring conditions for the optimal transition of children to the next age level, preventing possible complications in mental development and personality formation in the process of continuous socialization; development of specific recommendations for teaching staff and parents to provide assistance in matters of child upbringing and development.

Psychological diagnostics

– obtaining timely information about the individual psychological characteristics of children, the dynamics of their development process, necessary to provide psychological assistance to students, parents and teachers; identifying the capabilities, interests, abilities and inclinations of children to ensure the most complete personal development.

Developmental and psychocorrectional work -

active interaction of a teacher-psychologist with children and adults, ensuring the mental development and personality formation of preschool children, the implementation of age-related and individual developmental characteristics; participation in the development, testing and implementation of comprehensive medical, psychological, pedagogical and correctional programs; implementation of a set of individually oriented measures to weaken, reduce or eliminate deviations in the physical, mental, and moral development of children.

Psychological counseling -

consulting the administration of a preschool institution on issues of managing the teaching staff;
consulting teachers on issues of development, training and education of children; consulting representatives of other services and government bodies who contact an educational institution with questions related to the development of children and problems of their age and
individual characteristics of mental
and
personal development.

Among the job responsibilities of an educational psychologist are the following:

• carrying out work in an educational institution aimed at ensuring the psychological health and personality development of children;

• identifying conditions that complicate the development of a child’s personality, and providing children, teachers and parents with assistance in solving personal problems through psychoprophylaxis, psychodiagnostics, psychocorrection and rehabilitation;

• conducting psychological and pedagogical diagnostics of children’s readiness to learn when they move from one age group to another and choosing the type of educational program that corresponds to the level of mental development of the individual;

• planning and development, together with the senior teacher, of developmental and psychocorrectional training programs, taking into account the individual gender and age characteristics of the child’s personality;

• promoting the search, selection and creative development of gifted children;

• identification of children with emotional and intellectual developmental delays;

• examination and provision of socio-psychological support to children with mental and physical developmental defects;

• formation of psychological culture of children, teachers and parents;

• consulting parents and teachers on the development of this educational institution, the practical application of psychology, aimed at increasing socio-psychological competence, teachers and parents.

The listed areas of work should be reflected in the documentation that the psychologist must maintain. The documentation management scheme is given in letter No. 2-30-20 L.E. Kurneshova dated 09.09.2003 “On the introduction of documentation of the activities of a teacher-psychologist of an educational institution in the system of the Moscow Department of Education” (see Appendix 5). The letter lists the main documents and gives their general characteristics. Let's take a closer look at them.

Annual work plan.

The work plan (as well as other documents: analytical report, weekly work schedule, etc.) must be certified by the head of the kindergarten. Typically, it should also be agreed upon with the district methodological center, where the young specialist will be helped to navigate the rules for drawing up documents.

Table 1

An example of a long-term work plan for a teacher-psychologist for the first half of the academic year

The plan should present all the main areas of the psychologist’s work. The distribution of the psychologist’s activities in accordance with its recipient (children, teachers, parents) allows not only to imagine the volume of work, but also to compare the areas of activity. So, when working with children, you need to take into account that one of the most difficult tasks is preparing children for school. Therefore, it is these preschoolers who need diagnostics first of all. The results obtained are used by psychologists and teachers to carry out correctional work with children and are checked in the second half of the year during re-diagnosis. Diagnostics of the development of children in the middle and older groups is also carried out twice a year. In the first half of the year, you can limit yourself to diagnosing intellectual development, and in the second - emotional and social. When choosing methods, a psychologist should focus on those recommended for use by the Ministry of Education and Science of the Russian Federation or the Department of Education. Only in this case can we talk about their informed choice.

The interaction of the psychologist with teachers is largely based on the results obtained during the diagnosis. After diagnosing preschoolers in the preparatory group, the psychologist discusses each child with teachers, builds a plan for joint correctional and pedagogical work so that by the time of re-diagnosis, all children have reached an average level of readiness for school. Similar meetings are held with teachers of other groups.

