Diagnostic methods. Stores of educational games and toys Smart child ®

Today, almost all modern parents know, and their little fidgets must have these wonderful educational aids for playing among their toys. Simple and understandable toys are surprisingly popular not by chance, because their very appearance was associated with unique pedagogical developments. For the first time, the talented French psychologist and teacher of the 19th century, Edouard Seguin, came up with the idea of ​​using boards with inserted parts to help develop the intellectual activity of a baby. As extensive practice has shown, the use of such game materials made it possible to achieve tremendous progress in the development of flexibility and mobility of mental operations.

The Segen board in the traditional sense is a small wooden board in which holes are cut. different shapes. Elements matching the contours are inserted inside these recesses. In the very simple version the filling of one such “window” consists of one monolithic part; in complicated versions, a single part is divided into several parts. The more parts in the insert, the higher the level of difficulty when working with this didactic manual. Today, Segen's classic boards have received a wide variety of modifications and variations. In particular, a student of the great Frenchman, Maria Montessori, offered her own version of boards with liners. In various interpretations, Segen's boards have become thematic and acquired the features of specific wooden puzzles for kids, where each piece needs to find its place.
Classes with Segen boards will allow the child to form ideas about shapes and colors, develop fine motor skills, logical thinking and hand-eye coordination, increase the stability of attention and acquire the first concepts of the "part-whole" categories.

How to play with Segen boards

The peculiarity of classes with Segen boards is the extreme simplicity of this process. You can offer such benefits even to the smallest children - starting from a year or even earlier. Reb The youngster does not yet know how to speak, but is already learning to think, and the need to manipulate objects and develop precise movements during the lesson with the boards serves as an additional stimulus for the development of both speech and thinking.

The process of playing with Segen boards when a child first meets this manual should look something like this:
An adult shows the baby a board with inserts, and then, in front of the crumbs, turns it over so that the inserted elements fall out of their nests.

Then the adult shows the child what needs to be done with the liners, inserting each of them into the desired slot and - again turns the board over, inviting the child to independently find a hole for the insert of each shape or size.
If at the first stage the baby, due to his small age or other reasons, finds it difficult to find the right solution to this practical problem, you need to help him. To do this, take the baby's finger and run it along the contour of the liner, and then along the outlines of its hole - so it will be easier for the child to understand that both have the same shape. Let the child feel the form with the help of tactile perception, and he will soon delight you with his successes.

Seguin's Method: Educational Toys

The French physician Edouard Seguin (1812-1880) is considered one of the founders of oligophrenic pedagogy. He developed a methodology for educating mentally retarded children that has been successfully used to date.

In addition, Séguin was apparently very a good man. Working with such children, he did not stop trying to raise their level and overcome the disease. He was also concerned about the conditions of the patients, which was not at all typical for that time.

In the forties of the nineteenth century, Seguin headed the children's department of a hospital for the mentally ill near Paris. At the same time, he made an attempt to create a private boarding school for mentally retarded children, where they could live and study according to a special program.

In the fifties, Seguin moved to America, where he continued to create clinics for people suffering from dementia (for the United States of that time, this was a new practice).

Features of the Segen technique

The Segen technique is designed for children whose speech functions are very difficult or completely absent. While studying, mother and child can communicate in sign language or use only simple monosyllabic words, activating visual-effective thinking.

The learning game is based on the principle of matching the shape of the insert parts with the holes into which these parts should be inserted. Special teaching aids have been developed, which are called Segen's box and Segen's board.

What is the Seguin board and box

The Segen board is a flat surface made of any material that is pleasant to the touch (wood, plastic, plexiglass), in which holes are cut. various shapes. It comes with insert parts that match the shape of the cut holes. The task of the child is to pick up the correct liners and insert them into the slots. It is important that the baby independently find a solution to the problem, and mother's help should be subordinated to the same goal.

A simple Séguin board has four holes. More difficult - up to ten. Moreover, filling some holes requires a combination of liners.

Seguin's box involves handling volumetric figures: holes are cut in the top cover of the box, into which figures of a suitable shape must be pushed.

Segen's technique for ordinary children

Ordinary children willingly play with these teaching aids. The difference lies in the fact that a healthy brain copes with the task faster. It is not necessary to underestimate the benefits of such activities, especially when you see with what rapture the baby is trying to “squeeze” the liners into the Segen board.

Binet-Simon mental development scale.

Binet-Simon Intelligence Scale includes a number of tasks that are combined into groups, depending on the age of the subject. Unlike separate tasks for attention, memory, thinking, etc., the scales are selected in such a way that tasks in each scale for each age must be performed by the subject.

Binet-Simon mental development scale (1911 version) 1

Examination of older children begins with a set of tasks that correspond to a level one step lower than the passport (chronological) age. If at this level the subject receives less than five points, tests of an even lower level are offered. The test continues until the age level at which all five tests are inaccessible to the child.

In the same year, F. Kulman developed tests for children from the age of 3 months.

Tests of testing "mental giftedness" in infancy (F. Kulman 1912)

The Goodenough Draw a Person test is designed to measure the intellectual level of children. Level score intellectual development of the child is carried out on the basis of what parts of the body and details of clothing the child depicted in the drawing of a man, how proportions, perspective, etc. are taken into account. Goodenough developed a scale on which 51 elements of a drawing can be evaluated. There are norms for children from 3 to 13 years old, which can be compared with mental age. The reliability of the test is quite high, it can be used in individual and group examinations.

At primary school age (grades 3-6), the “Group Intellectual Test” (GIP) of the Slovak psychologist J. Wanda can be used to diagnose mental development. The GUI contains 7 subtests:

1) Execution of instructions (for example, underline the longest word, the largest of the numbers, etc. - the speed of understanding the instruction and the accuracy of execution are diagnosed;

2) arithmetic problems;

3) addition of 20 sentences with missing words (the child needs to catch the meaning of the sentence, he is diagnosed lexicon and the correctness of the construction of proposals);

4) similarity and difference of concepts;

5) "analogy" 40 tasks to identify logical relationships ("kind-genus", "part-whole", "opposite", etc.);

6) "number series" (it is necessary to understand the pattern of constructing number series; patterns change, therefore, flexibility of thinking and inductive logic are diagnosed);

7) "symbols"

In domestic psychology, the methodology for determining the level of development of mental and sensory processes, developed by G.A.Uruntaeva and Yu.A.Afonkina, is of interest.

