CHILDREN'S
PRACTICAL
PSYCHOLOGY
_______________________________________
edited by
Professor T.D. Marcinkovskaya
______________________________________
education Russian Federation
as a textbook for students
higher education institutions studying
in pedagogical specialties
UDC 159.922.7 (075.8)
D38
Reviewers:I.V. Dubrovin;
, Doctor of Psychology Corresponding Member of the Russian Academy of Education M.Yu. Kondratiev
T.D. Marcinkovskaya, - ch. 1, 3;
Candidate of Psychological Sciences Associate Professor E.I. Izotova - ch. 2, 4;
candidate of psychological sciences professor T.N. Happy - ch. 5;
candidate of psychological sciences E.A. Kalyagin;,
doctor of psychological sciences professor E.O. Smirnova - ch. 6
Children's practical psychology: Textbook / Ed.
D38 prof. T.D. Martsinkovskaya. - M.: Gardariki, 2000. - 255 p.
ISBN 5-8297-0038-7
In accordance with the state educational standard of higher vocational education the history of child practical psychology, the organization of psychological service in a children's preschool institution, and the features of the mental development of preschool children are considered. Reflected different sides work of child psychologists: diagnosis and correction of children's mental development, communication with teachers and parents, paperwork and workplace.
For students of psychological and pedagogical universities and colleges, practical psychologists working in educational institutions.
UDC 159.922.7 (075.8)
BBK88.8
A fragment of the picture was used in the cover design
Balthus "Children" (19S37)
ISBN 5-8297-0038-7 © Gardariki, 2000
D38 1
FOREWORD 5
HISTORY OF CHILD PRACTICAL PSYCHOLOGY 6
CHAPTER 1 6
1.1. Formation of child practical psychology and pedology 6
1.2. The formation of child practical psychology in Russia 10
1.3. The development of practical psychology and pedology in the 20-30s. fourteen
Questions and tasks 20
ORGANIZATION OF PSYCHOLOGICAL SERVICE 20
IN CHILDREN'S PRESCHOOL INSTITUTION 20
CHAPTER 2 20
2.1. Psychological room 21
2.2. Psychological toolkit 23
2.3. Normative documentation of a child practical psychologist 26
2.4. Special documentation 26
2.5. Organizational and methodological documentation 29
Questions and tasks 32
Features of the mental development of preschool children 33
Chapter 3 33
3.1. Mental characteristics of children during the neonatal period and infancy 33
3.2. Mental characteristics of young children 36
3.3. Features of mental development in pre school age 39
3.4. General approaches to diagnosing the mental development of children 45
Questions and tasks 47
DIRECTIONS OF PROFESSIONAL ACTIVITY OF A PRACTICAL PSYCHOLOGIST IN THE CONDITIONS OF A CHILDREN'S PRESCHOOL INSTITUTION 47
CHAPTER 4 47
4.1. Psychodiagnostics 47
4.2. Psychological correction and psychoprophylaxis of deviations and disorders in the development of the child 57
4.3. Psychological counseling and education 60
4.4. Psychological support of the pedagogical process 62
Questions and tasks 67
MENTAL DEPRIVATION AND ITS IMPACT ON THE DEVELOPMENT OF CHILDREN IN THE FIRST YEARS OF LIFE 69
CHAPTER 5 69
5.1. Terminology 69
5.2. Features of deprivation of mental development in infancy 70
5.3. Features of deprivation of mental development at an early age 72
5.4. Features of deprivation of psychological development in preschool age 76
Questions and tasks 81
CORRECTIONAL GAMES AND ACTIVITIES FOR CHILDREN WITH DIFFICULTIES IN COMMUNICATION 81
CHAPTER 6. 81
Questions and tasks 89
LITERATURE 89
GLOSSARY OF TERMS 93
APPENDICES 95
Annex 1 96
Forms of psychological conclusions 96
Appendix 2 100
Correctional and diagnostic protocols 100
events 100
Appendix 3 101
Journal of Psychological Inquiries 101
Annex 4 101
Psychological Inquiry Form 101
Appendix 5 101
Work plan of a practical psychologist in a preschool institution 101
Appendix 6 103
A set of diagnostic methods for children 3-4 years old 103
Appendix 7 103
A set of diagnostic methods for children 4-7 years old 103
Appendix 8 103
A set of diagnostic methods for children 7-12 years old 103
Appendix 9 104
A set of diagnostic methods for children 12-18 years old 104
Appendix 10 104
School readiness diagnostics 104
Appendix 11 104
Additional techniques 104
Annex 12 104
Examples of the use of individual methods and analysis of the obtained material 105
Appendix 13 114
Questionnaire for educators 114
Annex 14 115
Questionnaire for parents 115
Annex 15 119
Extract from the medical record 119
Annex 16 120
Scheme of a conversation with a child Appendix 16 Scheme of a conversation with a child 120
Appendix 17 120
Scheme of a conversation with parents Appendix "17 Scheme of a conversation with parents 120
Annex 18 121
Summaries of psycho-corrective classes 121
Appendix 19 123
Practical material of psychoprophylactic influences 123
Appendix 19 123
Appendix 20 124
Recommendations for parents* 125
Annex 21 127
Parent Self-Assessment Resources 127
Appendix 22 128
Diagnosis of the neuropsychic development of children in the first year of life 128
Annex 23 135
AuamocTukaDiagnosis of the mental development of young children* 135
Appendix 24 141
AuamocTukaDiagnostics of the mental development of children aged 3-7 years 141
Foreword ................................................................ ..7
Chapter 1
1.1. The formation of child practical psychology
and pedology ........................................ 8
1.2. The formation of child practical psychology
in Russia.............................. 17
1.3. Development of practical psychology and pedology
in the 20-30s. ............................................... 24
Questions and tasks ...................................... 35
Chapter 2 .37
2.1. Psychological office ........................ 37
2.2. Psychological toolkit .................. 41
2.3. Normative documentation of a child practical psychologist .............................................. 45
2.4. Special Documentation.............................. 45
2.5. Organizational and methodological documentation....... 51
Questions and tasks ......................................... 56
Chapter 3. Features of the mental development of preschool children .............................................. ........ 58
3.1. Mental characteristics of children in the period of the new
birth and infancy.............................. 58
3.2. Mental characteristics of young children. ............................................. 65
3.3. Peculiarities of mental development in preschool age .............................................. 70
3.4. General approaches to diagnosing the mental development of children .............................................. 82
. 85
Chapter 4. Directions of professional activity of a practical psychologist in the conditions of a preschool institution ................... 86
4.1. Psychodiagnostics................................... 86
4.2. Psychocorrection and psychoprophylaxis of deviations and disorders in the development of the child ............... 101
4.3. Psychological counseling and education. ............................................. 107
4.4. Psychological support of pedagogical
process................................................. 111
Questions and assignments ............................... 119
Chapter 5. Mental deprivation and its impact on the development of children in the first years of life 123
5.1. Terminology..............^.............................. 124
5.2. Features of deprivation of mental development in infancy .............................................. 125
5.3. Features of deprivation of mental development at an early age .............................. 130
5.4. Features of deprivation of mental development in preschool age .............................. 137
Questions and tasks. .................................... 146
Chapter 6 ...... 147
Questions and assignments ............................... 161
Literature................................................. 162
Glossary.............................................. 168
Applications................................................... 173
Hall expressed the idea in the air of creating a practical child psychology, combining the requirements of pedagogical practice with the achievements of contemporary biology and psychology. The pioneers of pedology were doctors and biologists, since at that time it was they who owned a large number of objective methods for studying children, and psychology had not yet developed these methods. However, over time, it was the psychological side of research that came to the fore, and gradually, starting from the 1920s. of our century, pedology began to acquire a pronounced psychological orientation. The popularity of pedology led to the development of a mass pedological movement not only in America, but also in Europe, where such well-known scientists as E. Maiman, D. Selly, V. Stern, E. Claparede and others became its initiators.
The works of D. Selley "Essays on the Psychology of Childhood" (1895) and "Pedagogical Psychology" (1894-1915) contributed to the penetration of psychological ideas into educational institutions, a partial change in training programs and the style of communication between teachers and children. His work was of great importance for the development of practical child psychology and pedology, since Selly studied what associations and in what order appear in the process of mental development of children. His research showed that the first associations are associations by similarity, then gradually images of objects based on associations by contiguity are formed in children, and at the end of the second year of life, associations by contrast arise. The data obtained by Selly also made it possible to identify the main stages in the cognitive, emotional and volitional development children to be taken into account in their education.