September, as a rule, is associated with the entry of new children into kindergarten, their adaptation, and the establishment of productive communication with parents, so you should not plan diagnostic, correctional or other events for this month. At the first meeting of the school year, the psychologist can tell parents about the patterns of child development at this age, share the plan of work with the group for the year, and determine the hours of reception for parents. It must be borne in mind that not all parents can agree to have a psychologist work with their child. Therefore, each parent must give written consent (or disagreement). At the end of the first half of the year, based on the diagnostic results, a second parent meeting is held, at which the children’s successes are discussed. Parents of preschoolers who have identified any problems should be tactfully invited to an interview. At a general meeting, it is unacceptable to talk about the problems of specific children or talk about their difficulties. This will create unfavorable attitudes towards these children on the part of their peers and complicate interactions with parents.

Analytical report.

The implementation of the work plan is reflected in the analytical report (see Table 2). Of course, life makes its own adjustments during classes and meetings (for example, if a preschool institution participates in an intellectual marathon for students, undergoes certification, etc., the psychologist will not physically have time to carry out the planned work at the time indicated in the plan), but this does not mean that the specified scope of work should not be completed.

table 2

An example of a report from a teacher-psychologist on the work done during the academic year

Note. 1.

For the next school year, plan to diagnose the emotional well-being of children in the middle group.

2. Develop a series of correctional and developmental classes for children of senior preschool age.

Weekly work schedule.

When drawing up a work schedule for the week (see Table 3), you should rely on Instruction Letter No. 29/1886-6 dated December 24, 2001 “On the use of the working time of a teacher-psychologist in an educational institution” (see Appendix 6). Let's give an example of such a plan.

Table 3

From the above plan it is clear that the psychologist devotes 18 hours a week to direct work with children, teachers and parents, and he can spend 18 hours a week outside the educational institution, using this time to analyze results, work with documents, prepare materials, etc. .

It is recommended to conduct a diagnostic examination in the morning, after breakfast, when children are not yet tired from classes and other activities. It is best to organize meetings with parents during children's lunch time. It should be noted that changes may be made to the psychologist’s work schedule, as well as to the analytical report. For example, if the parents did not come for the consultation, the psychologist can begin to process the diagnostic results, indicating in his schedule another time to see the parents next week.

Based on the plan, the psychologist fills out a journal daily, which reflects the results of the work done. In the event of a visit to a preschool institution by a district or other commission, all of the above documents must be presented upon its request.

Psychological map of the child.

The results of a psychologist’s work with specific children should be reflected in an individual psychological map. All materials related to the child (results of diagnostic examination, conversations with parents, questionnaires, correctional work, consultations with other specialists) should be collected in one folder and distributed by year. Actually, a child’s development map is a visual display of the child’s dynamics in the main areas of mental development: perception, attention, memory, thinking, speech, imagination, volition, development of play activity, physical development, dynamics of the emotional state.

There are no uniform requirements for the appearance of the card. You can use color divisions, marking the appropriate level of achievement of skills (low - red, medium - yellow, high green) and place the information in tabular form or display it in the form of graphs and diagrams (an example of a child’s psychological map can be found in Appendix 7).

Recommended reading

Law of the Russian Federation No. 32661-1 of June 10, 1992 “On Education” (as amended by Federal Law No. 12-FZ of January 13, 1996, as amended on June 25, 2002).

Instructive letter of the Ministry of Defense of the Russian Federation No. 29/1886^6 dated December 24, 2001 “On the use of working time of a teacher-psychologist of an educational institution.”

Convention on the Rights of the Child.

Regulations on the service of practical psychology in the system of the Ministry of Education of the Russian Federation No. 636 of October 22, 1999.

Letter of the USSR State Committee for Public Education No. 16 dated April 27, 1989 “On the introduction of the position of psychologist in public education institutions.”

Letter of the Ministry of Public Education of the RSFSR No. 247/18-21 dated November 30, 1989 “On the introduction of the position of psychologist into the staff of preschool institutions and on the selection of specialists for this position.”

Letter of the Ministry of Education of the Russian Federation No. 70/23^16 dated 04/07/99 “On the practice of diagnosing child development in the preschool education system.”

