General ability to learn
U.V.Ulyenkova
Method "Sticks-dashes"
Target: study of self-regulation in intellectual activity in children 6-7 years old.
Description of the technique:
On a notebook sheet in one line for 15 minutes (at the beginning school year) children write systems of sticks and dashes with a simple pencil, while observing four rules: 1) write sticks and dashes in a certain sequence; 2) do not write in the margins; 3) correctly transfer character systems from one line to another; 4) write not on every line, but through one.
In accordance with the general idea of the methodology, the following evaluation criteria the degree of formation of self-control actions at the main stages of children's intellectual activity: 1) the degree of completeness of task acceptance - the child accepts the task in all components; accepts in part; does not accept at all; 2) the degree of completeness of saving the task until the end of the lesson - the child saves the task in all components; retains only its individual components; completely loses the task; 3) the quality of self-control in the course of the task - the nature of the mistakes made by the child; does he notice his mistakes; corrects or does not correct them; 4) the quality of self-control in evaluating the result of an activity - the child tries once again to thoroughly check the work and checks it; limited to a cursory glance; does not look at all, but gives it to an adult immediately upon completion.
Working process
The teacher organizes and seats the children, as in a regular lesson. Before each child puts a double notebook sheet lined in one ruler. In an accessible and attractive form, he sets the general goal of the lesson: “Children, in front of each of you is a sheet from a school notebook. Now you will write with a pencil, like real schoolchildren. You will write sticks and dashes while following the four rules. Now I will show you on the board how to write sticks and dashes, and I will tell you what rules you need to remember when doing this.
This is followed by a short (no more than 4-5 minutes) instruction for children. “Watch and remember how I will write on the board,” says the teacher, approaching the board, lined in the same way as a notebook sheet. “I write on the board,” he continues, “sticks and dashes in this order: first I write one stick, then a dash. Next, you need to write two sticks - a dash. Then three sticks - a dash, and then repeat everything again. You have to count all the time so as not to make a mistake. This is the first rule you need to follow when writing. (The teacher repeats this rule again.) The second rule: you filled out the entire line to the margins (shows) - you cannot write on them, the student does not write in the margins. The third rule: you must correctly move from the finished line to the new one: on the new line, continue to write what did not fit on the old one. Look: I wrote two sticks, but the dash did not fit, I transfer it to a new line, and then I write three sticks - a dash, etc. (Explains different transfer options.) The fourth rule: there should be a distance of one ruler between lines, otherwise, everything written will merge with you, it will look ugly.
The teacher repeats all the rules according to what is written on the board. The rules are repeated with the children. Then, to make sure that all the children have correctly found the first line, fields, third line, he asks to put his index finger on them. After making sure that all the children are guided by the notebook sheet, he stops the briefing. He erases what was written on the blackboard and tells the children: “Try to write correctly, carefully, silently so as not to interfere with each other. If you don't understand something, ask now.
Further, after a short pause, the teacher adds: “You will write until I say: enough, check what you have written. Now write!” The start time is set. Assistance to children in the process of work is not provided by the methodology.
Results processing
In accordance with the evaluation criteria for the formation of self-control actions, five levels of the formation of self-regulation in the intellectual activity of children are distinguished (in the direction from the highest to the lowest). The levels served the purposes of quantitative and qualitative assessment of the formation of self-regulation. Let's briefly describe them.
I. The child accepts the task in full, retains it in full in all components until the end of the lesson; works with concentration, without being distracted throughout the lesson; works mostly accurately, if it makes individual errors on a particular rule, then during the check it notices and independently eliminates them; not in a hurry to hand over the work immediately after the end signal, but once again checks what has been written; if necessary, he makes corrections, does everything so that the work is not only done correctly, but also looks neat and beautiful. This level of self-regulation in the child's activity is assessed with a score of "5".
II. The child accepts the task completely, saves it also completely until the end of the lesson; in the course of work, he makes a few mistakes on certain rules, but does not notice and does not eliminate them; also does not eliminate errors in the time specially allotted for checking at the end of the lesson, limiting itself only to a cursory review of what was written; he does not care about the quality of the work design, although he has a general desire to get a good result. This level of self-regulation in the child's activity is estimated with a score of "4".
III. The child accepts only part of the instruction, but until the end of the lesson he may not keep it in the accepted volume, as a result he writes sticks and dashes in a mess; in the process of work, he makes mistakes not only due to inattention, but primarily because he did not remember the rules for completing the task; does not notice mistakes, does not correct them either in the course of work or at the end of the lesson; after the signal about the end of the work does not show a desire to improve its quality; indifferent to the result. This level of self-regulation of the child is assessed with a score of "3".
IV. The child accepts only a small part of the instruction, but almost immediately loses it completely; writes sticks and dashes in random order; does not notice and does not correct errors; does not use time for checking at the end of the lesson; after the end signal, immediately leaves the work without attention; indifferent to the quality of the work performed. This level of self-regulation in the child's activity is assessed with a score of "2".
V. The child does not accept the task at all, moreover, he does not understand at all that some task has been set for him; at best, he catches from the instructions only that he needs to act with a pencil and paper; tries to do this by writing or painting the sheet, as it will, without recognizing either the margins or the lines on the sheet; there is no need to talk about self-regulation at the final stage of the lesson either. This level is rated with a score of "1".
Diagnosis of the formation of a general ability to learn
in children 6-7 years old.
Series 1 Method "Laying out the Christmas tree"
Working process
The child is shown a Christmas tree made up of three green triangles of different sizes glued onto a sheet of writing paper (large - 32 cm2, medium - 16 cm2, small - 8 cm2), "planted on the trunk" - a brown rectangle. The figurines are glued on subject to the following rules, which are not specifically mentioned to the child: 1) each figurine is assigned a strictly defined place; 2) the “trunk”-rectangle serves as the base for the Christmas tree; 3) in the direction from the trunk to the top, the triangles are glued in decreasing size; 4) in the direction from the top to the trunk - in increasing magnitude.
The child is told: “Take a good look at how this Christmas tree is composed, and make (compose) exactly the same Christmas tree on this sheet of paper. Here's some figurines and a piece of paper."