Seguin's form boards were invented by the French physician and educator Edouard Seguin, from which they got their name. Seguin was engaged in oligophrenopedagogy and he faced the task of diagnosing children with mental activity without recourse to the speech function. Since, as a rule, mentally retarded children are distinguished by impaired auditory perception and simply do not understand what they are being told.

The essence of the technique

The Segen board technique is pictures cut out and placed on a special board that must be disassembled and reassembled. At the same time, they distinguish different level the complexity of the task. For example, by selecting colors, shapes or sorting pictures according to subject classification (nature, animals, etc.).

In order to exclude negativism in the child due to a misunderstanding of the task, the teacher first shows the child how the figures are removed from the board and in what order the pictures are inserted back. At the same time, a visual method of demonstration is used without resorting to speech, which is especially important when working with oligophrenic children.

Segen's allowance allows you to assess the level of existing development of the child:

• state of the art visual perception;
• the degree of maturity of visual-effective and spatial thinking;
• the ability to compose complex elements;
• level of understanding of the proposed task;
• level of learning;
• how much the child enjoys the success of the task.

Segen's boards can be used not only for work and diagnosis of mentally retarded children, but also as a developmental aid for babies. Since the use of such a board together with the mother helps to develop the child's logical thinking and fine motor skills, which stimulates the development of speech, and in the future, learning to read and write. The use of Segen boards allows the baby to get the first idea about the form and color.

There is a huge variety of Segen boards:

The developmental technique, first proposed back in the 19th century by the French psychologist and teacher Edouard Seguin, is now actively used by many parents. In the original version, Seguin's boards were wooden blocks with holes of various sizes sawn into them. A suitable figure was placed in each of the holes. Later, many modifications of this technique appeared, and it was also adapted to different age categories.

The essence of the technique is that by finding and inserting into the recess the figure that fits in size and shape, the child learns independence of thinking, he develops visual perception and motor skills.

Seguin board suitable for the smallest children - you can start playing with it as early as the age of 1 year. The obvious advantage of this developmental technique is that it can be used even when the child has not yet learned to understand the meanings of words. The task is given to him not in a verbal, but in a visual and tactile form. The adult turns the board over, scattering the pieces, after which he takes one of them and shows how to put it back in place. The child, repeating the movements of an adult, will try to do the same, but then an independent search for a solution begins. The parent can help a little by running the baby's finger along the grooves so that he feels their shape. The child himself must lay out the figures in the holes - this is the most important positive moment that pushes the baby to development.

Buy a Segen board also suitable for older children. So, for example, for children of 3 years old, boards consisting of several cut out fragments of one image are perfect.

Buying a Segen board will become useful gift which will give the kid a lot of pleasure.

The use of psychological and pedagogical diagnostic methods in working with children with OPFR

Methodology "Sociometry"

It is used to study interpersonal relationships, the degree of cohesion-disunity, the degree of authority of group members (leaders, stars, rejected). Age - preschool, school. Stimulus materials: group list, survey form, sociomatrix. A selection criterion is formed in the form of a sociometric test question. Criteria can be formal or informal (relationships to joint activities, the second - emotional personal relationships). A questionnaire is being compiled. All group members are surveyed. During the questioning process, the experimenter ensures that the respondents do not communicate with each other. You should not rush to answer. Choice: 3-5 people. Complete freedom of choice. Processing the results: compiling a table with the results of the survey. Based on the table, sociograms can be built in the form of a target scheme. The inner circle is the zone of "stars" (leaders with the maximum number elections; if the first choice is allowed in the experiment, then they include those who received 4 votes or more, with 2 elections - 6; at 3 - 7; at 4 - 8; with 5 elections - 9 votes), the next circle is the “preferred” zone (those who got the number of votes above the average, but not more than the maximum), the third circle is the “neglected” zone (those who got the number of votes below the average), the fourth circle is the zone “ isolated” (rejected by the collective, these are those members of the collective who did not receive a single preference). Great importance to determine the degree of cohesion of the team has the number of mutual elections.

Methodology "Classification geometric shapes»

Valid for visual research figurative thinking(ability to generalize, abstraction), studies of the dynamic characteristics of thinking: flexibility, purposefulness. Age: 5-8 years. Restrictions - for the blind. Stimulus materials: 2 sets of cards of 12 figures (the 1st set is used when completing the main task: it contains 3 figures red, 3 yellow, 3 blue, 3 blue, 3 green; among them 4 are triangles, 4 are squares , 4 - circles; 6 large, 6 small; 2nd set - for a neutral task). Technique: three features (color, shape, size). 1) “Look at the pictures” - arrange the appropriate ones for the appropriate ones. Assistance from an adult is available. At the end of the unfolding, the child is asked to explain why he unfolded the way he did. After completing the task, the cards are shuffled. 2) Now arrange them in a different way, but also suitable for suitable ones. If the child does not highlight the principle of classification, help can be provided (the experimenter asks questions and suggests a way to combine the figures). After completion, the child explains why he put it that way. 3) The cards are shuffled again. “Decompose into groups - suitable to suitable so that you get 2 groups” (grouping by size, help is also provided). 4) Control task: "Deploy into groups according to different features". Evaluation: how many lessons needed to be held, whether he was able to say on what basis he classified the cards, whether the child was able to abstract from other signs.

Methodology "SHTUR"

Designed to determine mental development. Characteristics: a single test, the tasks of which are based on school programs, the age standard is not used, but the socio-psychological one is used. Standard (according to which program the child is successful). The selection of concepts is carried out according to the principles: 1) the concepts introduced into the test tasks d.b. quite general, determining the level of assimilation of the subject, forming the basis for understanding the relevant school disciplines. 2) concepts should constitute a similar fund of knowledge, which is necessary for any person. 3) the concepts included in the test should correspond to the life experience of the child, given age and should be understood by children. The STUR test contains tasks of five types, compiling 6 subtests: A) awareness (2 subtests); b) similar (1 subtest); V) generalization (1 subtest); G) classification (1 subtest); e) semantic series (1 subtest). You should control the execution time of subtests using a stopwatch. Do not help subjects with the task.