Model regulations on the certification of pedagogical and managerial employees of state, municipal institutions and educational organizations of the Russian Federation No. 616.

Model regulation on an educational institution for children in need of psychological, pedagogical and medical and social assistance No. 867 of July 31, 1998.

Federal Law on Basic Guarantees of the Rights of the Child in the Russian Federation of July 9, 1998

Organization of children's adaptation to preschool institution

One of the important tasks facing a psychologist is related to the adaptation of children to kindergarten. Kids come to the group at different ages - some are not even two years old, while others will soon be three years old. In order for the adaptation to take place painlessly, you need to prepare your baby for attending kindergarten in advance.

Based on the instructional and methodological letter of the Moscow Department of Education “On the organization of the adaptation period when young children enter a preschool educational institution” dated May 23, 2005 No. 2-34-20, the kindergarten administration organizes short-term groups into which children are gradually recruited. First, several children begin to attend the group, after a while three or four more people, etc. As a result, both children and teachers have the opportunity to get used to each other

In the first days, children are in kindergarten for only a few hours. Gradually, the length of stay increases, and after two weeks the child comes to the group full time. Of course, the psychologist needs to take into account the individual characteristics of the children: some are very strongly attached to their parents and are experiencing separation from them; such children may go to full-time later.

The first meeting of parents whose children will go to kindergarten in September must be organized in May. On it, the psychologist discusses the time of individual meetings with parents and their child. It is recommended to have no more than three meetings per day.

Appendix 1 to the letter of instruction outlines the main indicators for determining a child’s readiness to enter a preschool institution (see Table 4). By observing the child during a meeting and conversation with parents, the psychologist forms a primary idea of ​​the child’s readiness for kindergarten.

Table 4

Psychological and pedagogical parameters for determining the readiness of a child to enter a preschool educational institution

Adaptation forecast (based on average number of points):

2.6–3 points – ready to enter a preschool educational institution;

2 – 2.5 points – conditionally ready;

1–1.9 points – not ready[1].

Based on observations of the child, the psychologist gives parents “homework.” For example, if a child still wears diapers, he needs to be potty trained over the summer. If the baby speaks poorly, parents should pay attention to the development of active speech. To do this, you need to speak to the child not in childish language (“Bibika” instead of machine, “ava” instead of dog), but use full-fledged adult speech. Often, a baby’s sleep schedule does not correspond to what awaits him in kindergarten. Parents should make adjustments to their baby’s daily routine in advance. Some children do not know how to use a spoon; this skill also needs to be worked on. Most parents follow these recommendations, which makes it much easier for their children to adapt.

In the fall, when children enter kindergarten, the teacher, having in hand an assessment of the child’s readiness to enter a preschool institution and recommendations for parents, already knows what kind of problems he may encounter. The work of a psychologist always takes place in close collaboration with teachers and parents. As soon as the child enters kindergarten, the teacher, together with the psychologist, begins to monitor the progress of his adaptation. For this purpose, Appendix 2 to the instructional and methodological letter is used - an adaptation sheet (see Appendix 1), which is filled out by a psychologist and teacher within the established time frame based on the results of observing the child’s behavior. It is believed that good adaptation is limited to 20 days in kindergarten, average – 30 and severe adaptation takes more than 30 days. Children who have difficulty adapting require special attention from a psychologist.

Parents, when sending their child to kindergarten, are very worried about him. The psychologist’s task is to calm them down, instill confidence and establish a trusting relationship with them. Periodic meetings and conversations with parents will help achieve the desired result. In the first days of a child’s visit to a preschool institution, parents can be asked to fill out a questionnaire (see Appendix 2).

The information reflected in the questionnaire is necessary for the teacher, kindergarten staff, and psychologist. For example, it may turn out that your child is allergic to certain foods. The cook and nurse should be informed about this. In some kindergartens, the menu for the next day is posted in the evening so that parents can familiarize themselves with it and, if necessary, warn kindergarten workers about possible problems.