The child must make a Christmas tree under circumstances that somewhat complicate his actions: he was deliberately offered two sets of figures, each of which was identical to the one glued to the sheet, and it was necessary to fold only one Christmas tree: “Choose suitable ones from these figures, such as here, and do , they told him.
At the end of the work, the child is asked the following questions: 1) Do you like your work? 2) Why do you like (dislike) her? 3) Did you get exactly the same Christmas tree? 4) Why do you think so? 5) Tell me how to make such a Christmas tree: what rules should be followed?
Technique "Drawing flags"
Working process
Unlike the previous one, this task, in terms of complexity, is designed for the age of the group preparatory to school: it was not the sensory component that dominated, but the logical one; it required from the child more strenuous manual labor, albeit for a relatively short time - within 15 minutes, orientation on a sheet of paper lined in a box, hatching skills.
The child was asked to consider a sample task - colored flags were drawn on a double notebook sheet lined in a box, subject to the following rules: 1) the leg of the flag occupies three cells, the flag - two; 2) the distance between two adjacent flags is two cells; 3) the distance between the lines is two cells; 4) flags are drawn with alternating red and green colors; 5) the leg of the flag is brown.
Then he was given the following instructions: “Look, colored flags are drawn on this piece of paper. You have the same piece of paper, here are colored pencils. Draw on your piece of paper exactly the same flags as here. Look carefully at my work and do exactly the same. You can look at it while drawing, I won't remove it. Draw until I say, "That's enough, put down the pencil." Now draw!"
At the end of the work, as in the previous lesson, each child was asked the following questions: 1) Do you like your work? 2) Why do you like (dislike) her? 3) Did everything turn out the way it is shown here? 4) Why do you think so? 5) Tell me how to draw.
Method "Drawing a forester's house"
Working process
In front of the child is a sheet of paper, colored pencils. He is offered to draw a forester's house, they give the following instruction: “Draw a forester's house at the forest edge. The house is small, bright, it can be seen from afar. You can draw it however you want, but remember that you must draw it. Remember: 1) the roof of the house is red; 2) the house itself is yellow; 3) his door is blue; 4) there is a bench near the house, it is also blue; 5) in front of the house - two small Christmas trees; 6) one Christmas tree - behind the house. Around the house you can draw green grass and whatever you want.
The instruction is given twice, and then the child is offered to repeat it to himself and only after that start drawing. “Now draw!” the experimenter tells him. “When I say: “Put down the pencils, that’s enough,” you will stop drawing.”
The protocol records the features of the child's orientation to the task, attitude to it, features of inclusion in work, the sequence and nature of actions (indicative, working, controlling), behavioral features (attitude to the process of activity, questions, statements, corrections, additions, etc.). ), the quality of the result.
The features of children's verbalization of tasks are judged both by their practical actions and by a verbal report about them. In the course of the conversation, based on the results of the lesson, it turns out to what extent the child took into account the requirements of the instructions when assessing the result he achieved. He is asked the following questions and in this order: 1) Do you like your drawing? 2) Why do you like (dislike) him? 3) Do you have everything right, what was it necessary to draw? 4) Why do you think so? 5) Please repeat the task that was given to you. 6) Do you have everything drawn like that?
Method "Laying out geometric shapes"
Working process
Boxes with colored geometric figures were placed in front of the child: red and yellow circles, blue triangles. He was given the opportunity to examine the figurines, touch them, hold them in his hands. And then they put a sheet of paper in front of him and offered the following task: “Here are colored figures, figures and a sheet of paper in front of you. Listen to what you need to do. First, just listen, and then you will do the task. Need: on the right side of the sheet from top to bottom, put seven red circles under each other. Then, on the left side of the sheet, also from top to bottom under each other, put yellow circles - two less than red ones. Then, in the middle of the sheet, from top to bottom, put blue triangles under each other: there should be one more of them than yellow circles. The instruction was repeated twice.
From the instructions, the child had to memorize the sequence of actions, as well as the conditions for their implementation: 1) how many and what figures should be placed on the right side of the sheet; 2) the condition under which it is necessary to lay out the figures on the left side of the sheet and perform the first computational operation; 3) the condition under which it is necessary to lay out the figures in the middle of the sheet and perform the second computational operation.
Based on the given rules, draw up an element-by-element program of actions that involve the establishment of abstract relationships (“less by ...”, “more by ...”), as well as “play” it mentally up to obtaining an objectively given result for the subjects, especially for children with mental retardation, of course, it is difficult, and some of them are not able to do it at all.
Before the lesson, it turns out how the children are guided on a sheet of paper: they are asked to show its right and left sides, top, bottom, middle.
The protocol records the features of the child's actions and behavior (remarks, questions, pauses). The features of the child's verbalization of the task, awareness of the actions performed, the nature of the comparison of the result obtained with the task, and the assessment of one's own activity were clarified, as before, in the course of a special conversation. The child is asked the following questions: 1) What do you think, did you complete the task correctly? 2) Why do you think so? 3) How was the task to be completed? Tell. 4) Please repeat the task. 5) Check if you did it correctly?
Processing of results according to methods
Learning levels children
I level expresses the style of an active attitude to one's own activity, which has become to some extent familiar to the child. It is characterized by a stable positive emotional attitude to the cognitive task, a conscious desire for its correct solution. The latter is possible because the child is capable of verbalizing the task to the full extent offered to him and regardless of the form of presentation (objective, figurative, logical). In any case, he verbally programs the upcoming activity according to the methods of its implementation. The entire subsequent process of activity testifies to the subordination of this program: the child exercises verbal self-control over the course of its operational aspect. As a result of the work, he receives the given result, adequately, in a detailed verbal form, gives him an objective assessment based on comparison with the sample.
This level of formation of the general ability to learn, undoubtedly, contains a significant subjective potential of the child to master educational activities of the school type.