Based on these provisions, a follower of Selly - M. Montessori developed a system of exercises that promote the intellectual development of preschool children. The basis of this system, which is quite common today, was the training of sensations as the main elements of thinking, the awareness and integration of which contribute to the cognitive development of children.
The German psychologist and educator E. Meiman founded a psychological laboratory at the University of Hamburg, which conducted research on the mental development of children. Meiman also became the founder of the first special journal devoted to pedological problems, the Journal of educational psychology". He paid the main attention to the applied aspect of child psychology and pedology, since he believed that the main task of pedology is the development of methodological foundations for teaching children. His three-volume Lectures on Experimental Pedagogy (1907) was a kind of encyclopedia of the pedagogical and practical psychology of that time.
Meiman believed that pedology should not only study the stages and age-specific features of mental development, but also explore individual development options and diagnose it. At the same time, training and education should be based both on knowledge of general patterns and on understanding the characteristics of the psyche of a particular child.
An experimental school was organized at Meiman's laboratory, which lasted more than twenty years. It tested different programs for educating children based on Maiman's periodization and explored different ways of selecting children for classes based on their pre-diagnosis. At the same time, various selection criteria were experimentally studied - according to the level of intelligence, according to the interests and inclinations of children, as well as according to the style of communication with the teacher that is adequate for them. It should be noted that if giftedness, as well as the cognitive interests of children, were taken into account to one degree or another before, then the problem of interaction between the teacher and students and the reaction of students to different styles of communication was first posed with such completeness by Meiman.
The Swiss psychologist E. Claparede played an important role in the development of practical child psychology. He founded the Association of Applied Psychology and the Pedagogical Institute. J.J. Rousseau in Geneva, which has become an international center for experimental research in the field of child psychology.
Claparede proposed to divide child psychology into applied and theoretical, since, in his opinion, they have a different range of problems being studied. He considered the task of theoretical child psychology to be the study of the laws of mental life and the stages of the mental development of children. At the same time, he divided applied child psychology into psychognostics and psychotechnics. Psychognostics was aimed at diagnosing, measuring the mental development of children, and psychotechnics was aimed at developing teaching and upbringing methods adequate for children of a certain age.
Thus, Claparede laid the foundations for an independent branch of psychological science - practical child psychology, having a significant impact on understanding the range of problems it solves and its tasks.
The development of practical child psychology and pedology required not only a clear definition of the subject and tasks of this science, which was done by Meiman and Claparede, but also the development of new objective methods of children's mental development, which, in their reliability and objectivity, would not be inferior to natural sciences (for example, anthropometry). One of the first to search for such new ways of measuring mental qualities was the English scientist F. Galton.
Being engaged in experimental psychological research (studying the thresholds of sensitivity, reaction time, associations and other mental processes), Galton paid main attention not to the laws common to all individuals, but to their variability in different people. He invented a number of special techniques for studying this variability, which became the source of a new large branch of psychology - differential psychology. Having arisen in the depths of experimental psychology, it has acquired an independent theoretical and practical significance. Of particular importance was the introduction into psychology of new mathematical methods, mainly statistical ones.
In studying the question of the origin of mental qualities, Galton used, along with the biographical method, questionnaires. He sent out a detailed questionnaire to the largest scientists, on the basis of which the monograph English Men of Science: Their Nature and Education (1874) was written. He attributed the decisive role in the development of abilities for scientific activity to heredity, while the influence of external conditions and upbringing was considered insignificant, and sometimes even negative.
Moving on to research individual differences by questioning, Galton added an experiment. At the international exhibition in London in 1884, Galton organized a special laboratory for this purpose. More than 9 thousand subjects passed through it, in which, along with physical (height, weight) and mental indicators ( different kinds sensitivity, reaction time, etc.).
Galton is the author of many specific methods for both diagnosing various signs and establishing correlations between them. The method of calculating the correlation between variables significantly enriched psychological science, became a prerequisite for the development of one of the most important psychological methods- factor analysis. Among the achievements of Galton, one should especially highlight the development and method of tests. The test (test) became one of the most important methods in Galton's laboratory and subsequently became firmly established in science. Statistical approach - applying a series of tests to a large number individuals - was put forward as a means of introducing into the psychology of accurate quantitative methods. This has received great practical application, and further improvement in the technique of developing and applying tests, extending them to the study of the most important psychological parameters (memory, thinking, personality) has essentially changed the general appearance of psychological science.
The term "test", as well as these tests themselves, developed by Galton, became widely used in psychology after the article by the American psychologist D. Cattell "Mental tests and measurements", published in 1890 in the journal "Mind" ("Thinking") with an afterword by Galton. Cattell believed that statistical method, the application of a series of tests to a large number of subjects, is a means of transforming psychology into an exact science. However, he attached no less importance to the practical value of tests, which could become the basis of a new, practical psychology. The task of this psychology is to develop exercises that are adequate for each person, allowing them to overcome shortcomings or deviations in the development of certain mental qualities, diagnose diseases, and form an individual lifestyle.
Understanding the shortcomings of his contemporary test system, in which almost any short-term test could qualify for this title, Cattell emphasized that in order to increase the validity and value of tests, it is necessary to develop a uniform system so that “definitions obtained at different times and in different places can be was to compare and combine. He proposed as a sample 50 tests, including various measurements of sensitivity, reaction time, and different types of memory. Cattell used this test system in the psychological laboratory he organized in 1891 at Columbia University. The success of this work led to the fact that in a short period of time most American psychological laboratories began to use various tests, and soon this method actually eclipsed all the others. The variety of tests, as well as the lack of clear criteria for their use and evaluation, led to the fact that in the mid-90s. there was a need to organize special centers that coordinated the work of individual laboratories. In 1895-1896. in the United States, two national committees were created that brought together the scientists who developed the tests, giving a common direction to their work.
Today, the study of child psychology is quite dynamic, and the demand for this direction is constantly growing. Interest in this branch of science is very great and not accidental. Modern society is increasingly aware of the value of a person as a person, pays tribute to the knowledge of the potential creative activity. The development of an emotional state, a definition of oneself and a feeling in the world is often a goal that justifies existence. Raising a developed, creative and free-thinking person is the responsibility of not only parents, but also teachers.
What is child psychology for?
People who work with children watch them daily. This gives them the opportunity to notice some features of behavior in various situations, in a timely manner to pay attention to emerging mental difficulties, which is especially important today, since more and more kids have serious deviations in the perception of the world around them. It is very difficult to identify them in a timely manner, to respond adequately, without having certain knowledge. The teacher in the framework of his activities very often has to act as a psychologist. And the possession of skills, as well as knowledge of the basics of child practical psychology, which can be, is very important and necessary!
The purpose of the study
The functions, tasks and methods of a psychologist, educator, teacher are very different. But they have one thing in common - a child. Therefore, their common goal is to surround the pupil with emotional well-being, psychological security and established social contacts. To create an aura of comfort for a little man, you need to know the answers to many questions. Why and what are the differences between people? How are temperament types manifested? What are the features of the physique, which of them is the norm, and which is not? What is the reason for the interest of children in their genitals, how to properly respond to its manifestation? Is it possible to influence environment on the development and change of the psyche?
The need for knowledge
The ability to apply psychological skills is the way to one's own harmonious coexistence with the outside world and a tool to help others. Obtaining such knowledge is not a problem today. It is enough to have a desire! The part-time system of education is very convenient for final-year students and for those who are already working, but want to get an additional profession and improve their qualifications.
Upon completion of the course, students have the right to fully realize their research interests, they successfully apply the acquired skills in pedagogy, sociology, psychology, pediatrics, biology, anthropology. No matter how mature and wise people are, sometimes the help of a specialist is needed, especially when it comes to the health of children, their upbringing and development.
When parents' emotions take precedence over reasonable arguments, when an objective assessment and an independent look at the father-child relationship are needed, in order to understand a situation that complicates a child's life, the skills acquired during the course of child practical psychology will come in handy.
Year of issue: 2004
Genre: Psychology
Format: PDF
Quality: eBook (originally computer)
Description: This book contains the material necessary for the work of practical psychologists in preschool educational institutions. It reflects different aspects of the work of a psychologist related to the diagnosis and correction of the mental development of children, communication with teachers and parents, paperwork and the workplace of a psychologist.