If the questionnaire states that the child is registered with a specialist, the psychologist must clarify what the child’s diagnosis is. Currently, all children are accepted into kindergarten, but the psychologist cannot cope with all the difficulties on his own, since some of them are not within his competence. In this case, the psychologist needs to consult a specialist and prepare for the meeting with the baby. If a child has serious developmental disorders (say, stuttering), then the psychologist may recommend that the parents contact the appropriate specialized institution. It is better if the psychologist himself calls first and consults with this institution (orientates specialists).

Without close cooperation with parents, it is impossible to organize a good adaptation of the child to kindergarten. The fact is that in a number of cases, adaptation difficulties are associated precisely with the characteristics of the child’s family environment. If there is one child in a family, then adults often overprotect him. At home, such a child gets everything he wants, but in kindergarten he is faced with completely different rules - children are required to be independent, they are called upon to take into account other children. Or often the mother tries to develop the child’s independence (for example, in dressing), and the grandmother, wanting to please the baby, dresses him herself when picking him up from kindergarten. All grandmothers love their grandchildren, but love does not mean indulging the child's requests. When one day the baby is allowed to eat only at the table, and the next he can eat anywhere, the child experiences a feeling of misunderstanding. He is still too young to appreciate all the features of the situation, and simply does not know how to behave. Adults must follow the rules in everyday communication with the baby. In the same way, it is unacceptable to scold teachers or speak unflatteringly about a preschool institution in the presence of a child. If a parent, who is the unconditional authority for the child, negatively characterizes the kindergarten in the evening, and the next morning takes his own child to it, then how will the child feel?

Sometimes adults get the impression that children don’t notice anything, that they are too young to understand anything. This opinion is erroneous - the child actively imitates his parents in everything: in habits, behavior, manner of speech and even character traits. When entering kindergarten, some children experience difficulties communicating with peers: they do not want to share, do not understand why they need to follow the rules of turn, etc. Parents can help solve this problem if they demonstrate an example of social behavior. Often a mother, standing by the sandbox, only watches over her baby (so that no one hurts him, gets him dirty, etc.). But if she gives a toy to another child, lifts him up if he has stumbled, or praises him, then her own baby will gradually take a completely different position in relation to his peer: since the mother does something for another child, that means he is also good.

After one or two weeks of the child’s stay in kindergarten, a repeat survey is carried out with the parents (see Appendix 3). This questionnaire makes it possible to see the changes occurring in the child during adaptation. It happens that in kindergarten a child has smooth relationships with peers and teachers, follows all the rules, and at home “arranges concerts.” This behavior of the child is explained by the complexity of the requirements imposed on him: if in a preschool institution the child has enough strength to comply with them, then at home the accumulated fatigue results in restless behavior. Parents should be understanding of such difficulties - they will disappear as soon as the child adapts to kindergarten.

The adaptation period for many children falls on the well-known transition stage in psychology - the crisis of three years. The psychologist should tell parents about the content of the crisis and its behavioral manifestations in children. During this period, adults should support the child's desire for independence (dressing, expressing his opinion, etc.), and at the same time they should not indulge his whims.

The questionnaire is useful not only for the psychologist, but also for parents. It’s rare to find adults who, when asked “does your child dress independently” or “does he eat neatly,” happily answer “no.” Questions like these make parents think about what they need to pay attention to in their child’s development. The questionnaire, on the one hand, is a tool that gives parents the opportunity to see the result of raising a child, and on the other hand, it offers the adult specific directions in the child’s development.

During the first year of the child’s stay in kindergarten, the psychologist fills out a map of the child’s neuropsychic development (see Appendix 4). The map allows you to identify children belonging to the risk group (lagging behind the norm in their development by one or more epicrisis periods)[2]. The teacher and psychologist carry out special work with these children and their parents.

Since the card is filled out repeatedly, when the child reaches the age of three, the psychologist gets an idea of ​​the dynamics of the child’s development during the observation period.

According to the laws of mental development, psychological difficulties that arise at a certain stage originate from previous developmental experiences. Therefore, careful attention to the child from the first days of visiting kindergarten will help prevent undesirable developmental options for the baby.