II level has its own specific features. Its most important feature is that there is still no style of an active attitude to one's own activity that is habitual for the child, although it is impossible not to see that this style lies in the zone of its proximal development. Tasks designed for optimal age opportunities are performed by him with the help of an adult, which consists mainly in some organization of his activities. In the absence of such, despite the presence of
fulfilling the task of the necessary knowledge, skills and abilities, the child's activity is not sufficiently purposeful, and therefore not of sufficient quality. The thing is that he has not formed more or less stable and in some way
degree habitual methods of self-control that could manifest themselves at the main stages of activity quite stably and regardless of external interference and obstacles.
Without a relatively stable positive emotional motivation for the cognitive task as such, a conscious desire for its correct solution (although one cannot deny that the child has a direct interest in the situation of presenting the task, and in some cases in its content), at the stage of orientation in the task, the child independently verbalizes only its general purpose. He does not program the activity before it begins according to the methods of execution. Awareness of the rules relating to the methods of activity, their verbalization occurs in him already in the process of activity, and the rules in the form of logical relations are verbalized by him with greater difficulty than the rules in the objective or figurative form.
The number and nature of mistakes made by the child in the process of work are directly dependent on the depth of his awareness of the rules of the task. In turn, the depth of awareness of these rules depends on how directly interesting the process of activity is for him. Otherwise, he needs additional incentives in the form of motivation, praise, encouragement from the outside. The encouragement of an adult is also the most important incentive for him to complete the activity, to obtain the desired result.
Achieving an objectively given result on the whole (under the conditions mentioned above), the child independently evaluates it, guided mainly by situational, subjective impressions. However, directing the child’s mind to the connection between the result he received and the rules for completing the task (“Tell me, how was it necessary to complete the task?”) Is enough for him to make an objective and verbally formalized assessment of the product of his labor.
So, based on the psychological specifics of level II, we can distinguish the following main areas in pedagogical work with children to form their general ability to assimilate knowledge: the formation of a stable positive emotional attitude to cognitive activity(to the cognitive task, the process of solving it, obtaining the correct result) as the most important motivating motive; the formation of full-fledged methods of self-control at all stages of activity, bringing them to the level of independent, folded (in terms of inner speech) verbal self-regulation.
III level psychologically expresses a significant lag of children both from the optimal age indicators for all structural components of the general ability to learn, and from the indicators of the previous (II) level. For such children, only the organizing help of an adult is not enough to complete experimental tasks. In this case, they do not get the desired result.
The behavior of children in the process of completing an adult's task can basically be characterized as reactive: in the proposed content, the task does not arise before them; not realizing the task, children, of course, do not strive to obtain an objectively given result; they do not program the upcoming activity in verbal form. However, in the process of activity, they nevertheless show a pronounced dependence on the common goal set for them, as well as some dependence on individual rules for its implementation (conscious or unconscious), mainly sensory. Task rules that determine the relationship between one or another of its elements (in the subject, figurative, logical forms), children are not aware (not verbalized) and in the process of activity.
In other words, due to the lack of general development: the poverty of the stock of knowledge, the lack of their elementary systematization, the inaccessibility of given mental operations without direct reliance on objective actions (in terms of general ideas and simple everyday concepts), the lag in the development of speech functions of generalization and regulation - the predominant most of our assignments are inaccessible to these children at the initial stage of their study.
Based on individual conscious task rules, children at this level try to control and evaluate some of their practical actions, but in general they show a very characteristic picture of the lack of verbal self-regulation at all stages of activity, including the evaluation of the result: not getting an objectively given result, they believe that the task they did it right.
Correctional and pedagogical work with these children is quite real; it should be built on the basis of taking into account the negative and positive features of the formation of each structural component of the general ability to learn, and their entire complex as a whole, characteristic of this level.
IV level psychologically expresses an even more significant lag of children from the optimal age indicators in the formation of a general ability to learn. Their behavior in the task situation is even more reactive. The child accepts the general goal of only those tasks that can be carried out purely practically (at the level of manual action: draw flags, lay out pictures, figures, etc.). But even in these cases, the general goal is not verbalized by him as the goal of the task, which must “be performed subject to certain rules. In this sense, the content of the task is completely inaccessible to the child.
In the process of practical actions, children show dependence only on the general goal of the activity. Not getting the desired result, they are not able to critically evaluate their work even to the smallest extent - they believe that the adult's task was completed correctly.
On the Level V the child cannot accept even the most general target setting of activity from the instruction of an adult. He catches from it only a form of activity - to draw, lay out, etc., but not what needs to be done, and even more so, not how to do it. The child acts with the material as he wants himself. The result of his work and the given pattern of activity do not have the slightest resemblance, but the child does not notice this. He experiences a sense of pleasure already from the fact that he somehow expresses himself.
Questionnaire for parents of first graders
(Afanasyeva E.I., Bityanova M.R., Vasilyeva N.L.)
Dear parents! Please answer the questions below. Underline the option that seems best to you for your child.
Surname, name of the child ______________________________________________
1. Does the child go to school willingly?
Reluctant (YES)
Without special desire (ACA)
Willingly, gladly (A)
Difficult to answer
2. Has he fully adapted to the school regime? Does he take for granted the new routine?
Not yet (YES)
Not Quite (ACA)
Mostly yes (A)
Difficult to answer
3. Does the child experience his academic successes and failures?
Rather no than yes (YES)
Not Quite (ACA)
Basically, yes (A)
Difficult to answer
4. Does your child often share school experiences with you?
Sometimes (ACA)
Quite often (A)
Difficult to answer
5. What is the predominant emotional character of these impressions?
Mostly negative impressions (YES)
Positive and negative approximately equally (VDA)
Mostly positive impressions (A)
6. How much time, on average, does a child spend daily on homework?
-______________________________________________ (specify specific number)
7. Does your child need your help with homework?
Quite often (YES)
Sometimes (ACA)
Doesn't need help (A)
Difficult to answer
8. How does the child overcome difficulties at work?
Fails immediately before difficulties (YES)
Asking for help (ACA)
Tries to overcome on his own, but may retreat (ACA)
Persistent in overcoming difficulties (A)
Difficult to answer
9. Is the child able to check his own work, find and correct mistakes?
Can't do it on his own (YES)
Sometimes it can (ACA)
Maybe if he is encouraged to do so (A)
Usually can (A)
I find it difficult to answer.