Separate chapters are devoted to the history of child practical psychology, description of the main directions in the activities of a practical psychologist, documents regulating his status. The general patterns of mental development of children in the first years of life are revealed, approaches to conducting diagnostic and remedial work with children and parents are described, and ways are shown to incorporate the materials obtained during the diagnosis into the practice of remedial work. Much attention is paid to acquainting readers with the problem of deprivation and its consequences for children, as well as describing games and exercises that make it possible to overcome some developmental deviations. cognitive processes and communication of children.
At the end of each chapter, readers are invited to answer questions and complete tasks that will help to test themselves and transfer the learned material into practical activities.
The book includes a list of references and a glossary of terms. The appendices provide samples of documentation from a practical psychologist, as well as materials that will help in working with children - sets of methods for different ages, how to use them and interpret the data obtained, as well as samples of diagnostics, remedial classes, and conversations with parents.
The textbook is intended for students of psychological and pedagogical universities and colleges, as well as for practical psychologists working in educational institutions.
Chapter 1. History of child practical psychology
1.1. The formation of child practical psychology and pedology
1.2. The formation of child practical psychology in Russia
1.3. The development of practical psychology and pedology in the 20-30s
Questions and tasks
Chapter 2 Organization of a psychological service in a preschool institution
2.1. Psychological office
2.2. Psychological toolkit
2.3. Normative documentation of a child practical psychologist
2.4. Special documentation
2.5. Organizational and methodological documentation
Questions and tasks
Chapter 3 Features of the mental development of preschool children
3.1. Mental characteristics of children during the neonatal period and infancy
3.2. Mental characteristics of young children
3.3. Features of mental development in preschool age
3.4. General approaches to diagnosing the mental development of children
Questions and tasks
Chapter 4 Directions of professional activity of a practical psychologist in a preschool institution
2.1. Psychodiagnostics
4.2. Psychocorrection and psychoprophylaxis of deviations and disorders in the development of the child
4.3. Psychological counseling and education
4.4. Psychological support of the pedagogical process
Questions and tasks
Chapter 5 Mental deprivation and its impact on the development of children in the first years of life
5.1. Terminology
5.2. Features of deprivation of mental development in infancy
5.3. Features of deprivation of mental development at an early age
5.4. Features of deprivation of mental development in preschool age
Questions and tasks
Chapter 6 Corrective games and activities for children with communication difficulties
Questions and tasks
Copyright JSC "Central Design Bureau "BIBCOM" & LLC "Agency Book-Service" FEDERAL AGENCY FOR EDUCATION STATE EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION "SHUY STATE PEDAGOGICAL UNIVERSITY" S.A. Lebedeva Textbook for the course "Children's supplemented, practical psychology" (edition ) Shuya 2008 Copyright OJSC Central Design Bureau BIBCOM & OOO Agency Book-Service LBC UDC L Published by decision of the Editorial and Publishing Council of the Shuya State Pedagogical University Teaching materials for the course "Practical Child Psychology". Edition 2, supplemented Reviewers: Smirnova E. A. - Candidate of Pedagogical Sciences Shuranova I.Yu. - candidate of psychological sciences Lebedeva S.A. Children's practical psychology. Educational materials, 2nd supplemented edition - Shuya, ShSPU, 2008 - 80 p. Educational materials for the course "Children's Practical Psychology", 2nd supplemented edition are intended for students studying in the specialty 050703 Preschool Pedagogy and Psychology and undergraduate disciplines of profile training 540602 Children's Practical Psychology. Educational materials will be useful to preschool teachers, child psychologists. Shui State Pedagogical University, 2008. Development and compilation by Lebedeva S.A. 2 Copyright OJSC “Central Design Bureau “BIBCOM” & LLC “Agency Book-Service” Contents Introduction …………………………………………………………….. 1. The subject of study of child practical psychology … .. 1.1. Practical psychology as a branch of psychological science ………………………………………………………………. 1.2. The purpose and objectives of the psychological service in the preschool educational institution …………... 1.3. Model of professional activity of a practical child psychologist ………………………………………… 1.4. The main types of work of a child practical psychologist in a preschool educational institution ……………………………………………........................ ... 1.5. Psychoprophylactic work in education …………… 5 6 6 7 9 10 11 2. Fundamentals psychological work with children ………….......... 2.1. Planning the work of a psychologist in a preschool educational institution …………………… 2.2. Stages of psychological work ……………………….......... 2.3. The concept of the norm and pathology of mental development ……... 2.4. The concept of mental health ………………………......... 2.5. The concept of social order ………………………………… 14 14 14 15 17 19 3. Diagnostic work of a child psychologist …………….. 3.1. Purpose, tasks and principles of diagnostics …………………….. 3.2. Psychological diagnosis …………………………………… 3.3. Tasks of diagnostic work ………………………........ 3.4. Stages of examination of a child ……………………………….. 3.5. Diagnostic rules ………………………………………... 3.6. Methodology for conducting diagnostic procedures and interpretation of indicators ………………………………………… 3.7. Diagnostics of the development of children of early and preschool age ……………………………………………………………. 3.8. Drawing up a psychological conclusion ………….......... 22 22 23 24 24 25 4. Correctional work of a child psychologist …………......... 4.1. Theories of psycho-correction …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………4.2. Principles and rules of correctional work with children ………………………………………………………………... 4.3. The specifics of the organization of correctional work with children ………………………………………………………………... 4.4. Drawing up individual and group correctional programs ……………………………………… ... 35 35 3 26 27 32 38 40 41 Copyright OJSC "Central Design Bureau" BIBCOM "& LLC" Agency Book-Service "4.5. Organization of remedial classes with children …………… 4.6. Methods of corrective work with children …………….......... 4.7. The main directions of corrective work …………… 4.8. Efficiency of corrective work ……………………. 42 44 64 70 5. Psychological counseling ………………………. 5.1. Methods of individual and group counseling …………………………………………………… 5.2. Techniques for counseling teachers and parents .......... 5.3. Psychological - pedagogical council in preschool …………... 71 6. The work of a psychologist with different categories of children ………… 6.1. Psychologist's work with children of the "risk" group ……………….. 6.2. The work of a psychologist with gifted children …………………… 77 77 77 4 71 73 74 Copyright JSC "Central Design Bureau "BIBCOM" & LLC "Agency Book-Service" Introduction The orientation of the education system towards the development of the child's personality required the search for ways to achieve this goal. Traditionally, the effectiveness of the educational process is determined by what children know and can do. This is important, but this is not enough, since it remains unclear: does this knowledge become the property of the individual? How do they develop children? Quite often, children's problems remain beyond the attention of teachers. And even if the teacher tries to help the child in some way, he cannot always do it in a qualified manner. Therefore, it is necessary to work in a preschool child psychologist. The course "Children's Practical Psychology" introduces students to the peculiarities of the work of a pedagogical psychologist in a preschool institution. The course was developed on the basis of the standard in the specialty 030900 "Preschool Pedagogy and Psychology". 5 Copyright OJSC "Central Design Bureau "BIBCOM" & LLC "Agency Book-Service" 1. Subject of study of practical child psychology 1.1. Practical psychology as a branch of psychological science The birth and development of practical child psychology in the late 19th and early 20th centuries was closely connected with pedology, the science of children created by the American psychologist Stanley Hall. He turned to the problems of child psychology, directly related to the practical problems of school life. He was one of the first to draw attention to the importance of a practical study of the process of formation of the psyche of a particular child. It was pedology, developing an integrated approach to the study of children, their problems, health, mental qualities, social status, that was the forerunner of modern child practical psychology. The Swiss psychologist E. Claparede played an important role in the development of practical child psychology. He proposed to divide child psychology into practical and theoretical, since they have a different range of problems. He considered the task of theoretical child psychology to be the study of the laws of mental life and the stages of the mental development of children. Applied child psychology was divided by him into psychognostics and psychotechnics. Psychognostics was aimed at diagnosing, measuring the mental development of children, and psychotechnics was aimed at developing teaching and upbringing methods appropriate for children of a certain age. Thus, Claparede laid the foundations for an independent branch of psychological science - practical child psychology. Child practical psychology is a science that studies individual options for the development of children. Its main tasks are: development of methodological foundations for teaching children; diagnostics of child development; search and development of objective methods for studying the mental development of children; identification of individual characteristics of children and children's groups for practical purposes. At the beginning of the 20th century, practical child psychology began to develop intensively in Russia. The main problems studied at that time were as follows: the problem of the correlation between the mental and physical development of children; the formation of the child's personality; 6 Copyright JSC "Central Design Bureau "BIBCOM" & LLC "Agency Book-Service" features of the development of gifted and mentally retarded children; methods of their diagnostics and approaches to training and education; analysis of the reasons for the failure of schoolchildren. During the first 20 years of the development of Soviet practical psychology, diagnostic methods and the scientific theories underlying them were developed and improved. The tasks and directions of activity of a practical psychologist in preschool institutions and schools were formulated, the range of their rights and obligations was outlined. The foundations of the relationship of the psychologist with teachers and parents, the administration of educational institutions were laid. New problems appeared that were solved by practical child psychology: the study of children's groups and the psychological characteristics of difficult children, approaches to their education and correction of deviant behavior. From 1936 to 1956 children's practical psychology ceased to exist. Since the 50-60s of the XX century, there has been a revival of practical child psychology. The need to involve psychologists in work in educational institutions has again arisen. Thanks to the efforts of many scientists and, first of all, I.V. Dubrovina, the foundations of practical psychological service are being developed. Practical child psychology faces new challenges: modification of tests as a diagnostic tool and methods of their application in schools and kindergartens; training of qualified personnel of child psychologists; development of training programs for gifted children and children with mental retardation; formation of a service for the psychological correction of deviations in the development of children. Thus, practical child psychology arises as an independent branch of psychological knowledge as a result of the needs of the practice of teaching and raising children, and its formation is due to the development of child psychology and pedology. 