Methodology "Formation of artificial concepts"

Designed for the study of figurative thinking (analysis, synthesis, logic, reasoning, comparison). This technique was proposed by L.S. Vygotsky, embodied - Sakharov. Stimulating material: geometric shapes (made of wood). Figures differ in three ways: size; form; 2 shades. There is an inscription on the bottom. Technique: no help is provided, time is not limited. The instruction is verbal: “These figures are given unusual names- Cef, Bik, Lak. Find all the figures that are called "Cef". The subject takes a figure, and “Bik” is written there, the child searches further (logically, one that is not similar) - an analysis operation. After the choice, it is proposed to give a verbal description.

Methodology "Segen's Boards"

It can be applied to the study of visual-effective thinking. Boards with grooves of various geometric shapes and corresponding tabs are used (there are variants of these boards of varying complexity). An elementary board of 4 tabs is available for presentation to children from 2 years old. The most common version of the Segen board (out of 10 tabs) is presented to children over 3 years old. The difficulty lies in the fact that some of the grooves can only be filled with a combination of several tabs. Experiment methodology. The experimenter shows the child a board with the tabs laid, then pours them out and gestures to suggest that they be returned to their place. Difficulties in completing tasks indicate shortcomings in visual perception and an insufficient level of formation of visual-effective thinking. Evaluation: 1) coped - failed, 2) with help - without help, 3) in what way.

Methodology "Essential Features"

Valid for the study of categorical thinking, namely, for understanding the degree of proximity of generic and specific concepts in children school age and adolescents (9-15 years old), to study the child's ability to analyze, synthesize, generalize verbal material. And also for the study of independence, criticality, focus, attention. Stimulus material: methodology form (the left part is filled in by the subject, the right part is filled in by the psychologist). Technique. Instructions are given based on the form. The psychologist must make sure that the child has correctly understood the task - “Look carefully at this sheet. Words-concepts are written on it on the left (they show and read to the child): a garden, a river, a city, etc. Each word-concept has several of its signs (shows). For example, to the concept of "garden" - plants, gardener, dog. Among these signs, there are 2 essential, and there are secondary. Your task is to correctly identify the essential features and mark them on the form with a plus tick. With children 9 years old, you can analyze one example, and then provide the opportunity to complete the task on their own. Give children 10-11 years of age and older the opportunity to work first according to the instructions given above. If they do not cope, then analyze one example. Evaluation. After the child has completed the task, the psychologist fills out the second part of the form (+ - correct answers, and errors are also recorded). Children 10-11 years old sometimes make small mistakes and correct them themselves. Analysis of results. The technique gives an idea of ​​the ability to concentrate on the task, analyze the task, highlight the main features. Children who are able to cope with the task on their own know how to concentrate. Children who understand the meaning of the task, but require constant help, are characterized by good intellectual potential, but experience uncertainty in their intellectual abilities.

Methodology "Interpretation of metaphors, sayings"

Valid for the study of verbal thinking, purposefulness, criticality. Age: 5.5 years - junior. school The form is individual. Stimulus material: cards with written proverbs. Technique: the child is called several frequently used metaphors and proverbs and asked to explain their abstract meaning. The literal interpretation of the proverb, metaphor indicates the insufficiency of the level of generalization. Comparison of proverbs. Using this technique, the process of generalizing new material is explored. The subject is given cards on which specially selected proverbs are written, and they are asked to group them, dividing them into pairs or by meaning. At the same time, the subjects show not only understanding figurative sense individual proverbs: comparing them, they separate essential features from random ones. The results of the study testify to the peculiarities of associative relations, in particular, they contribute to the identification of an association on the basis of a “weak sign” of referring phrases to proverbs. Variant proposed by Zeigarnik. The subject is offered a series of tablets containing proverbs or metaphors and a large number of phrase cards. Among the phrases there are those that correspond to the figurative meaning of proverbs, etc., which are similar only in a formal lexical sense. At the beginning, they make sure that the child understands the figurative meaning of the proverb, then he is offered to choose the appropriate phrase for each proverb. “Strike while the iron is hot” - this option requires a higher level of generalization than just an explanation of the figurative meaning. There are three levels of interpretation of proverbs: 1) literal explicit, 2) through specific example, 3) the level of interpretation in general plan, without specification. Mystery. Depends on age. The riddle must contain a large number of features, because it is not important whether the child guessed or not, but how he reasoned, whether he used all the signs when guessing. You can not give riddles, the answer to which the child knows. Help can be provided in the form of a card with the image of several objects, among which there is a guess. If the child gave a guess, ask him why he thinks so. Children often abstract away from signs by choosing one.

Conversation as a method in diagnosing the features of psychophysical development

The conversation involves the receipt by the psychologist of information about the features mental development child as a result of discussing them with parents or teachers. Often, parents or teachers themselves turn to a psychologist for advice. The purpose of the conversation is to exchange views on the mental development of the child, discuss the nature, degree and possibility of the causes of the problems that parents and teachers face in the process of his upbringing and education. Based on the results of the conversation, the psychologist outlines ways for further examination of the child. When conducting a conversation, the psychologist must comply with the following requirements:

1 the conversation should encourage and maintain interest among parents or teachers;

2 create a trusting relationship between the participants in the conversation;

3 think over the organization of space and the choice of time for the conversation;

4 the psychologist should not openly criticize the educational actions of the parents;

5 It is desirable that both parents participate in the conversation;

6 it is necessary to strive to develop in parents real ideas about the psychophysical characteristics of the child and his difficulties;

7 during the conversation, it is necessary to plan the next meetings and determine their purpose.

Kogan's technique "Combined sample"

Designed for visual and imaginative thinking, as well as performance, parametric attention. Age: junior high school. Stimulating material: tables with different geometric shapes (5 * 5 or 7 * 7), a set of cards 25 or 49, they should be. the same color as on the table. Technique: Stage 1. t 1The time for which he counts the cards.