10. Does the child often complain about classmates, take offense at them?
Quite often (YES)
Happens, but rarely (ACA)
It almost never happens (A)
Difficult to answer
11. Does the child cope with the study load without overexertion?
Rather no than yes (ACA)
More likely yes than no (A)
Difficult to answer
Results processing
( Psychological and pedagogical characteristics of schoolchildren, Questionnaire for parents of first graders )
ACA- possible maladjustment;
YES- pronounced maladjustment.
Questions 1-5, 10 - motivational sphere, emotional experiences of the child
Questions 7-9 - learning activities
11-general psychophysical state of the child.
Psychological and pedagogical status of a first-grader
| Parameters psychological and pedagogical status | Psychological and pedagogical requirements for the content of the status of students in grade 1 |
| Cognitive area: 1.1 Arbitrariness mental processes | High level of learning activity, independence Ability to independently plan, implement and control results learning activities Performing educational actions according to the model and the rule Maintaining focus on the learning task The presence of one's own efforts to overcome difficulties in solving a learning problem |
| 1.2 The level of development of thinking | A high level of development of visual-figurative thinking: isolating the essential properties and relations of objects, using diagrams, the ability to generalize the properties of objects. The initial level of development of logical thinking: the ability to draw conclusions and conclusions based on the available data |
| 1.3 Formation of the most important learning activities | The ability to highlight learning task and turn it into a goal Formation of the internal plan of mental actions |
| 1.4 Level of speech development | Understanding the meaning of the text and simple concepts Using speech as a tool for thinking (possession of complex structures in oral speech) |
| 1.5 Level of development of fine motor skills | The ability to complex motor activity in teaching writing and drawing |
| 1.6 Mental performance and pace of mental activity | Ability to work with concentration for 15-20 minutes Maintaining satisfactory performance throughout the school day Ability to work at the same pace with the whole class |
| Features of communication and behavior with peers 2.1. Interaction with peers | Possession of techniques and skills for effective interpersonal communication with peers: establishing friendly relations, readiness for collective forms of activity, ability to resolve conflicts peacefully |
| 2.2 Interaction with teachers | Establishing adequate role-playing relationships with teachers in the classroom and outside the classroom Showing respect for the teacher |
| 2.3 Compliance with social and ethical standards | Adoption and implementation of school and generally accepted norms of behavior and communication |
| 2.4 Behavioral self-regulation | Arbitrary regulation of behavior and natural motor activity in educational and other situations of intraschool interaction Controlling involuntary emotions and desires Ability to behave responsibly (within the age requirements) |
| 2.5. Activity and autonomy of behavior | Activity and independence in cognitive and social activities |
| Features of the motivational and personal sphere: 3.1. The presence and nature of learning motivation | Desire to learn, go to school The presence of a cognitive or social motive for learning |
| 3.2 Sustainable emotional condition at school | The absence of expressed contradictions between: Requirements of the school (teacher) and parents The requirements of adults and the capabilities of the child |
| Features of the system of relations of the student to another and to himself: 4.1. Relationships with peers | Emotionally positive perception by the child of the system of his relations with peers |
| 4.2. Relationships with educators | Emotionally positive perception by the child of the system of his relations with teachers and educators |
| 4.3 Attitude towards significant activities | Emotionally positive perception of school and learning |
| 4.4. Attitude towards yourself | Sustained positive self-esteem |
Questionnaire for the teacher primary school
(L.M. Kovaleva)
1. Parents have completely withdrawn from education, they almost never go to school.
2. When entering school, the child did not possess elementary learning skills (he could not count, did not know letters, etc.).
3. Does not know much of what most children of his age know (for example, days of the week, seasons, fairy tales, etc.).
4. Poorly developed small muscles of the hands (difficulties with writing, uneven letters, tremor, etc.).
5. He writes with his right hand, but according to his parents he is a retrained left-hander.
6. Writes with his left hand.
7. Moves his arms aimlessly.
8. Frequent blinking.
9. Sucks a finger or a pen.
10. Sometimes he stutters.
11. Biting his nails.
12. The child has a fragile physique, small stature.
13. The child is clearly "home", needs a friendly atmosphere, loves to be petted and hugged.
14. He loves to play very much, he even plays in the lessons.
15. It seems that he is younger than other children, although he is the same age as them.
16. Infantile speech, reminiscent of the speech of a 4-5 year old child.
17. Excessively restless in class.
18. Quickly comes to terms with failures.
19. Likes noisy, active games at recess.
20. Cannot concentrate on one task for a long time, always tries to do it faster, not caring about quality.
21. After an interesting game, a sports break, it is impossible to set him up for serious work.
22. Long experiences failure.
23. With an unexpected question, the teacher often gets lost. Given time to think, he can answer well.
24. Performs any task for a very long time.
25. He performs homework much better than classwork (the difference is very significant, more than that of other children).
26. It takes a very long time to change from one activity to another.
27. Often cannot repeat the simplest material after the teacher, while demonstrating an excellent memory when it comes to things of interest to him (for example, he knows the brands of cars, but cannot repeat the simplest rule).