1.2. The purpose and objectives of the psychological service in the preschool educational institution According to the definition of I.V. Dubrovina, the psychological service is an integral education, considered in 3 aspects: Scientific aspect 1. As a direction of pedagogical and developmental psychology that studies the laws of mental and personal development BIBCOM" & LLC "Agency Book-Service" of the child in order to develop ways, means and methods of professional application of psychological knowledge in the conditions of a modern preschool institution. Applied aspect 2. As a psychological support for the process of education and upbringing, including the development of the foundations of curricula, didactic and methodological materials. 3. The practical aspect, as the direct work of a psychologist with children and adults. Each aspect has its own tasks: the scientific one theoretically substantiates the development of psychodiagnostic, psychocorrective and developmental methods and programs of preschool psychological service; applied involves the use of psychological knowledge by educators; The practical one ensures the work of the psychologist with children, parents and caregivers. At the center of this interaction are the interests of the emerging personality of the child. The most difficult task of a psychologist in a preschool educational institution is to organize productive interaction of all participants in the pedagogical process. At the same time, each participant must know their functions and not replace others, mutually complement each other. The purpose of the activity of a psychologist in a preschool educational institution is to preserve and strengthen the mental health of children. The tasks that a psychologist solves in a preschool educational institution: maximum assistance (amplification) to the full development of the child, protection of his rights; preventive work with teachers on the development of psychological neoplasms in children; creation of emotional comfort in the preschool educational institution; training employees in personality-oriented communication with children; preparation of children for a new social situation of development, schooling; diagnostics of individual characteristics of children (intellectual, emotional-volitional); assistance to children with developmental and behavioral problems; psychological counseling of employees and parents; tracking innovation activities in preschool educational institutions; Participate in the admission of newly arrived children; 8 Copyright JSC "Central Design Bureau" BIBCOM " & LLC "Agency Book-Service" assistance to children in adapting to the conditions of the preschool educational institution. Tasks may depend on the direction of work of a preschool institution, its type. 1.3. Model of professional activity of a practical child psychologist A practical psychologist deals with a person's individuality. His activity is evaluated not only by the number of children examined, the number of recommendations issued, consultations held, and most importantly, how and what changes occur as a result of his activities in other people, in the system of their interactions. The psychologist brings knowledge about him to a person, using a generalized idea of \u200b\u200bpeople in general. The main principles of its work: protection of the interests of the child; attitude towards the child as the one and only, as a developing personality; Do no harm. The model of professional activity of a psychologist was developed by T.S. Abramova. The model includes the following qualities of a qualified psychologist: professional duty requires a psychologist to help other people. Target psychological help: to help the child to identify new opportunities, to support his individuality. Do not solve the problem for him, but together with him, strengthening faith in his own strength; a qualified psychologist changes the style of behavior and methods of action depending on situations, avoids value judgments about the actions of the child; the psychologist relies on many concepts, since the human individuality is complex; the psychologist is observant, knows how to emotionally attract people to himself, maintain emotional self-control when communicating, strives to know himself and others; the psychologist accepts restrictions on own actions, he constantly reflects on the content of his activities, realistically assesses the level of his qualifications, works with his colleagues (psychiatrists, neuropathologists, pediatricians, etc.), keeps a distance from "I » another to save his "I", adequately relates to the problem of his professional growth; observes confidentiality in work, clearly distinguishes between the customer of psychological information, the client and the user, understands the measure of responsibility and owns the legal norms for regulating responsibility; human dignity is a value in itself in the work of a psychologist, he respects his client, shows tolerance, does not attach super-significance to his profession, is aware of the depth of influence on another person; combines the features of a scientist and a practitioner, as a scientist, he must be a competent researcher and contribute to obtaining new knowledge about the child, and as a practitioner, he applies knowledge to solve everyday children's problems; he has a breadth of interests and independence of views, is smart, not touchy and friendly, he has an increased sense of responsibility for his actions, words and ways to foresee the consequences of his actions; he knows the psychology of the child, flawlessly owns a variety of psychological techniques, methods, diagnostic tools. The level of professional skills of a psychologist depends on: his professional training; general development and culture; type educational institution in which it works; and the well-being of his own life. A psychologist is not an ambulance and not a nanny for a child. He is an equal member of the teaching staff and is responsible for the mental health of children, controls their mental development and contributes to this development as much as possible. 1.4. The main types of work of a child practical psychologist in a preschool educational institution Psychological education is the familiarization of the teaching staff, parents of the preschool educational institution with psychological knowledge. 10 Copyright OJSC "Central Design Bureau "BIBCOM" & LLC "Agency Book-Service" Psychological prevention - prevention of possible problems in the mental and personal development of children. Psychological counseling - assistance in solving problems with which people come to a psychologist themselves. Psychodiagnostics - deep penetration of the psychologist into the inner world of the child. The results of the psychological examination provide a basis for a conclusion about the further development or correction of the child, the effectiveness of preventive and advisory work. Psychocorrection - as the elimination of deviations in the psychological and personal development of the child, work on the development of the child, the formation of his personality. The priorities of the types of work depend on the tasks and content of the work of the preschool educational institution. 1.5. Psychoprophylactic work in education This is a type of professional activity aimed at the prevention and prevention of unwanted mental or somatic disorders. The practice of prevention is aimed at: changing and reducing behavioral and individual risk factors; change and reduce risk factors in the social and physical environment; Strengthening of factors contributing to a healthy style of behavior, including through the strengthening of personal resources; Creation of conditions that would contribute to the maintenance of health. AT last years attention to the problems of psychoprophylaxis in education has noticeably increased. It is not only one of the types of work of a practical educational psychologist, but also a backbone element of an integral system aimed at providing a psychologically safe environment for the development of a child, creating conditions for the mental health of a developing personality. Preventive work in education involves work in the following areas: 11 Copyright JSC "Central Design Bureau "BIBCOM" & LLC "Agency Book-Service" 1. Creation of a system for the safety of the child's mental health in the specific conditions of educational institutions. 2. Identification of significant indicators of the optimal state of a child's mental health at all stages of preschool and school childhood. 3. Creation and maintenance of psychological and pedagogical conditions in educational institutions that meet the requirements for the safety of mental health of children. 4. Scientific - practical and scientific - methodological support of psychoprophylactic work. With the help of monitoring (systematic observation), the state of mental health of children in an educational institution is recorded. And keeping a map of the state of mental health of the child. Psychological characteristics of the child's personality that make up the content of the monitoring: Preschool age - the nature of communication and the level of mastering the means of communication with adults and peers; features of emotional reactions, the level of physical independence and mastery of one’s own body, features of the perceptual sphere (mastery of sensory standards), the nature of imagination and features of cognitive processes, individually typological features, the level of speech activity, objective, playful and productive, characteristic properties of self-consciousness, features of intra-family communication, motives, the level of mastery of ethical standards. In elementary school: the state of emotional well-being, features of motivation, the level of arbitrary regulation of behavior and activity, the level of reflection, the internal plan of action, the nature of the cognitive attitude to reality, the level of mastery of educational activities, individual typological features, features of orientation towards adults and peers. Characteristics that determine the state of mental health of adults surrounding the child play an important role. Prevention of deformations in pedagogical workers, manifested in the neuroticization of the personality and its influence on children, prevents the introduction of ideas of personality-oriented communication into the educational process. Preventive developmental work with children includes: Preventive practice both with groups of children and individual (psycho-gymnastics, relaxation to maintain and improve health); formative practice (training skills that are important for this stage of development); improving practice: individual and group lessons aimed at improving personality traits that are significant for the child. One of the ways to improve interaction between participants educational process is a psychological-pedagogical council. 