Stage 2. t 2The time it takes for him to distinguish by color, counting. Stage 3. t 3 The time for which he distinguishes by forms, counting; Stage 4. t 4The time it takes to sort out the table. t 1+ t 2+ t 3= t 4 + 10% - the norm. The test is performed when the child counts well and not gross violations color perception. Kogan board. Validna: the ability to correlate on two grounds. Time is not limited. It is possible for UO, ZPR, older preschoolers. Independence and criticism are clearly visible. Uses various kinds help: instruction - display - joint actions. Children with N no more than 2 samples, children with SV - 6 samples. Evaluation: retention of two features. Children normally correct their mistakes.

Method "Stories with hidden meaning"

Designed to study children's mastery of causal and spatio-temporal relationships on the material, their understanding of the meaning of the story, verbal thinking and the level of speech development. As well as independence, criticality, focus, attention. Age: 5-11 years (depending on the nature of the story). Stimulating material: a form of the protocol, in which the level of understanding by the child of the hidden meaning of the story is noted: full understanding, partial understanding, specific understanding, misunderstanding. Technique. The experimenter reads the story aloud. Usually use short stories to save research time, not to overwork the child, etc. stories contain hidden meaning and the child is not required to enumerate events, but some conjecture. "Now I will tell you interesting story. You have to remember and tell”, then he is asked questions about the content. If the children do not understand the story, then they are asked leading questions (stimulating help) and emotional support is provided. Many children 5-6 years old understand the story with the help of an adult. To establish the level of understanding by the child of the story, the method of personification is recommended ( actor- child). Eg. story "Sugar" "Where did the sugar go? What kind of tea did you like? Etc." Testing is carried out individually.

Interpretation of the results: 6-year-old children understand the meaning of the story "Sarakh" (laugh, smile, comment). If a child is anxious or embarrassed, then he often cannot answer questions. If you use personification, then the child begins to correctly answer the test questions. When examining the level of understanding by a child of a particular situation, it is important to take into account the little things (does the child know that sugar comes in the form of pieces).

Hoppe technique

Designed to study the level of claims, the study of personality, which can be determined by the level of difficulty of the chosen goal. Analyzes the quality of problem solving. Age: school age, adults. Stimulating material: a set of tasks depending on the level and age of children (questions from different areas, arithmetic problems, construction); cards on which the numbers 12(20) are printed.

Technique. Cards are laid out in front of the child (1 + 12).

"Now we will solve problems of different difficulty." 1st is the easiest, 2nd is the hardest. The card only has a number. The child chooses a task, focusing only on the number, I will tell the task later .. to solve each task, certain time, if it does not solve during this time, then the problem will be considered unsolved. Selects a task whose level depends on the level of claim. If self-esteem is underestimated - 3, the child is anxious - 1, overestimated - 10. The experimenter gives a task, taking into account the age and abilities of the child. Creating a situation of success (failure) is decided by the experimenter. Interpretation: if the child solves the problem from simpler to more complex, then he has an adequate level of claims. If the child does not solve the 7th task, and the next one chooses 12th, then he does not have an adequate level of claims. The child has a psychopathic character if shyness is observed (3 then 20). The presence of interest, motivation is fixed. If he chooses easy tasks, then it is necessary to create a situation of success; if he chooses difficult ones right away, you need to create a situation of failure. If he selects only easy tasks, it is necessary to give an extremely easy task (3 + 2), so that the meaning of choosing such tasks disappears. A successful decision creates confidence in people in their abilities.

Methodology A.R. Luria "10 words"

Designed to study the state of memory (direct memorization, attention activity, fatigue). Age: 4-7 years. Stimulating material: pre-selected words that do not have a connection with each other; forms with several sides under the number, for reproduction results. Rubinstein suggested giving instructions in several stages: Stage 1: “Now I will read 10 words. Listen carefully. When I'm done, repeat as many words as you can remember. You can repeat in any order. It's clear?" an adult reads words slowly and clearly. The child must name them. Stage 2: “Now I will read the same words again. You have to repeat them again. Name those words that you called, and those that you missed the first time. Before stages 3-5, the adult simply says "One more time". Next, the protocol is filled in and a “memorization curve” is drawn up according to it. So in healthy children, with each repetition, the number of correctly named words increases. Mentally retarded children reproduce fewer words, may show stuck on "extra words". If a child immediately reproduces 8-9 words, and then less each time (the curve decreases on the graph), then this reflects increased fatigue. The curve, which has the shape of a "plateau", indicates the emotional lethargy of the child, his lack of interest. To study long-term memory, the experiment is carried out again after 30-60 minutes. In healthy children, the number of correctly named words increases with each reproduction. The zigzag shape of the curve indicates absent-mindedness and instability of attention.

Technique "Simple analogies"

Designed to identify the nature of logical connections and relationships between concepts. Age from 10 years old. Material: a series of logical tasks printed on a sheet of paper. Technique. Instruction: “Look, two words are written here - the word“ horse ”on the top, and“ foal ”below. What is the connection between them? (a foal is a horse cub). One word is written on the top right - “cow”, and below there are 5 words to choose from. Of these words, you need to choose one that refers to the word "cow", i.e. so that it denotes a cow cub (this is d.b. "calf"). To do this, you must first establish a connection between the words on the left, then on the right. test material: Horse - foal; cow - pasture, milk, horns, calf, bull, etc. - total 32. Interpretation: usually the child learns the order of solving problems after 2-3 examples. The instability of the thinking process, fatigue can be judged if the child makes random mistakes. 3-4 times in a row, choosing a word for a specific motivation, and then, without a reminder, decides in the right way. Counting the number of correct and erroneous answers, analyzing the nature of the installation connections. Between concepts, specific, logical, categorical, the sequence and stability of the choice of essential features for establishing analogies is fixed. By the type of connections, one can judge the level of development of thinking in the subject - the predominance of visual or logical forms.