28. Requires constant attention from the teacher. Almost everything is done only after a personal appeal: “Write!” etc.
29. Makes many mistakes when copying.
30. To distract him from the task, the slightest reason is enough: the door creaked, something fell, etc.
31. Brings toys to school and plays in class.
32. Never does anything in excess of the minimum: does not seek to learn something, to tell.
33. Parents complain that they hardly seat him for lessons.
34. It seems that he feels bad in the lessons, comes to life only at breaks.
35. Doesn't like any efforts, if something doesn't work out, he quits, looking for some excuses: his arm hurts, etc.
36. Not quite a healthy look (pale, thin).
37. By the end of the lesson, he works worse, is often distracted, sits with an absent look.
38. If something does not work out, gets irritated, cries.
39. Doesn't work well with limited time. If you rush him, he can completely “turn off”, quit work.
40. Often complains of fatigue, headache.
41. Almost never answers correctly if the question is posed in a non-standard way, requires intelligence.
42. Answers become better if there is a reliance on some external objects (counts fingers, etc.).
43. After an explanation, the teacher cannot perform a similar task.
44. It is difficult to apply previously learned concepts and skills when the teacher explains new material.
45. Often answers not to the point, cannot single out the main thing.
46. It seems that it is difficult for him to understand the explanation, since he has not formed basic skills, concepts.
Answer form
7 8 9 10 11 NS
12 13 14 15 16 I
17 18 19 20 21 GS
22 23 24 25 26 INS
27 28 29 30 NA
31 32 33 34 35 NM
36 37 38 39 40 AC
41 42 43 44 45 46 NID
Results processing:
When working with the questionnaire, the teacher on the answer sheet crosses out the numbers that describe fragments of behavior that are characteristic of a particular child. The sheet is divided by a vertical line. If the number of the crossed-out fragment is to the left of the line, one point is counted during processing, if it is to the right, 2 points. The maximum possible score is 70. The coefficient of disadaptation is calculated by the formula
K \u003d __n * 100%, where n is the number of points scored by the child.
1. An indicator of up to 14% is normal, it does not make it possible to talk about any trouble in the child. This is a group of well adapted children.
Children are well prepared, have a wide range of cognitive interests, are sociable, cheerful, friendly, easily come into contact with both peers and adults; happy to answer in class. These qualities allow them to feel their success from the first days, which further increases their educational motivation (51% of children).
2. An indicator from 15% to 30% indicates an average degree of maladaptation.
Children differ in some uneven development. For example, with high rates of development of thinking, arbitrariness of behavior suffers, infantilism manifests itself. In the classroom, they are distracted, so they do not have time to complete tasks, respond in time, require the constant attention of the teacher. By the end of the year, they are normally adjusted.
These can also be shy children who have not attended preschool and are hard to get used to new people. The friendly, tactful attitude of the teacher helps in their adaptation. In this group there may be children with poor development of motor skills with good development of oral speech and thinking; slow children (25% of children).
3. An indicator of more than 30% is a serious degree of maladjustment. These children can be classified as a "risk group" (24% of children).
4. The indicator is more than 40% - maladjustment.
Children may have multiple disorders. The work of a teacher with parents, the help of a speech therapist or psychoneurologist and other specialists is necessary.
Legend:
RO-parental relationship.
NGSh - unpreparedness for school.
L is left-handed.
NS - neurotic symptoms.
I- infantilism.
HS-hyperkinetic syndrome.
INS is the inertia of the nervous system.
NP - missing arbitrariness of mental functions.
NM - low motivation of educational activity.
AS - asthenic syndrome.
NID - violations of intellectual activity.
Career guidance program at school
This program is designed for 16 academic hours, of which 12 classroom hours, for independent work(homework) - 4 hours.
Areas of work:
Theoretical training (informing, educational work).
Testing (identification of professional inclinations, personal characteristics, etc.).
Practical training (formation and training of skills, abilities, abilities).
Counseling (group, individual).
Number of hours
Lesson Topics
3
to a s 3
Total
Classroom classes
self5 work
Section 1. Person and profession
Topic 1.1. Professional self-determination
1
1
-
Topic 1.2. Abilities, interests, needs and professional suitability
1
1
-
Topic 1.3. Compliance with individual psychological features person of the chosen profession
1
1
-
Topic 1.4. Classification of professions. Job requirements for a person
1
1
-
Topic 1.5. The nature of the profession - professiogram
2
1
1
Section 2. Designing an image of a future career
Topic 2.1. Identification of professional predisposition
2
1
1
Topic 2.2. Assessment of the realism of the chosen professional path
1
1
-
Topic 2.3. Definition of primary and alternative career paths
1
1
-
Topic 2.4. Awareness of the image of a career and acceptance of responsibility for it
2
1
1
Section 3. The path of becoming a professional
Topic 3.1. Obstacles on the way to professional goals and ways to overcome them
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Topic 3.2. Business conversation as a factor contributing to the development of professional success
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Topic 3.3. Level of self-presentation and professional dynamics
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Total
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Target: revealing the level of attention and self-control.
Estimated UUDs: regulatory control actions (planning).
Grading method: frontal written survey.
Instruction: Read the text, check it, correct the mistakes.
Evaluation criteria: the number of missed errors is counted. The researcher should pay attention to the number of missed errors: omission of words in a sentence, letters in a word, substitution of letters, continuous spelling of a word with a preposition, semantic errors, etc.
Attention levels:
0-2 missed errors - high level of attention.
3-4 - average level of attention;
More than 5 - low level of attention.
Text
There are a lot of carrots in the garden. They didn’t breed near Moscow, but now they breed. Vanya ran across the field, but suddenly stopped. There were a lot of eggs on the Christmas tree. Hunter in the evening from hunting. Rai's grades are good. The children were playing in the playground. The boy raced on a horse. A grasshopper chirps in the grass. In winter, an apple tree bloomed in the garden.