13 Copyright JSC "Central Design Bureau "BIBCOM" & OOO "Agency Book-Service" 2. Fundamentals of psychological work with children of preschool age 2.1. Planning the work of a psychologist in a preschool educational institution The annual plan is a document that defines the goals and objectives of the psychologist's activities in kindergarten on the academic year . This is the strategy of his professional activity. This strategy is formulated in accordance with the "program of education and development of children" adopted by the preschool institution and is determined by the concept of professional activity of a practical psychologist. The specification of the tasks of psychological activity is carried out in the following areas: work with children; work with parents; work with teachers and staff of preschool educational institutions. Further, in the annual plan, the content and forms of psychological measures are disclosed with approximate deadlines for their implementation (quarterly). The plan can be drawn up in different ways: either in a free form presentation of the planned activity, or in the form of a table in which the goals, objectives, directions, content and forms of psychological activity are spelled out. Based on the annual plan, the psychologist writes a calendar plan, reflecting in it the types of his professional activities, the amount of work for the month. № p / p 1 1. 2. 3. 4. 5. 6. Types of professional activity 2 Purpose and tasks of diagnostics 3 Psychodiagnostics Determination of general and special readiness for school Form of diagnostics Age group Means Material and equipment Necessity of cooperation 4 5 7 8 Group Preparatory to school group 6 Methods: - Development of the prerequisites for educational activities ___________ ___________ ___________ Psychoprophylaxis and Psychocorrection Counseling Education Psychological support of the pedagogical process 2.2. Stages of psychological work It is conditionally possible to single out the activities of a psychologist in a preschool educational institution: 14 two main areas second - work with teachers and parents of "problem children". However, in both cases, the work of a psychologist is determined by social demand. The work within the framework of the first direction consists of several stages: Stage 1 - the initial examination of the child (including by other specialists) and the collection of analytical information about the child and his family. This stage ends with the preparation of an individual conclusion. Stage 2 - a discussion of the psychologist, together with other specialists, the features and nature of the child's development, the definition of a forecast for further development and a complex of developmental and corrective measures to help the child. The coordination of the interaction of specialists with each other and the sequence of their inclusion in work with the child are discussed. The psychologist further coordinates the work of specialists. Stage 3 - the actual implementation of the decisions of the council on developmental and corrective measures and the inclusion of special psychological assistance directly in the process of the child's communication. The stage ends with a final examination and drawing up a conclusion. The effectiveness of the work done is evaluated, or its continuation is planned. As for the second direction in the work of a psychologist, the psychologist helps teachers and parents develop a strategy for interaction both with the child and between adults, taking into account the characteristics of the child. The psychologist acts as an intermediary between teachers and parents of the child. 2.3. The concept of the norm and pathology of mental development The term "children with developmental disabilities" applies to children with severe disabilities, such as mental retardation, sensory defects, disorders of the musculoskeletal system, mental illness. At present, a significant number of children have appeared whose developmental deviations cannot be attributed to these “classic” types, but who experience significant adaptation and learning difficulties that go beyond the normative limits. , education, development in general. Borderline cases have become especially difficult, when differential diagnostics should give an answer to the question to which category of developmental deviations the child's condition can be attributed in order to most effectively individualize the education and upbringing program and the program of correctional work. The basic psychological concept meaningfully applicable to different categories of "problem" children is the term "deviant development". In order to define this concept, it is necessary to define what is the “norm”, “normative development”. Normative development includes two concepts: "development program" and "socio-psychic standard" (SPN). The development program is the timely progressive formation of interconnected, heterochronic-permeated functions and their systems under conditions of their ideal determination both by internal (genetic) laws and by the “ideal” influence of external factors. Socio-psychological standard - a system of requirements that society imposes on the psychological and personal development of each of its members. These requirements are real, they are present in educational programs and change along with the development of society. Thus, any changes (devnations) of the development program of one or more mental functions within the limits of the socio-psychological standard can be regarded as "conditionally normative development". Any change in mental function or the entire HMF system that goes beyond the area defined by a specific SNS can be assessed as deviant development. Deviant development is any deviation of an individual function or their system from the “development program”, regardless of the sign of this change “+” or “-” (advance or delay), which goes beyond the socio-psychological standard determined for a given educational, socio-cultural or ethnic situation and the given age of the child. Pathology, pathological development is a stable deviation from the norm. Underlying pathological manifestations 16 Copyright OJSC "Central Design Bureau "BIBCOM" & LLC "Agency Kniga-Service" mental defects can be congenital and acquired. The causes of congenital anomalies are very diverse: genetic (hereditary) factors; influence on the developing brain of chemical, mechanical, temperature influences; fetal malnutrition. Acquired anomalies are the result of infectious diseases suffered in early childhood. Children with persistent deviations from the norm experience significant difficulties in social functioning, in learning about the world around them, and communicating with people. The personality of such children has specific features of formation. Corrective work with such children is carried out by a defectologist together with a psychologist. A child psychologist, relying on the concepts discussed above: conditionally normative, deviant development, pathological development, evaluates, on the basis of diagnostics, the current state of the child with a deviation in his development either to conditionally normative or deviant. In the case of deviant development, on the basis of a psychological diagnosis, he refers the development of the child to a certain type of development with access to a probabilistic forecast of further development. Attribution to a certain type of deviant development allows the psychologist to develop an adequate corrective developmental program. 2.4. The concept of mental health Mental health is a state of mental well-being, characterized by the absence of painful mental manifestations and ensuring regulation of behavior and activity adequate to the conditions of the surrounding life. A child's health depends on many factors: nutrition, daily routine, exposure to air and hardening, physical activity, psychological comfort in the family and educational institution. Indicators of mental health: the state of mental products (images, thoughts, feelings) of reflected objects; 17 Copyright OJSC "Central Design Bureau "BIBCOM" & LLC "Agency Book-Service" age-appropriate level of cognitive and emotional-volitional maturity, manifested in adaptation to external conditions; ability of self-management by behavior; reasonable planning of life goals, maintaining activity in achieving them. There are three levels of mental health: high - creative (children with stable adaptation to the environment, the ability to overcome stressful situations, an active creative attitude to reality). Such children do not need psychological help; average level - adaptive (children show some signs of maladjustment, somewhat increased anxiety). Such children can be referred to the "risk" group, because they do not have a mental health margin and need group activities. Preventive - developmental orientation; low level - assimilative-accommodative (they have a disrupted adaptation process, they show increased anxiety. They use either assimilative or accommodative means to resolve an internal conflict). These children need individual corrective work. According to the World Health Organization (WHO), mental health disorders are associated with: physical illnesses: physical illnesses can cause negative mental experiences and psychological discomfort. Features of the psyche also affect the course of the disease; features of mental development: mental states can cause diseases or an impetus to illness; physical development defects; Unfavorable social conditions and stress. The basis of mental health is the "social situation of development" (the child's experience of his relationship with other people). If these experiences are positive, then the environment has a developing effect. The mental health of the child requires constant analysis and, if necessary, adjustment of the developmental environment, which has its own characteristics for each age period and each individual child. Caring for mental health requires attention to the inner world of the child, his feelings, interests, abilities, knowledge, attitude towards himself and other people. 