Methodology "Exceptions from a number of homogeneous objects"

Designed to examine human thinking, allows you to set the level of generalization, features of the flow of processes of analysis and synthesis. Ages: 3 to adolescence. Stimulating material: 28 cards, each card shows 4 objects. Three of which have common feature, and one object to be excluded has no feature. All cards are divided into 7 groups (6 in each). The difficulty of the task increases from group to group. Each card has one solution, with the exception of group 6 - it has two solutions, group 7 - a task with a provocation (for example: limbs and an ear). Held in individual form. Technique: “Look, three of the pictures fit together - they can be called in one word, and one picture is superfluous - it doesn’t fit here. What picture is superfluous here? ”After the child points out, you need to ask:“ Why did you decide so? Explain?" . Interpretation: children with good intelligence are able to complete tasks for simple generalizations at 3 years old, from 4 years old they cope with groups 1 and 2 - standard generalizations, from 5 years old - 1-3 groups of differentiated generalizations (for example: all women's shoes and one pair of men's), from 6 years old - 1-4 groups, i.e. here a generalization is more complex in essence and in name (for example: string musical instruments and ringing a bell). Consequently, children may be hindered by complex speech formulations, the explanation of some decisions, however, the process of isolating an extra object has already been formed in them. At 7-8 years old, they can. difficulties in tasks with two solutions. Children 9-10 years old should normally cope with all types of tasks. Children with mild mental retardation (6-7 years) without special education they build generalizations on specific grounds: color, shape, size, and often their generalization is based on the situation. Difficulties are expressed in speech generalizations. Children with mental retardation (6-7 years old) can perform standard generalizations, but they do not know generalizing words well and have difficulty in tasks that require a detailed generalization in speech.

Methodology "Color matching", "Pyramid"

The first is intended for relatively visual forms of thinking - the operation of color matching. Additional: motor skills, attention, visual perception. Age: 2.5-3 years. Stimulating material: set geometric shapes which differ only in color. Technique: 3 stages, based on the age of the child. I."Color matching". Choose a color from the set: "Find the same one." Conclusion: correlates or not colors. II. "Distinguishing colors". "Take the blue." Conclusion: distinguishes or not colors. III. "Knowledge of Color". "Tell me what color." Conclusion: knows or not colors. Time is not limited. protocol is completed. "Pyramid". Designed to study the operation of correlation by magnitude. Age: 2-3 - 6 years old. Limitation: visual impairment, ODA. Stimulating material: pyramid, depending on age, from 4-5 to 12 rings. Instruction: verbal or display. With a child, disassemble and offer "Do it as it was." Time is not limited. Types of assistance: organization; show; education.

Methodology "Storyline"

It is intended for the study of thinking (analysis, cause-and-effect relationships) and speech (coherent statement).

The technique is non-standardized. Age - depends on the nature of the stimulus material (older preschool age - Primary School). Help: 1) if the child cannot lay out a row, then clarify the content of each picture arbitrarily, without logic. “These pictures depict the same story. You must put them in order. What happened in the beginning, what happened afterwards, and how it all ended. 2) if the child still finds it difficult to post the first picture, discuss each one, and then invite the child to make up a story based on a series of pictures. Plots should be familiar to children in experience, but - as far as the study of thinking is concerned - ……… .., but coherent speech - yes. Thinking (pictures: a man is eating, a jug of water and a glass are on the table. As you eat, the jug empties - lay out a row). Interpretation: free. If speech, then vocabulary, the nature of sentences, the number of additions. If thinking, then the ability to establish connections.

Method "Pictogram"

Designed to identify the features of mediated memorization and the specifics of the child's mental activity. It is applicable to the study of the associative process, independence, serves as a tool in the study of the mental activity of adolescents and adults. Age: 8-9 years. Necessary conditions: sufficient formation of graphic skills. Stimulating material: A4 sheet of paper, a simple pencil. Technique. Instruction: “I will say words and phrases (for older ones), and you need to draw something like to help you remember every word. You can draw as it turns out, as long as it helps you later reproduce the word. You can’t write numbers and letters.” An adult reads, a child draws. You can't show your emotions. After drawing each drawing, the child is asked to explain how and why this drawing reminds him of this word. Such a stock of drawing reflects the stock of knowledge and ideas of the child, the features of his individual experience. The protocol records the words presented, the time of drawing, the nature of the drawings, the explanation of the child, the volume of the drawing itself. Depending on how the child establishes mediated connections, he is offered either easier or more difficult concrete and abstract phrases. It is proposed to memorize from 7 to 10 words in 30-60 minutes. present the drawings to the child and offer to reproduce the words. “Look at your drawings. What word did you draw them for? Remember this word ”Evaluation: when evaluating the results, first of all, the number of correctly reproduced words is counted in relation to total words to remember. Analyze:

1) children's drawings (manner of holding slanted lines, pressure force, location on the sheet);

2) accessibility of the mediation process using pictograms;

3) adequacy of the graphic image;

4) criticality to the results of their activities;

5) the nature and features of the reproduction of pictograms (specific, schematic, figurative drawing).

Interpretation: 50% or less correct answers indicate the desired level of mediated memorization.

Method "Correction test"

Designed to determine the amount of attention and its concentration - by the number of mistakes made; volitional readiness. The amount of attention for children 6-7 years old is 400 characters, 8-10 years old - 600 characters. Working time - 5 minutes Instruction: “On the form with letters, cross out the first row of letters. Your task is to look through the rows of letters from left to right, cross out the same letters as the first row. You need to work quickly and accurately. Stimulating material: forms with rows of letters for preschoolers. A standard sheet of paper with rows of alternating geometric shapes, as well as a sample that will help you navigate the task. Instruction: “Please look at these shapes. You will have to cross out some of them as a rule. Remember: draw a circle with an oblique line from right to left, a square - from left to right, a triangle - crosswise. Repeat and let's get to work." First, the children are given a pencil and a sheet of paper with drawn figures. Children are asked to draw a vertical line. If the children did not understand well, put a sample diagram in front of them. If the child looks out the window, then say “Are you tired? 1 minute left to work. Or just cross out one line. See if its performance has improved. Analysis of results. Analyze the ability of children, accept the task. An error is considered not only an incorrectly crossed out, but also a missed figure. For more high level there are children who accept tasks, but only in the form of a scheme - the level of volitional regulation is the norm for 5.5 years. At 6-7 years old, children normally accept verbal instruction (such children are ready for learning). An equally important indicator is the level of concentration. It is determined by the number of mistakes the child makes. Normally, children 5-6 years old can work without errors for 4-5 minutes, at 7 years old - 10 minutes. With 1-2 mistakes that the child makes during 1 minute of work, the level of concentration of attention is considered the norm. After 5 min. (at 7-10 years old) the number of mistakes increases dramatically, children begin to get distracted. After the words “you have 1 minute left to work,” the number of mistakes should decrease.