3. Methodology "Studying self-regulation" (according to U.V. Ul'enkova) Target: determination of the level of formation of self-regulation in intellectual activity. Equipment: a sample with the image of sticks and dashes (/-//-///-/) on a notebook sheet in a ruler, a simple pencil. Research order . The subject is offered to write sticks and dashes in a ruler for 15 minutes on a notebook sheet as shown in the sample, while observing the rules: write sticks and dashes in a certain sequence, do not write in the margins, correctly transfer characters from one line to another , write not on each line, but through one. In the protocol, the experimenter fixes how the task is accepted and performed - completely, partially or not accepted, not performed at all. It also fixes the quality of self-control in the course of performing the task (the nature of the mistakes made, the reaction to errors, i.e. notices or does not notice, corrects or does not correct them), the quality of self-control in evaluating the results of activities (it tries to thoroughly check and checks, is limited to a cursory view, generally does not review the work, but gives it to the experimenter immediately upon completion). The study is carried out individually. Processing and analysis of results. The level of formation of self-regulation in intellectual activity is determined. This is one of the components of the general ability to learn. 1 level The child accepts the task completely, in all components, keeps the goal until the end of the lesson; works with concentration, without being distracted, approximately at the same pace; works mostly accurately, if it makes some errors, then during the check it notices and independently eliminates them; not in a hurry to hand over the work immediately, but once again checks what is written, makes corrections if necessary, does everything possible so that the work is done not only correctly, but also looks neat and beautiful. 2 level The child accepts the task completely, keeps the goal until the end of the lesson; makes a few mistakes in the course of work, but does not notice and does not independently eliminate them; does not eliminate errors and in the time specially allotted for checking at the end of the lesson, is limited to a cursory review of what was written, he does not care about the quality of the work, although he has a general desire to get a good result. 3 level The child accepts the goal of the task in part and cannot keep it in its entirety until the end of the lesson; therefore writes signs randomly; in the process of work, he makes mistakes not only because of inattention, but also because he did not remember some rules or forgot them; does not notice his mistakes, does not correct them either in the course of work or at the end of the lesson; at the end of the work does not show a desire to improve its quality; generally indifferent to the result. 4th level The child accepts a very small part of the goal, but loses it almost immediately; writes characters in random order; does not notice and does not correct mistakes, does not use the time allotted for checking the completion of the task at the end of the lesson; at the end immediately leaves the work without attention; indifferent to the quality of the work done. 5th level The child does not accept the task at all in terms of content, moreover, more often he does not understand at all that some kind of task has been set for him; at best, he catches from the instructions only that he needs to act with a pencil and paper, tries to do this by writing or painting the sheet as it turns out, while not recognizing either margins or lines; it is not even necessary to talk about self-regulation at the final stage of the lesson.4. Tasks from various subject areas. For example: Arrange the order of actions and write in the missing numbers (Istomina N.B. Mathematics: a workbook for a textbook for grade 3 general educational institutions. In 2 hours, Part 2. - Smolensk: Association 21st century, 2010. Consider a table with numerical write down the names of volcanoes in descending order of their height.(Matveeva N.V. Informatics and ICT: workbook for grade 3. Part 2. - M .: BINOM. Knowledge Lab, 2010Cognitive UUD
1. Methodology "Logical tasks"
The technique was developed by A. 3. Zak and is intended for diagnosing the level of formation theoretical analysis and internal action plan junior schoolchildren. The results of the study make it possible to establish the degree of development of the theoretical method of solving problems in general, to draw a conclusion about the features of the formation in a child of such an intellectual skill as reasoning, that is, how a child can draw conclusions based on the conditions that are offered to him as initial ones, without attracting other considerations related to the situational rather than the content side of the conditions.
The technique can have both individual and frontal use.
Estimated running time: 30-35 minutes.
Instructions to the examinees:
"You are given sheets with the conditions of 22 problems. Look at them. The first four problems are simple: to solve them, it is enough to read the condition, think and write in the answer the name of only one person, the one who, in your opinion, will be the funniest, strongest or the fastest of those mentioned in the problem.
Now look at problems 5 to 10. They use artificial words, meaningless letter combinations. They replace our usual words. In problems 5 and 6, meaningless letter combinations (for example, naee) denote words such as more fun, faster, stronger, etc. In problems 7 and 8, artificial words replace ordinary people's names, and in problems 9 and 10 they replace everything. When you solve these six problems, you can "in your mind" (to yourself) substitute clear, ordinary words for meaningless words. But in the answers of tasks 7 to 10, you need to write a meaningless word that replaces the name of a person.
Next come problems 11 and 12. These problems are "fabulous", because they tell something strange, unusual about animals known to all of us. These tasks must be solved using only the information about animals that is given in the condition of the tasks.
In problems 13 to 16, you need to write one name in the answer, and in problems 17 and 18 - whoever thinks it is correct: either one name or two. In problems 19 and 20, it is mandatory to write only two names in the answer, and in the last two problems - 21 and 22 - three names, even if one of the names is repeated.
Presentation tasks:
1. Tolya is more fun than Katya. Katya is more cheerful than Alik. Who is the funniest of all?
2. Sasha is stronger than Vera. Faith is stronger than Lisa. Who is the weakest of all?
3. Misha is darker than Kolya. Misha is lighter than Vova. Who is the darkest of all?
4. Faith is harder than Katya. Faith is easier than Olya. Who is the lightest?
5. Katya is more than Lisa. Lisa is more than Lena. Who is on it all?
6. Kohl tprk than Dima. Dima tprk than Borya. Who is everyone?
7. Prsn is more fun than ldvk. Prsn is sadder than Qvshr. Who is the saddest of all?
8. Vsnk is weaker than Rpnt. Snp is stronger than Sptv. Who is the weakest of all?
9. Mprn is better than Nvrk. Nvrk is smaller than Gshds. Who is the best of all?
10. Vshfp klmn than Dvts. Dvts klmn than Pnchb. Who is the klmn of all?
11. A dog is lighter than a beetle. A dog is heavier than an elephant. Who is the lightest?
12. A horse is lower than a fly. The horse is taller than the giraffe. Who is the highest?
13. Popov is 68 years younger than Bobrov. Popov is 2 years older than Semyonov. Who is the youngest?
14. Utkin is 3 kg lighter than Gusev. Utkin is 74 kg heavier than Komarov. Who is the heaviest of all?
15. Masha is much weaker than Lisa. Masha is a little stronger than Nina. Who is the weakest of all?
16. Vera is a little darker than Lyuba. Vera is a little darker than Katya. Who is the darkest of all?
17. Petya is slower than Kolya. Vova is faster than Petya. Who quickly?
18. Sasha is heavier than Misha. Dima is easier than Sasha. Who is easier?
19. Vera is more fun than Katya, and easier than Masha. Vera is sadder than Masha, and harder than Katya. Who is the saddest and the heaviest?
20. Rita is darker than Lisa and younger than Nina. Rita is lighter than Nina and older than Lisa. Who is the darkest and youngest?