The materials collected during work with each child must be kept by the psychologist for three years after the student leaves kindergarten. These documents can serve as the basis for determining the future fate of the child. For example, if a child is refused admission to school on the basis of his level of development, parents can contact the psychological service for help. If, according to her data, the child developed normally throughout preschool age and this fact is documented, the child must be admitted to first grade.

Diagnosis of readiness for school

• Yasyukova L.A. Methodology for determining readiness for school.
• Semago N.N., Semago M.Ya. “Psychological and pedagogical assessment of readiness to start school.”
• Ekzhanova E.A. "Diagnostic and prognostic screening in the first grades of secondary schools."
• Varkhatova E.A., Dyatko N.V., Sazonova E.V. "Express diagnostics of readiness for school."
• Method of express diagnostics of intellectual abilities of children 6-7 years of age (MEDIS)
• Kern-Jirasek School Maturation Test.

Diagnostics of cognitive processes

Now there are many different diagnostic kits, which have already selected all the necessary methods for diagnosing cognitive processes in children of different ages. All you have to do is choose which one you like best. Below I have provided a list of the most popular ones.

• Rudenko L.G., Pavlova N.N. Express diagnostics in kindergarten: a set of materials for educational psychologists in preschool educational institutions.
• Rudenko L.G., Pavlova N.N. Psychological diagnostics and correction at an early age.
• Strebeleva E.A. Psychological and pedagogical diagnostics of the development of children of early and preschool age.
• Kurazheva N.Yu., Kozlova I.A., Tuzaeva A.S. Diagnostic complex “Tsvetik-Semitsvetik” for children 3-7 years old.
• Zabramnaya S.D., Borovik O.V. Practical material for psychological and pedagogical examination of children

Main activities of a teacher-psychologist

Under psychological education

refers to the familiarization of adults (educators, parents) and children with psychological knowledge. Psychological knowledge is not sufficiently widespread in society; a psychological culture that presupposes interest in another person, respect for the characteristics of his personality, the ability and desire to understand his own relationships, experiences, and actions is not always expressed. In teaching teams, as well as in families, conflicts are possible, based on the psychological deafness of adults, the inability and unwillingness to listen to each other, understand, forgive, give in, etc. Therefore, it is important for a practical psychologist to increase the level of psychological culture of those people who work with children. The main meaning of psychological education is to familiarize educators and parents with the basic patterns and conditions for the favorable mental development of a child, to popularize and explain the results of psychological research, to create a need for psychological knowledge and a desire to use it in working with a child or in the interests of developing one’s own personality, and also to achieve an understanding of the need for practical psychology and the work of a psychologist in kindergarten and other educational institutions. Psychological education can take place in the form of lectures, conversations, and seminars.

Psychological prevention

- a currently poorly developed type of activity of a practical child psychologist. It is aimed at preserving, strengthening and developing the psychological health of children at all stages of preschool childhood. Unfortunately, this side of the activity of a practical psychologist is not yet developed in our country. But this does not diminish its role. Psychological prevention presupposes responsibility for observing in kindergarten (and other children's institutions) the psychological conditions necessary for the full psychological development and formation of the child's personality at each age stage. Also, psychological prevention involves the timely identification of such characteristics of a child that can lead to certain difficulties, deviations in intellectual and emotional development, in his behavior and relationships. The main difficulty that a psychologist may encounter is the lack of understanding by the teaching staff and parents of the importance of psychological prevention. Such a misunderstanding can be explained by the fact that there are many problems with individual children and groups that urgently need to be addressed and therefore educators and parents may not think about what might happen in the future. A psychologist should try to predict the possibility of problems arising and work towards their prevention. In psychoprophylaxis, the initiative comes entirely from the psychologist, this shows his creativity as a specialist. A psychologist develops and implements developmental programs for children of different ages, taking into account the characteristics of each age stage. It also identifies such psychological characteristics of the child that may subsequently lead to the emergence of certain difficulties or deviations in his intellectual and personal development. A practical psychologist must monitor the observance in kindergarten of the conditions necessary for the normal mental development and formation of the personality of children at each age stage, as well as prevent possible complications in the mental development and formation of the personality of children in connection with their transition to the next age level.