18 Copyright OJSC Central Design Bureau BIBCOM & LLC Agency Book-Service The task of adults is to help the child master the means of self-understanding, self-acceptance and self-development. The task of the psychologist is to analyze and determine the conditions that ensure the full mental development and health of each child in the preschool educational institution. The process of forming mental health is a system that includes: diagnosing anxiety (method of R. Sears) and adaptation of children (method of A.I. Barkan) to the conditions of preschool educational institutions, monitoring children and determining the level of mental health; inclusion of children with an average level of mental health in weekly preventive classes; inclusion of children with a low level of mental health in individual correctional work with the involvement of parents and their individual counseling ; fixing the dynamics of mental health in the process of work. 2.5. The concept of social order A social order is a request with which teachers, the administration of a preschool educational institution, and the parents of a child turn to a psychologist. Any request is a signal to the psychologist that the child has some kind of problem. Requests are quite diverse, but they can be classified: 1st group of parents' requests is cognitive, non-problematic in nature: they require to determine the level of mental and general mental development of the child. Parents want to make sure that the child develops normally, that he has no problems. Such parents do not perceive the psychologist's recommendations well and, as a rule, do not follow them. The number of inquiries about school readiness has decreased, as parents tend to send their child to school from the age of 7, and the school has a psychologist who determines it. But if such a request takes place, then the parents listen to the advice of a psychologist. The 2nd group of requests from parents is related to the problem of identifying the inclinations and abilities of children, trying to intensify the development of special abilities (musical, artistic, mathematical) to the detriment of the overall development of the child. In these cases, the psychologist can identify problems in the development of the child and explain the need for its comprehensive development. Closely related to this problem is the early detection of giftedness. The psychologist must solve this problem by identifying truly gifted children, monitoring their development, and compiling individual programs for their education. The 3rd group of parents' requests are deviations in the behavior of children (aggressiveness, shyness, isolation, self-doubt, fantasizing, emotional instability, nervousness). The reason for these deviations may be: parents' ignorance of the patterns of development of preschool children; exaggerated demands on them. The main means of counseling; neuropsychiatric disorders caused by biological causes (brain dysfunction, neuroses, psychosomatic diseases, psychological underdevelopment). The main means: refer to a specialist: neuropathologist, psychiatrist; Wrong approach to education (overprotection, intimidation, frequent physical punishment, lack of education, indifference). V.I.Garbuzov, A.I.Zakharov, D.N.Isaev distinguish three types of improper upbringing: 1. Rejection, emotional rejection of the child (conscious or unconscious), strict control measures, the type of behavior of a “good child” is imposed on the child. Or complete indifference and lack of control at all. 2. Hypersocializing upbringing. Anxious - suspicious attitude of parents to health, academic success, status among peers, excessive concern for his future. 3. Egocentric - excessive attention, the idol of the family. Such types of upbringing lead to stable deviations in the child's behavior (from self-doubt to aggressiveness). In such cases, correction of both the child and the parents is necessary. There is a need for preventive work with parents through lectures, the creation of a parent club, and other forms. Inquiries of educators: Interested in aggressive, hyperactive, poorly trained children, the level of mental development of individual children. 20 Copyright JSC "Central Design Bureau "BIBCOM" & LLC "Agency Book-Service" The work of a psychologist is aimed at consulting teachers, assisting in the selection of games and didactic materials, toys, specific recommendations for the development of the child being examined. In many cases, queries are vague. Therefore, to determine the accuracy of the request, to determine the specific content of the problem, a special conversation is required with the person who made the request, during which the psychologist receives primary information about the child. In addition, a psychologist can make a request to himself, about a child or a group of children, if the features of their behavior, communication or activity disturb him, and he feels the need to find out the cause of these features and provide timely corrective assistance. 21 Copyright OJSC "Central Design Bureau "BIBCOM" & LLC "Agency Kniga-Service" 3. Diagnostic work of a child psychologist With regard to preschool age, psychodiagnostics is defined as an activity for the psychological study of a child throughout preschool childhood, in the context of the family and the educational and developmental environment of a children's educational institution (DOE). Subject psychological diagnostics in the conditions of preschool education is the individual age characteristics of children, the causes of violations and deviations in their mental development. 3.1. Purpose, tasks and principles of diagnostics Purpose: to identify the specifics of a child's development, to construct proposals about the probable causes and mechanisms that led to developmental deviations. The subject of psychological diagnostics is the mental development of the child. The subject of pedagogical diagnostics is the development of the educational program by the child. Tasks: 1. Monitoring the dynamics of mental development and the effectiveness of corrective assistance to the child. 2. Determination of the educational route of the child. 3. Identification of the emotional and personal characteristics of the child, preventing adequate adaptation of the child in the educational environment and society. 4. Determination of the child's capabilities. Principles of diagnostic activity: 1. Consistency, expressed in understanding the continuity and specificity of the child's mental development, taking into account the inseparable connection of all processes of his psyche. 2. Constructing a hypothesis and procedure for psychological examination, its analysis based on a holistic view of the child with the involvement of knowledge of psychology, pediatrics, neurology, genetics, special pedagogy. 3. Using an algorithm for changing the diagnostic hypothesis depending on the results obtained at the previous stage. 22 Copyright JSC "Central Design Bureau "BIBCOM" & OOO "Agency Kniga-Service" 4. Construction of the examination procedure in accordance with the current age, characteristics of the child's behavior, his learning ability, the use of adequate diagnostic tools, methods and techniques. 5. The use of multifunctional diagnostic tools that allow obtaining multifactorial information. 6. Systemic multi-level analysis of the obtained data, which makes it possible to identify not only the level of development of individual functions and systems, but also to identify the causes and mechanisms leading to this development option. 3.2. Psychological diagnosis Psychological diagnosis is the central moment of diagnostic and correctional work, the end result of the psychologist's activity. It is carried out not only according to the results of diagnostics, but also necessarily involves correlating the survey data with how the identified features manifest themselves in life situations. Of great importance in making a diagnosis is the age analysis of the data obtained, taking into account the zone of proximal development of the child. When making a diagnosis, a psychologist must take into account the boundaries of his professional competence. If the psychologist has suspicions about the pathopsychological nature of the identified violations, then he should recommend that parents contact the appropriate specialists (psychiatrist, neuropsychiatrist). The formulation of the diagnosis should also contain a prediction of the further nature of the child's development. The forecast is given in two directions: positive, if corrective work is carried out, and negative, if it is not carried out. Requirements for the diagnosis: The diagnosis should include three levels: symptomatic, which states certain characteristics of the child, answering the question: “What is he like?” Etiological, revealing the reasons for these features - why is it like that? Typological, which determines the place and significance of the data obtained in a holistic picture of the development of the child - what does this mean in the future for the child? The diagnosis is presumptive (based on the data obtained, it can be assumed), this allows avoiding a sentence against the child or labeling him/her; The diagnosis should end with recommendations that correspond to the goals of the diagnosis, how to take into account the data obtained about the child in further work with him. 3.3. Tasks of diagnostic work The main task of diagnostics is to establish the relationship between the individual features of the child's psyche (cognition, communication, personality traits). Tasks of diagnostics: study of intellectual, personal and emotional-volitional characteristics of children that impede the normal course of the processes of education and upbringing; identification and definition psychological readiness children to school; identification of the causes of violations and deviations in the mental development of children; identification of the causes of violations of interpersonal relations between children and educators, children and parents, children and children; determination of the social status of the child in the children's team; Establishing the number and severity of children's fears. 3.4. Stages of examination of the child 1. Preparatory stage: compiling a medical history based on the analysis of special documentation (maps of the child's development) and a conversation with a medical worker; Compilation of the social and household characteristics of the child's life on the basis of a survey of parents; compilation of pedagogical analysis (pedagogical characteristics) on the basis of questionnaires and conversations with educators and employees interacting with the child; Drawing up a family history based on conversations with parents. 24 Copyright JSC "Central Design Bureau "BIBCOM" & LLC "Agency Book-Service" 2. Adaptation stage: getting to know the child in the process of observation, conversations with him, analysis of products of children's creativity. 3. Main stage: testing. 4. Interpretive stage: drawing up a psychological conclusion and related documents based on the processing and analysis of diagnostic data (on request). 5. Final stage: statement of the results of the examination during the conversation with parents (caregivers); recommendations to parents (caregivers) in oral or written form. 3.5. Diagnostic rules 1. Use at least 10-15 techniques. 2. Select techniques in accordance with his age. 3. Strictly use the instructions. 4. Do not change the stimulus material. 5. To interest the child without trying to work with him through force. 6. Observe the child during the examination (his reaction to the examination situation, his activity, interest, degree of disinhibition, tension, fears, anxiety). 