21. Julia is more fun than Asya. Asya is lighter than Sonya. Sonya is stronger than Yulia. Julia is heavier than Sonya. Sonya is sadder than Asya. Asya is weaker than Yulia. Who is the funniest, the lightest and the strongest?
22. Tolya is darker than Misha. Misha is younger than Vova. Vova is lower than Tolya. Tolya is older than Vova. Vova is lighter than Misha. Misha is taller than Tolya. Who is the lightest, who is the oldest and who is the tallest?
Right answers:
1. Tolya.
2. Lisa.
3. Vova.
4. Katya.
5. Katya.
6. Kohl.
7. Ldvk.
8. Sptv.
9. Mprn.
10. Vshfp.
11. Elephant.
12. Fly.
13. Semenov.
14. Gusev.
15. Nina.
16. Faith.
17. Kolya and Vova.
18. Dima and Misha.
19. Katya, Masha.
20. Nina, Lisa.
21. Julia, Asya, Sonya.
22. Vova, Tolya, Misha.
Research results
1. The level of development of the ability to understand the learning task
Correctly solved 11 problems and more - a high level.
From 5 to 10 tasks - the average level.
Less than 5 tasks - low level.
2. The level of development of the ability to plan their actions.
Correctly solved all 22 tasks - a high level.
The last 4 (i.e. 18-22) are not solved - the average level.
Less than 10 tasks - low level.
Only tasks 1 and 2 have been solved - the child is able to act "in the mind" to a minimum extent.
Only the first task has been solved - he does not know how to plan his actions, he finds it difficult even to replace in his "mind" the given ratio of quantities by the inverse, for example, the ratio "more" to the ratio "less".
3. The level of development of the ability to analyze the conditions of the problem.
16 tasks and more were correctly solved, including tasks from 5 to 16, - a high level of development.
Problems from 5 to 16 are solved partially (half or more) - the average level.
Tasks from 5 to 16 are not solved - a low level of development, the child is not able to distinguish the structural commonality of the task, its logical connections.
3. Method "Finding schemes for tasks"
(according to A.N. Ryabinkina)
Target: determination of the student's ability to distinguish the type of task and
way to solve it.
modeling, cognitive logical and sign-symbolic actions.
Age: 7-9 years old.
Grading method: frontal survey or individual work with children.
Task description: the student is asked to find the appropriate diagram (Fig. 4, 5) for each task. In schemes
numbers are marked with letters. The following tasks are proposed:
1. Misha made 6 flags, and Kolya made 3 flags more. How many flags did Kolya make?
2. There are 4 books on one shelf and 7 more books on the other. How many books are on the two shelves?
3. At one stop, 5 people got off the bus, and at
the other 4 people came out. How many people got off the bus at two stops?
4. 10 athletes started the cycling race. During the competition, 3 athletes left the start. How many cyclists came to the finish line?
5. There are 12 stamps in the first album, 8 stamps in the second.
How many stamps are in two albums?
6. Masha found 7 chanterelles, and Tanya found 3 more chanterelles. How many mushrooms did Tanya find?
7. The bunny had 11 carrots. He ate 5 carrots in the morning. How many carrots does the bunny have for lunch?
8. 5 tulips grew on the first flower bed, on the second - on
4 more tulips than on the first one. How many tulips grew in two flower beds?
9. Lena has 15 notebooks. She gave 3 notebooks to her brother, and
they became equal number of notebooks. How many notebooks did your brother have?
10. There were 8 cars in the first garage. When 2 cars moved from it to the second garage, there were cars in the garages
equally. How many cars were in the second garage?
Evaluation criteria: the ability to highlight the structure of the task - the semantic units of the text and the relationship between them;
find a solution; correlate the elements of the schemes with the components of the tasks - the semantic units of the text; conduct a logical and quantitative analysis of the scheme.
Formation levels:
1. They do not know how to highlight the structure of the task; do not identify a schema appropriate for the task.
2. They highlight the semantic units of the text of the task, but find in these schemes their parts corresponding to the semantic
units.
3. They single out the semantic units of the text of the task, the relationships between them and find among these schemes the corresponding structure of the task.
Communicative UUD
1. Method "Carpet"
Target: studying the level of formation of the skills of group interaction of students in the situation of the presented educational task.
It is carried out collectively at the lesson of artistic work. Conducting at school hours is due to the fact that in the lesson, children most adequately take on the social role of a “student” and feel responsible for completing a certain task.
The teacher divides the children into 4 arbitrary teams that work at separate tables. On each table there are exactly the same set of various figures made of colored paper. This allows you to create equal working conditions for all groups.
Next, each team is invited to make one, common carpet. At the same time, the teacher demonstrates samples of several finished carpets. Based on the analysis of these samples, collectively with children, common features of any carpet, which at the same time for students are the rules for performing work and means of control:
a) the presence of a central pattern;
b) the same design of the corners;
c) symmetrical arrangement of parts relative to the center. (Children get acquainted with the concept of symmetry in an accessible form in previous lessons in mathematics and design.)
Instruction: “In order to make the same beautiful carpets, you need to work together and harmoniously.”
The success of joint activities depends on how skillfully children can organize themselves, distribute responsibilities and agree among themselves. The execution time is the same for everyone.
At the end of the work, an exhibition of carpets is organized, during which children analyze their activities. A group discussion is held, the purpose of which is the organization of a reflexive and meaningful analysis of joint action. Teams discuss what worked and what didn't work, and the degree to which their product is fit for purpose.
2. The task "The road to the house" (modified version of the method
"Architect-builder")
Target: identification of the level of formation of action on
transfer of information and display of the subject content and conditions of activity.
Assessed universal learning activities: communicative and speech actions.
Age: 8-10 years old.
Grading method: observation of the process of joint activity of students in pairs and analysis of the result.
Task description: two children are seated opposite each other
friend at a table partitioned off by a screen (screen). to one
give a card with a line depicting the path to the house (Fig. 6, but),
to another - a card with landmarks-points (Fig. 6, b). The first child tells how to go to the house. The second tries to draw a line - the road to the house - according to his instructions.
He is allowed to ask any questions, but he is not allowed to look
on a road map. After completing the task, the children change roles, outlining a new path to the house.