The level of volitional readiness is measured - the acceptance of the instruction and the form in which it is accepted.

Methodology "Missing Details"

Designed to study the understanding of communicative and everyday situations on visual material, as well as independence, focus, attention. Age: 3-6 years old, with OPFR - junior schoolchildren. Stimulating material: 11 plot pictures from the life of children, 1 reference card, hint (image of individual objects that are missing in meaning in each plot picture, big size). Technique. The child is shown a picture and explained with the words: “The girl is going to sleep. There is a blanket, there is a bed. What is missing?" If the child answers, then offer more difficult task(girl hangs clothes). For children 3-4 years old - a hint (show a support card and make sure that the objects are familiar to him - the child names the objects or shows where it is drawn). Interpretation: if the child coped with the task, then he understands the meaning of the proposed plots and can solve mental problems at a non-verbal level.

Children with OPFR perform the task on the condition that they work from the very beginning based on a hint card.

Methodology "Identification of patterns in a series"

Designed to study the level of generalization. Its main meaning is to identify patterns. Stimulating material: a set of black and white bars or black and white rectangles of the same size (modification). Technique: The subject is offered in turn 3 experimental tasks of increasing complexity. It is proposed to lengthen the "fence" started by the experimenter. Task 1: 45 45. / Task 2: 45 6 455. / Task 3: 45 456 4555. When analyzing the task, attention is drawn to whether the understanding of the principle of performing the task precedes the beginning of the activity, how stereotypical the depicted mode of action is, how random events influence this activity. motives (does it change the found principle if the rectangles of the same color have run out). Of significant importance is the tendency found in the study to transfer in a finished, unchanged form past experience to the currently task. The technique was intended for the diagnosis of VR.

Methodology "Typological Questionnaires"

Personality questionnaires are a set of methodological tools used to identify and evaluate individual properties and manifestations of personality. Allocate the following types personal questionnaires: typological questionnaires; questionnaire of personality traits; def. motives; def. interests; def. values; def. installations. The typological approach is the basis for the development of typological personality questionnaires. When using typological questionnaires, the diagnosis is made on the basis of a comparison individual results with the corresponding personality types presented in the questionnaire, and determining the degree of their similarity.

Minnesota multidisciplinary personality questionnaire. Its authors are S. Hetuen, J. McCicley, 1941. The creators of this questionnaire set themselves the task of developing a convenient and simple for a wide practical application a clinical technique that makes it possible to distinguish between the norm and some mental illnesses. To compose his statements, patients' complaints, descriptions of the symptoms of mental illness in clinical guidelines, as well as previously developed questionnaires were used. The content of the items in this questionnaire covers areas such as health, social, political, religious, sexual relations, questions of education, work, family and marriage, as well as the most convoluted neurotic and psychotic types of behavior, such as manic states, hallucinations, phobias. In the 90s, two new versions of MMPI-2 and MMPI-A were created, developed by J. Betcheran and V. Dalstran.

Questionnaire H. Shmishek- designed to diagnose accentuated personality types. This questionnaire includes a list of questions addressed to various attitudes and features of a person's relationship to the world, to other people, to himself. According to the instructions, the subject must express his opinion on each question "yes" - "no". When using this questionnaire, it should be borne in mind that it does not have a lie scale. Therefore, special additional diagnostic steps are required to obtain reliable results: showing maximum attention at the instruction stage to identify possible negative attitudes of the subject to the examination, creating an atmosphere of goodwill and a serious attitude to work.

Pathocharacterological diagnostic questionnaire (PDO) A.E.Lichko. This technique uses a typological approach to the description and diagnosis of personality healthy person. PDO is designed to diagnose the type of psychopathy and character accentuation in adolescents aged 14 to 18 years. The questionnaire included phrases on the following topics: assessment of one’s own vital functions (well-being, mood, sleep), attitude towards relatives and others (parents, friends), abstract categories (to criticism, instructions, rules, laws). This questionnaire allows you to identify psychopathy and accentuation of the nature of adolescence.

Methodology "Construction"

Designed to study spatial praxis. Add.: visual memory, motility, attention. 3 options: 1) design by imitation; 2) pattern design; 3) design from memory. Age: preschool age, junior classes OPFR. Stimulating materials: a set of sticks of the same color, A4 sheet, pads. Technique: 1) by imitation - the experimenter puts the stick, the child does the same. 2) according to the model - an adult lays out the finished structure and presents it in finished form, the child lays out the same one. 3) an adult offers a finished design, 3-10 sec. The child perceives it. "Look and build one." Evaluation: 1. counting the number of sticks used by the child. Did he produce all the elements? 2. The position of the shelves among themselves; 3. The location of the figure relative to the sheet (mirror image, at an angle). Interpretation: conclusion about the preservation of spatial analysis.

Methodology "Subject classification"

Valid for determining conceptual thinking (age of subjects - 6-8 years), for the study of generalization processes, the ability to highlight essential features, the study of the sequence of inference. Stimulating material: cards with objects - 70, protocol, cards with realistic images- 8. Restriction - for the blind. Technique: The task takes place in 3 stages with sequential instructions.

Stage 1“Lay out the cards so that the items that match each other are in the same group. The number of groups is not limited. After completing the task, the child is asked why he placed these cards together and what name they are given.

Stage 2“You correctly combined the cards into groups. Give these groups a short name."

Stage 3“As you combined card with card into groups and named them, now combine group with group without rearranging the cards. Groups should be as small as possible. Name them." The protocol records the stages of the work, the name of the groups, questions and answers of the subject. You can provide stimulating assistance, ask clarifying questions. Estimated:

· Performance indicator, pace, motivation;

Criticality and adequacy of reactions;

Features of visual perception;

The level of availability of tasks;

· Amount of assistance;

The actions of the child, his questions and statements.