7. Alternate methods (the study of memory follows the analysis of thinking, and the study of perception follows the study of imagination. Start with drawing tests. Give methods for studying personality at the end, when you establish full contact with the child. 8. Carry out quantitative and qualitative processing, comparing data obtained by different methods 9. Interpretation of the results can be made only on the basis of the entire diagnosis 25 Copyright JSC "Central Design Bureau "BIBCOM" & LLC "Agency Kniga-Service" establish contact with the child (eye to eye), it is better to sit not opposite, but next to the child. First, give the child a free choice of areas of activity (game, drawing, communication). During the examination, alternate the activities on the basis of which the tests are built (communication - design - movement drawing). Regulate the examination time from 30 minutes to 1 hour, depending on the age of the child. The intellectual load should be regulated. It is provided by a proportional ratio (a given number) of tests (no more than 3 in one procedure with alternating means: verbal and non-verbal). It is necessary to regulate the personal-emotional load. It is provided by the number of projective tests in the diagnostic kit (no more than 2 in one procedure) with alternating means: associative and expressive. Help for the child is provided only in case of complications in the examination procedure (anxiety, autism, etc.) After the examination, the psychologist performs the most complex intellectual operation - interpretation - this is the penetration into the inner essence of the development processes, a particular child, how he learns and perceives the world around him, other people and himself as his individuality develops. The specifics of the analysis of the results of a psychological examination is the selection of the most significant indicators characterizing the development and mental status of the child at the time of the examination (the current level of development). Analyzing the data obtained (quantitatively and qualitatively), it is important to establish the relationship between individual characteristics and aspects of the child's psyche (cognitive abilities, his personal qualities and the nature of communication). On the basis of such an analysis, a psychological characteristic is compiled, which provides a comprehensive description of the psyche of a particular child, as well as the causes of shortcomings and deviations in his development. For example: failure in educational activities may be associated with a lag in cognitive development, or it may be with high anxiety or a slow pace of development. Analysis of the results is a system of reflection of a specialist on the "protocols". Proper diagnosis is the first step in organizing the correction of mental disorders. Diagnostics should help the development of the child, serve the tasks of individualizing his education and upbringing. 3.7. Diagnostics of the development of children of early and preschool age Diagnostics of the child's mental development is carried out by the main methods: observation and testing. In addition, they use: questioning, conversation, analysis of products of children's activities. At an early age, a psychological examination of a child takes place without the use of tests. Observations in natural and experimental conditions are used. The choice of a methodological arsenal of psychological examination largely depends on the "capabilities" of the subject, on his ability to perform certain test tasks. So, up to 3-4 years, a psychological examination of a child takes place without the use of tests in the narrow sense of the word, based on the methods of fixed observation in natural or experimental (simulated) situations. The reliability of this psychometry is determined by the adequacy of the parameters of the child's behavioral reactions, chosen as criteria for indicators of mental development, and the accuracy and objectivity of the assessments of these parameters by the "observer" (expert). Observations include two main objects - children and the environment in which children are - and pursue the following goals: to obtain information about the development of each child; understand the temperament of each child; understand the interaction of children as a group and the perception of each other by individual children within the group; evaluate the extent to which educators and the environment meet the individual needs of each child. 27 Copyright OJSC Central Design Bureau BIBCOM & OOO Agency Kniga-Service Observation of a child's play activity is of particular importance, since in some cases it is the main research method at an early age. Free play allows you to establish contact with the child, especially when he is afraid of the examination. Having given the child the opportunity to play with toys (“take whatever toys you want and play”), they record the first information about him, the nature of emotional reactions at the sight of toys (joy, expressed or restrained, indifference), the ability to independently choose toys and organize the game, reasonableness actions performed with toys, persistence of interest in gaming activities. Creating play situations, the child practically analyzes, synthesizes, generalizes and classifies, selecting exactly those toys that are needed for a certain action (items of clothing to organize a game with a doll; cubes to load them onto a car, etc.). During the manipulations performed by the child, the psychologist observes the coordination of movements, the state of motor skills. In addition to monitoring the free play activity of the child, a special examination is carried out with the help of toys. Pyramid. Multi-colored sticks and sticks. With the help of these toys, one can observe the child's motor skills, the formation and differentiation of the concept of size, and the child's discrimination of the color of an object. Segen board #1. It is offered to children from the age of three, it is a board with recesses into which the corresponding geometric shapes of various shapes are inserted. "Mailbox". Used for the same purpose as the Segen board. In the top cover of the box there are slots of various shapes, into which the child must lower the three-dimensional figures. A set of geometric shapes of various shapes (circle, square, triangle). The ability to unite objects on a common basis (the simplest generalization) is established, figures can be used to check the account, build according to the model. Cubes of various sizes. The formation of the concept of the size of objects is investigated. 28 Copyright JSC Central Design Bureau BIBCOM & OOO Agency Book-Service Matryoshkas. The child is invited to disassemble and then assemble the matryoshka. Understanding of instructions, rationality of actions, taking into account the size of the nesting dolls is revealed. Stripes and circles of different colors (primary colors). Used to study the formation of the concept of color. "Bowls". The level of perception of the ratio of objects in terms of size and mastery of objective actions is revealed. Mosaic. They offer different options for tasks: designing by model, by imitation, free creativity. The presence of interest, volitional efforts, spatial orientation, the ability to transfer the shown mode of action, fine motor skills are being investigated. Cut pictures. Images of objects familiar to children are cut into two parts: horizontally and vertically. Used to characterize the perception of children. Object pictures depicting objects familiar to children can be used for different purposes: in the study of attention, visual memory, and thinking. In his work, the psychologist can use the following diagnostic techniques. The Kovarzyk Developmental Screen is used to test psychomotor development and identify children with developmental delays. The tasks are designed for children aged from 1 year to 1 year 6 months. Based on the observation of the child's behavior, his development in five areas is assessed: adaptive behavior, gross motor skills, fine motor skills, speech, and personal-social behavior. The Bailey Infant Development Scale measures the current developmental level of children from birth to 2 years 6 months. Consists of three parts: mental scale, motor scale and behavior record. The "Fixed Observation Method (Portrage)" helps to assess various levels of mental development: the development of motor functions, speech, self-service skills, cognitive abilities, socialization. Differentiated evaluation parameters have been developed for children from 1 to 6 years old. The recommended game material is only an approximate sample. The main requirement for it: it should not be random, unsystematic. The order of presentation of tasks provides for the alternation of easy and difficult tasks. 29 Copyright OJSC "Central Design Bureau" BIBCOM " & LLC "Agency Book-Service" Indicators of the development of preschool children. Indicator (characteristic) Orientation 1 2 Methodological means (methods, tests) 3 Development of perceptual actions “Box of forms”, Mastering sensory standards (shapes, colors, sizes, etc.) “Inserts”, Formation of spatial relationships (seriation operations) Combining elements into holistic image "Pyramid", "Bowls", Perception "Designing according to a model", "Inclusion in a row", "Standards", "Cut pictures", "Perceptual modeling" Orientation in objective actions Methods of orientation "Box of forms", Visually - effective thinking “Bowls”, “Pyramid”, “Matryoshka” Development of model actions (modeling) “Fish”, Analysis of the sample “Cut pictures”, Figurative form of mental activity (figurative coding) Mastering visual synthesis Visual-figurative thinking Development of indicative actions “Pictogram” , "Perceptual modeling", "Drawing of a person", "Schematization", "Missing details" Mastering the actions of generalization and classification (simple logical relations) Mastering the action of systematization (complex logical relations) “Classification according to a given principle”, “Free classification”, Logical thinking Sign form of mental activity (sign coding) “The most unlike”, “Systematization”, “Pictogram”, “Exception fourth "Reflection of a logical sequence in speech form Establishment of cause-and-effect relationships Development of consistent (logical) reasoning" Complementing phrases ", Verbal - logical thinking Development of coherent storytelling Volume of the active dictionary Speech therapy defects "Sequence of pictures" "Questions on pictures", Active speech SAT ( Child Apperception Test - Children's apperception test), "Sequence of pictures" Formation of game actions: substitution and manipulation Acceptance and retention of role Building a chain of game actions (plot) "Free game", Game in the context of thinking and imagination Figurative and verbal creativity "Game room ata”, observation of game activity (games with rules, role-playing games, subject-manipulation games) “Finishing figures”, Fluency, flexibility, originality “Drawing of a non-existent animal”, Creative imagination “Three wishes”, “Name the picture”, “What can be at the same time" Mastering the coordination of movements General motor activity Large and fine motor skills 30 "Playing ball", "Repeat after me", Copyright OJSC "Central Design Bureau "BIBCOM" & LLC "Agency Book-Service" Development of the finger and hand technique "Spikers", The presence of the leading hand (position) free movements (gait, running), free drawing The predominant type of attention The volume and stability of attention , Communication preferences, family and partnership relationships "Game room", Communication Forms and means of communication "Supplementation of phrases", SAT, "Drawing of a person", "Sociometry" Self-esteem and level of pr "Ladder", Value orientations "Seven cards", Stability, focus and awareness of motives "Emotional loto", The need for self-actualization SAT, Personality "Drawing of a person", Personality traits and qualities "Addition of phrases", Emotional features (expressive and impressive) "Three wishes", Rosenzweig test (children's version), "Pictogram" Mechanical memorization Indirect memorization "10 objects" Arbitrary memory "10 words", "Pictogram" A set of diagnostic techniques for children 3-4 years old 1. Drawing on a free topic. 