Psychological diagnostics –

psychological and pedagogical study of individual personality characteristics... with the aim of:

• identifying the causes of problems in learning and development;
• determining the strengths of the individual, his reserve capabilities, which can be relied upon during correctional work;
• early identification of professional and educational interests;
• determining the individual style of cognitive activity, etc.

It is carried out in the form of planned diagnostics or diagnostics upon request... of the administration, teachers, parents and is considered as an important preparatory stage of individual and group counseling, psychological and pedagogical consultation, teachers' council...

Psychological diagnostics of professional behavior... is carried out by a psychologist either within the framework of the strategy of his own professional activity developed by him, or upon request... and is carried out in the form of multi-position analysis... based on observations, video filming or other recording...

Advisory work

in kindergarten has a fundamental difference from that carried out by a psychologist in district or other consultations. The specificity of such counseling is that it focuses on solving professional problems. During the consultation process, only what is relevant to solving the main task of the educational psychological service is considered - to maximally promote the mental, personal development of each child. Kindergarten managers, teachers, parents and other people receive advice insofar as they are related to the child. Their problems are considered only in connection with the problems of children, and not in themselves. Educators often turn to a psychologist on the following issues: reasons for children’s difficulties in mastering educational programs (preparing for school), children’s reluctance and inability to study, emotional and personality disorders, conflictual relationships with other children. Parents often come to us with problems: how to prepare children for school, lack of expressed interests in children, poor memory, disorganization, lack of independence, aggressiveness, increased excitability or timidity, timidity; in other words, we mean everything that is usually denoted by the words “difficult child.”

Diagnostics of personal and emotional-volitional characteristics

• Methodology “Emotional faces” (N.Ya. Semago) (Goal: assessing the possibility of adequate recognition of the emotional state, the accuracy and quality of this recognition.)
• Anxiety test (Temml R., Dorki M., Amen V.) (Purpose: determining the level of anxiety).
• Test for identifying children's fears A.I. Zakharov and M. Panfilova “Fears in houses” (Goal: identifying and clarifying the prevailing types of fears in children over 3 years old).
• Eight-color Luscher test (Purpose: study of the child’s emotional state).
• “Ladder” technique. Modified by S.G. Yakobson, V.G. Shchur. (Purpose: self-esteem research).
• “Locomotive” technique (S.V. Velieva) (Goal: determining the characteristics of the child’s emotional state).
• Methods for studying children's self-awareness (N.L. Belopolskaya) (Purpose: to study the level of formation of those aspects of self-awareness that are associated with the identification of gender and age).
• Graphic technique M.A. Panfilova “Cactus” (Goal: identifying the state of the child’s emotional sphere, identifying the presence of aggression, its direction and intensity).
• Methodology “Magic Land of Feelings” (Purpose: study of the psycho-emotional state of the child).
• Makhortova G.Kh. Projective methodology for personality research “Tell a story.” (Purpose: personality research).

Diagnosis of parent-child relationships

In the standard “Teacher-psychologist (psychologist in the field of education)” such an area as diagnosing child-parent relationships is not highlighted, but I felt that it needed to be voiced. After all, we must work with the child in conjunction with all participants in educational relations. Therefore, it is very important for us to understand what kind of relationships a child has in his family and how this can affect his behavior and development.

• Projective technique “Family Drawing”. This technique is aimed at diagnosing emotional well-being and the structure of family relationships.
• Test “Diagnostics of emotional relationships in the family” Authors E. Bene and D. Anthony (under the general editorship of A.G. Leaders and I.V. Anisimova). This test is aimed at studying the emotional relationships of a child in the family.
• Rene Gel's projective technique. Research into the sphere of a child’s interpersonal relationships and his perception of intrafamily relationships
• Children's Apperception Test (CAT) (Authors: Leopold and Sonya Bellak)