Methodology Koosa

This technique is aimed at identifying constructive praxis, the ability for spatial orientation, analysis of the figure (according to the drawing) and its subsequent synthesis (from cubes). Kos cubes (16 pieces) have the same coloring: blue - red, yellow - white, white-red, yellow-blue sides. The set includes 18 drawings with images of figures of varying complexity, made up of 4, 9 or all 16 cubes. The technique is used to study children of the most different ages(from 5 and older) depending on the purpose of the study. The child is given cubes and one of the drawings and is asked to make the figure shown in the drawing out of the cubes. It is necessary to start with light drawings. It is possible to carry out diagnostic "training" according to a special scheme, using certain drawings and a system of dosed prompts for them. This technique allows us to identify the child's ability to perform such mental operations as analysis and synthesis on the material of constructive non-verbal activity. This is a particularly important criterion in cases where the child does not speak, does not understand or hear the speech addressed to him, or for some other reason refuses verbal contact with an adult. The technique helps to establish special spatial disturbances that occur in certain forms of brain damage (tumors, partial damage to cerebral vessels).

Differential diagnosis of mental retardation

Approaches to the diagnosis of VR. 1). Traditional methodological approach. Only a doctor has the right to make a diagnosis of MR. There are 3 diagnostic criteria for a doctor:

1. the presence of an organic lesion of the central nervous system;

2. lack of progression in the condition;

3. weakness of assimilation of ZUNs.

This approach has its drawbacks and problems. First of all, this is the difficulty of determining the organic lesion of the central nervous system. Methods: A) laboratory - it is difficult to determine the equipment; B) observation - long-term observation is important for the doctor, the doctor studies the dynamics (if it is organic, then the function is not restored). C) the method of clinical conversation. 2). psychometric approach. Psychometry is the measurement of the psyche. The criterion for a doctor is an indicator of intelligence - IQ. From 69 and below (on the Paus curve) - this is the UO. The main method for determining IQ for diagnosis is the Wechsler test. He has his minus: unreliability due to the ability to "train" the child. 3). pathopsychological approach. It is based on the analysis of the structure of the violation, i.e. each violation has its own structure => its own diagnosis (with the identification of the primary link and the definition of the relationship between the symptoms of developmental disorders). Signs of oligophrenia.

1. Total underdevelopment of the psyche. 2. A sign of the hierarchy of underdevelopment (the younger the function, the more it suffers, the older, the less, for example, simple everyday statements are available, but inferences are not).

Differential diagnosis of intellectual and speech underdevelopment

Differential Diagnosis speech disorders and RO can be difficult, i.e. general mental underdevelopment is always accompanied to one degree or another by underdevelopment of speech, and on the other hand, with pronounced speech underdevelopment, a child often has a delayed or uneven development of his intellect. In some cases, diagnosis can be successful only as a result of a dynamic study of the child in the process of remedial classes, in contrast to children with mental disabilities who have one or another intellectual defect that captures all types of mental activity. In children with TNR, tasks that require the participation of speech cause the greatest difficulties.

In OHP children, there is no inertia of mental processes, in contrast to MR children, they are capable of transferring the learned methods of mental actions to other similar tasks. These children need less help in forming generalized modes of action if they do not require a verbal response. Children with OHP have more differentiated emotional reactions, they are critical of their speech insufficiency, and in many tasks they consciously try to avoid a speech response. Their activities are more controlling. They show sufficient interest and ingenuity when performing tasks. Differential diagnosis of speech and intellectual insufficiency can be helped by additional methods. Methods, for example, an electroencephalographic study (in children with ONR, changes often affect the temporo-parietal-occipital zones), as well as an analysis of the dynamics of the child's mental development.

Method "Matrix Raven"

Designed to assess visual-figurative thinking (NOM) in junior schoolchildren. Here, NOM is understood as one that is associated with operating in various ways and visual representations in solving problems. The specific tasks used to check the level of development of NOM, in this method, are a specially selected sample of 10 gradually becoming more complex Raven's matrices. The child is offered a series of 10 tasks of the same type that gradually become more difficult: to search for patterns in the arrangement of parts on the matrix presented in the upper part, and to select one of the 8 figures below as the missing insert to this matrix corresponding to its pattern (this part of the matrix is ​​presented below with checkboxes different drawings on them). Having studied the structure of a large matrix, the child must recognize that of the details (that of the 8 flags below) that best suits this matrix, that is, corresponds to its pattern or the logic of arranging its details vertically and horizontally. The child has 10 minutes to complete all 10 tasks. After the time has elapsed, the experiment stops and the number of correctly solved matrices is determined, as well as total amount points scored by the child for their solutions. Each correctly solved matrix is ​​worth 1 point.

Wexler's technique

Valid for determining the level of mental development, valid for visual forms of thinking, conceptual thinking. Additional validity - for the study of visual perception of sensory, attention, memory. The technique allows you to evaluate a person's intelligence using a quantitative indicator - IQ. It is used to differentiate healthy children and children with intellectual disabilities, to study the intellectual activity of children with mental retardation, to analyze the causes of poor progress. Advantages: large age range. I intellectual scale for adults - 16-64 years. II scale for children 5-16 years old. III scale for children of preschool and primary school age 3-75 years. Tasks are combined into subtests and arranged in order of increasing difficulty. The scales are built according to the type of test battery. Subtests were not invented by Wexler, but combined by him. 12 subtests (6 verbal and 6 nonverbal) For preschool children. And school-age subtests alternate (verbal - non-verbal), and for adults - first verbal scales, then non-verbal ones. For everyone age levels the same tasks are used, which makes it possible to trace changes in the same intellectual characteristics throughout life. Verbal scale: 1) awareness (the stock of knowledge is checked); 2) similarities (comparison of 2 objects); 3) arithmetic ( oral solution tasks school curriculum); 4) vocabulary ((explain the meaning of the word); 5) understanding (complete understanding of the meaning of the expression); 6) repetition of digits (diagnostics of random access memory). Non-verbal scale: 1) missing details (completion of pictures); 2) encoding (copy simple characters); 3) ordering of pictures; 4) composition of cubes (2, 4, 9 cubes); 5) assembly of objects (folding of parts of figures, pictures); 6) labyrinths (find a way out). For each subtest, a separate raw score is given ( arithmetic sum points for completing tasks). In some subtests, a 2-point scale, in others, a 3-point scale. When calculating Q, the scaling procedure for raw assessments is carried out, the scaling is summed up and, using special tables, the following are determined: Q-verbal, Q-non-verbal, Q-general. Interpretation: quantitative (calculation according to the table), qualitative (analysis of the level of development of certain Q functions).