(Fig. 6, in).
Evaluation criteria:
The productivity of joint activities is assessed
according to the degree of similarity of the drawn tracks with the samples;
The ability to build statements that are understandable for the partner, taking into account what he knows and sees and what he does not; in this case, it is sufficient to accurately, consistently and fully indicate the landmarks of the road trajectory;
The ability to ask questions in order to obtain the necessary information from a partner in activities with their help;
Methods of mutual control in the course of performing activities and mutual assistance;
Emotional attitude to joint activities:
positive (they work with pleasure and interest), neutral (they interact with each other out of necessity), negative.
Assessment levels:
1. Low level: patterns not built or not similar to
samples; instructions do not contain the necessary guidelines or
worded incomprehensibly; questions are not to the point or are formulated incomprehensibly for the partner.
2. Average level : there is at least a partial resemblance
patterns with samples; instructions reflect part of the necessary
landmarks; questions and answers are worded vaguely and
allow to obtain the missing information only in part; a partial understanding is reached.
3. High level: patterns match the samples; in the process of active dialogue, children reach mutual understanding and
exchange necessary and sufficient information to build patterns, in particular indicate the numbers of rows and columns of points through which the road runs; at the end, on their own initiative, they compare the result (the drawn road) with the sample.
3. "Dealing with situations"(adapted version of the projective technique of René Gilles).
Target: identification of the stability of the child's aggressive style of behavior, the type of reaction to frustration (intermediate diagnosis).
Children are offered the situation:
A classmate called you an offensive word. How will you act in this situation? Write.
For students who find it difficult to answer, the teacher can give an oral comment to possible option response: cry, push, call names, go complain, be offended, remain silent, and others.
Data processing.(a group of students with an aggressive style of behavior) allows you to identify children with persistent aggressive behavior in conflict situations.
The type of response to frustration is defined as follows:
a) active-aggressive (decisions to “shout”, “call names”, “get angry”, “beat” and the like),
b) passive-passive (“cry”, take offense, “puff up” and the like),
c) neutral, indifferent ("do not say anything", "do nothing", "shrug" and the like).
Date added: 2016-11-18
The child is shown a Christmas tree made up of three green triangles of different sizes glued onto a sheet of writing paper (large - 32 cm2, medium - 16 cm2, small - 8 cm2), "planted on the trunk" - a brown rectangle. The figurines are glued on subject to the following rules, which are not specifically mentioned to the child: 1) each figurine is assigned a strictly defined place; 2) the “trunk”-rectangle serves as the base for the Christmas tree; 3) in the direction from the trunk to the top, the triangles are glued in decreasing size; 4) in the direction from the top to the trunk - in increasing magnitude.
The child is told: “Take a good look at how this Christmas tree is composed, and make (compose) exactly the same Christmas tree on this sheet of paper. Here's some figurines and a piece of paper."
The child should make a Christmas tree under circumstances that somewhat complicate his actions: he was deliberately offered two sets of figures, each of which was identical to the one glued to the sheet, and it was necessary to fold only one Christmas tree: “Choose suitable ones from these figures, such as here, and do , they told him.
At the end of the work, the child is asked the following questions: 1) Do you like your work? 2) Why do you like (dislike) her? 3) Did you get exactly the same Christmas tree? 4) Why do you think so? 5) Tell me how to make such a Christmas tree: what rules should be followed?
Series 2
Technique "Drawing flags"
Working process
Unlike the previous one, this task, in terms of complexity, is designed for the age of the group preparatory to school: it was not the sensory component that dominated, but the logical one; it required from the child more strenuous manual labor, albeit for a relatively short time - within 15 minutes, orientation on a sheet of paper lined in a box, hatching skills.
The child was asked to consider a sample task - colored flags were drawn on a double notebook sheet lined in a box, subject to the following rules: 1) the leg of the flag occupies three cells, the flag - two; 2) the distance between two adjacent flags is two cells; 3) the distance between the lines is two cells; 4) flags are drawn with alternating red and green colors; 5) the leg of the flag is brown.
Then he was given the following instructions: “Look, colored flags are drawn on this piece of paper. You have the same piece of paper, here are colored pencils. Draw on your piece of paper exactly the same flags as here. Look carefully at my work and do exactly the same. You can look at it while drawing, I won't remove it. Draw until I say, "That's enough, put down the pencil." Now draw!"
At the end of the work, as in the previous lesson, each child was asked the following questions: 1) Do you like your work? 2) Why do you like (dislike) her? 3) Did everything turn out the way it is shown here? 4) Why do you think so? 5) Tell me how to draw.
Methodology "Drawing a forester's house" Progress of work
In front of the child is a sheet of paper, colored pencils. He is offered to draw a forester's house, they give the following instruction: “Draw a forester's house at the forest edge. The house is small, bright, it can be seen from afar. You can draw it however you want, but remember that you must draw it. Remember: 1) the roof of the house is red; 2) the house itself is yellow; 3) his door is blue; 4) there is a bench near the house, it is also blue; 5) in front of the house - two small Christmas trees; 6) one Christmas tree - behind the house. Around the house you can draw green grass and whatever you want.
The instruction is given twice, and then the child is offered to repeat it to himself and only after that start drawing. “Now draw!” the experimenter tells him. “When I say: “Put down the pencils, that’s enough,” you will stop drawing.”
The protocol records the features of the child's orientation to the task, attitude to it, features of inclusion in work, the sequence and nature of actions (indicative, working, controlling), behavioral features (attitude to the process of activity, questions, statements, corrections, additions, etc.). ), the quality of the result.
The features of children's verbalization of tasks are judged both by their practical actions and by a verbal report about them. In the course of the conversation, based on the results of the lesson, it turns out to what extent the child took into account the requirements of the instructions when assessing the result he achieved. He is asked the following questions and in this order: 1) Do you like your drawing? 2) Why do you like (dislike) him? 3) Do you have everything right, what was it necessary to draw? 4) Why do you think so? 5) Please repeat the task that was given to you. 6) Do you have everything drawn like that?