Leontiev's technique

Valid for the study of memory (mediated memorization), logical thinking. Additional Validity: independence, criticality. Age: from 6 years and older. reference pictures and a set of 15 words of varying degrees of abstractness. Technique: pictures are laid out in front of the child: “Now I will name the word, and you try to match it with a picture from those that lie in front of you, one that reminds you of a word. At the end of our conversation, I will again show you the pictures that you selected for the words, and you will try, looking at them, to remember what words I told you. ”Analysis characteristic: the nature of the connection that the subject established between the words and the image on the card is analyzed .For example: The word "Lunch" is taken. You need to memorize the word "lunch", there is no picture that says "lunch", but you can pick up a picture that looks like "lunch". You can choose bread. If the child can explain why he chose this picture, then he understood the instructions correctly. Interpretation: if a child for two words, upon presentation of a card, cannot recall the corresponding word, then such errors indicate a lack of ability to retain mediated connections in memory and the impossibility of remembering by associations. If the explanation of connections is broken in 7 words, then the process of establishing indirect connections is difficult, and the connections themselves are fragile.

Methodology "Comparison of concepts", "Definition of concepts"

Valid for the assimilation of the processes of analysis and synthesis, the development of the comparison operation. It is used to study the thinking of schoolchildren of any age. Form of work: individual. Material: no (oral), the diagnostician has a couple of concepts. Instruction: the subject is asked to compare concepts, indicate similarities, then differences. All responses are recorded. If the instruction is not immediately understood, then a sample is given. For example, Morning and Evening. Similar in that these are parts of the day. They differ in that “morning” is the beginning of the day, and “evening” is the end. Comparison of concepts: 1. shoes - pencil. 2. wind - salt. 3. crow - sparrow. 4. a girl is a doll. There are also incomparable concepts on the list. Presenting such a pair, do not rush to explain. It can be suggested that there are words here that are incomparable. Do not explain further. Interpretations: the norm is 18-23 compared concepts. A child may insist on the comparability of incomparable concepts and come up with unnatural explanations, this is a tendency to demagogy. "Defining Concepts"(beginning see above). Material: sets of words. Instruction: in front of you are several different sets of words. Imagine that you met a person who does not know the meaning of each of these words, you should try to explain to this person what each word means. Next, the child is asked to define a sequence of words chosen at random and 5 proposed sets. Before the child tries to define a word, it is necessary to make sure that he understands it. Interpretation: for each correct definition words - 1b. For 1 word - 30 sec. If the definition is not entirely accurate - 0.5 points. Evaluation of results: maximum 10 points, minimum - 0 b. Level of development: 10b - very high, 8-9 - high, 4-7 - medium, 2-3 - low, 0-1 - very low.

Learning experiment as a method for diagnosing developmental disorders

In the diagnostic task, the child can be helped (if not standard.). Three rules: 1. Thoughtful, rare, unobtrusive. 2. Start with easier types of help, gradually increasing if it is not enough. 3. The nature of the assistance should be reflected in the examination protocols. Types of assistance: 1. Stimulating (motivation to complete the task, motivation). Can be: verbal stimulation, non-verbal communication (look, gesture, touch, facial expressions). 2. Organizing (need children with cerebral palsy, hyperdynamic syndrome, learning difficulties). Help methods: repeat the instructions, clarify what should be done; use techniques to concentrate attention (there is an error, showing an error, asking again); analysis of the final product; display (actions are not commented, but a way to solve a part or one of the diagnostic tasks is shown, there may be a hint); suggestive questions. 3. Educational - is used if other types of assistance are insufficient. When teaching assistance, having given a similar task, you need to check whether the child used the help. The idea of ​​a learning experiment belongs to Vygotsky. He wrote: "learning should not trail behind development, but should be developmental." The main criteria are the degree of learning ability (the ability to learn new tasks with the help of an adult). This method is the opposite of the test method. We give a task from the zone of proximal development and provide dosed assistance, ranging from easier to more complex. Evaluation of success not only by the final result (I was able to solve it or not), but also how I solved it (with or without help). The result is recorded in the protocol, where it is noted: how the test was performed (execution technique), with or without; type of assistance, amount of assistance, whether the child has reached end result with or without help.

Observation as a method for diagnosing the features of psychophysical development

Intentional, planned perception, the purpose of which is to determine the presence or study of any phenomena or objects.

Distinctive features: direct perception when studying. Subject of observation: various features of verbal and non-verbal behavior, activities, vegetative reactions. Forms of registration: observational data: a) the protocol is continuous, structured; b) diary, "development cards"; c) cinema, video, audio, photo registration. Types of description during observation: qualitative, quantitative (scaling). Types of observations:

a) by duration (longitudinal, single, single, periodic);

b) by purpose (selective, continuous);

c) according to the degree of standardization (structured, free);

d) depending on the observation situation (natural field, laboratory);

e) depending on the position of the observer (open, hidden, passive-external, active-included).

a) observation during the initial acquaintance ( appearance, physical development, features of motor skills, features of speech, social behavior. b) observation in progress learning activities(features of attention, performance, reaction to approval, failure, mood characteristics, signs of neurotic tension.

c) observation of the game (character emotional reactions at the sight of toys, the choice of toys and interest in them, the adequacy of the use of toys, the ability to independently organize the game, the nature of game actions, the presence of accompanying speech).

Advantages: the study of natural behavior, allows you to study mental processes in natural conditions, does not require special equipment, eliminates additional psycho-emotional stress on the child.

Disadvantages (limitations): subjective: attitudes, interests, mental states, personal characteristics of the observer can greatly influence the result of observation: the distorted perception of events is the greater, the more the observer is focused on confirming his hypothesis, he selectively perceives only part of what is happening; length of observation leads to fatigue, which increases the risk of inaccurate recordings; certain difficulties - data interpretation; significant time consumption: limited processing of results, fixing the results. Observation is used primarily when minimal interference is required in the naturalness of the conduct, the relationship of people, when they seek to obtain complete picture what is happening. Effective for the study of the personality of children with OPFR. Behavior, interpersonal relationships, obsessive and stereotypical movements, emotional state are observed.