2. Drawing of a person. 3. Split pictures. 4. Spillikins. 5. Bowls. 6. Box of forms (mailbox). 7. Standards. 8. SAT (2-3 pictures from the first series). 9. Remembering pictures. 10. Construction on a dissected sample. A set of didactic techniques for children 4-7 years old 1. Drawing of a person. 2. Drawing of a fabulous animal. 3. Drawing in (Torrens test). 31 Copyright JSC "Central Design Bureau" BIBCOM " & LLC "Agency Book-Service" 4. What can happen at the same time. 5. Memorization of 10 pictures. 6. Memorization of 12 words (or the simplest pictogram). 7. Exclusion of the 4th (pictures). 8. Sequential pictures. 9. The most dissimilar (Wenger test). 10. Perceptual modeling. 11. Boat for children (4-5 years old - fish, Wenger's test). 12. Paths (clearings) (Wenger test). 13. Raven's matrix (for children 4-5 years old - series A, A-B, for children 5-7 years old - series A-B, B). 14. Rosenzweig (12 pictures). 15. SAT. 16. Ladder. 3.8. Psychological conclusion There are several options: 1. According to the partial parameters of mental development. It contains separate indicators of development (motor skills, learning ability, motives, intelligence). Used for partial examinations (readiness for school). 2. According to complex parameters, including indicators of the psychophysical development of the child and an assessment of his upbringing and education. Used in evaluation age development children. Both options do not reflect the full picture of the mental development of the child. The structure of the conclusion should include the following blocks: general characteristics of age development; cognitive development and speech function; personal and emotional development; communication development; children's competence; readiness for school; features of development; development problems; development forecast; 32 Copyright JSC "Central Design Bureau "BIBCOM" & LLC "Agency Book-Service" recommendations. Junior preschool age. Senior preschool age. surname and name; age; date of examination. one. general characteristics age development (arbitrariness, regulation, learning in older people): physical; appearance; gross motor skills; fine motor skills; pace of life; organization of activities; stenicity. response to the examination. 2. cognitive development: perception of color, shape, size, integrity; thinking (objective actions), additionally for seniors - a form of thinking, modeling, coding, classification and generalization, schematization; imagination; memory; speech; Attention. 3. Personal and emotional development: activity; orientation; emotional lability; emotional manifestations (facial expressions, pantomimics). In the elders - the factor of emotional stress: emotional retardation; excitability; situational reactivity; self-assessment; value orientations; level of aspirations. four. Communication development: features of communication in the survey situation; with parents; 33 Copyright JSC "Central Design Bureau "BIBCOM" & LLC "Agency Book-Service" with tutors; with peers. Seniors have a social status in a peer group. 5. Children's competence: design; performance; game; learning activities. In the elders - in detail - didactic game and plot - role-playing. 6. Features of development. 7. Problems of development. 8. Forecast. 9. Recommendations. 34 Copyright OJSC "Central Design Bureau "BIBCOM" & LLC "Agency Kniga-Service" 4. Correctional work of a child psychologist Psychocorrection is a purposeful change in the psychology or behavior of a child in need of psychological help, through methods of psychological influence on him. At present, the concept of "correction" is considered more widely as a set of psychological means and methods for creating optimal opportunities and conditions for full and timely mental development. 4.1. Theories of psycho-correction Activity approach to correction. Correction is based on the following fundamental provisions: to positively influence the development process means to control the leading activity of the child (AN Leontiev); the social situation of development is considered as a unit of analysis of the dynamics of the child's development (L.S. Vygotsky); position on the forms of psychological contacts between people (S.L. Rubinshtein); involvement in the correctional process of the child and his social environment (VN Myasishchev); about the corrective potential of the game in the formation social relations child (DB Elkonin) Psychodynamic direction (Z. Freud, Adler) The general direction of psycho-correction is to help the child in identifying the unconscious causes of emotional experiences, their awareness and reassessment. The main cause of behavioral and emotional disorders in children and adolescents is conflict. Therefore, the task of psychoanalysis as the main method of this direction is to bring the conflict to the child's consciousness, that is, the situation associated with unconscious drives that are unacceptable to him. For this, new psycho-corrective methods were developed: game therapy and art therapy. Starting with identifying the unconscious urges underlying emotional disturbances, the psychoanalyst in the process of correction focuses the child's attention on those internal forces that will help him cope with the existing problems. As a result, the child overestimates the significance of the problem, new systems of emotional attitudes are formed in him, and the “center of excitation” is eliminated. Behavioral direction (E. Thorndike, Skinner) Man is a product of his environment and its creator. Behavior is formed in the learning process. Problems arise as a result of poor training. Correct behavior can be taught through the use of reinforcement and imitation. The main goal of correction is to develop a new adaptive behavior in a child and overcome maladaptive behavior. Children are taught the techniques of self-control and self-regulation. The psychologist acts as a teacher, coach, and the child as a student. The weak point of this approach is the focus not on the causes, but on the specifics of the behavior itself. The method of behavioral training is used. Cognitive-analytical directions (J. Piaget, L. S. Vygotsky) The main attention is paid to the cognitive structures of the child's psyche and personality traits. The main task of correction is to create a model of a psychological problem that would be understood by the child, teaching him the basic ways of thinking, changing the perception of himself and others. Within the framework of this approach, 2 directions are distinguished: cognitive-analytical and cognitive-behavioral. At the first stage, the psychologist gets acquainted with the problems of a teenager and formulates these problems. The second stage: the psychologist, after a thorough analysis, makes a list of the teenager's problems and presents them to him orally or in writing. The causes of the problems are clarified, and a correction plan is discussed with the teenager. (3-7 meetings). The third stage is corrective. A psychologist teaches a teenager to recognize inappropriate ways of his behavior with the help of self-observation, keeping diaries. Discussing the results of his observations with a psychologist, a teenager begins to understand the reasons for his inadequate reactions and replace them with effective forms of behavior in everyday life. The psychologist acts as a teacher. However, he does not tell the teenager how to act, he teaches the ability to decide independently, change their beliefs, having previously realized their emotional and behavioral consequences. The basis of the cognitive approach to correction is the belief that all life problems arise due to erroneous beliefs. Therefore, the correction is aimed at understanding the teenager's problems and changing his behavior based on thinking. Client-centered approach (K. Rogers) Human problems arise when some feelings are forced out of the field of consciousness and the assessment of one's own experience is distorted. The basis of mental health is the harmonious structure of the "I of the concept" (correspondence of the I - the ideal real I), as well as the desire of the individual for self-knowledge and self-realization. I - the real - is a system of ideas about oneself, which is formed on the basis of experience and communication with people. I - ideal - this is an idea of oneself as an ideal, what a person would like to be as a result of the realization of his capabilities. The degree of differences between these "I" determines the degree of comfort of the individual and personal growth. If the degree of differences is small, then it acts as an engine of personal growth. A person accepts himself for who he is and this is a sign of mental health. Anxiety and mental health problems are the result of a mismatch between the real self and the ideal self. The purpose of the correction is to develop a greater self-esteem in the client, contributing to his personal growth. Empathic acceptance of the client (to see the world through the eyes of the client) is the basis of the psychologist's work. The client strives for self-development, he determines what changes he needs and implements them himself. The psychologist establishes congruence with the client, verbalizes and reflects his emotions. The variety of personalities and lifestyles indicates that there is no single universal method of corrective influence. Undifferentiated use of corrective technologies can have a devastating effect on a person. Therefore, the skillful use of methods of corrective influence depends on the professionalism of the psychologist, his moral and personal potential. The psycho-correctional process is a complex system that includes both strategic and tactical tasks. Strategic tasks are the development of psycho-corrective programs and complexes. Tactical tasks are the development of methods and corrective techniques, the choice of the form of correction, the selection and staffing of groups, the duration and mode of training. 4.2. Principles and rules of correctional work with children Choice of goals and direction of correction, i.e. the strategy for its implementation is determined by three main principles: the principle of normative development; “top-down” correction principle; the principle of systematic development of mental activity. Correction tactics, i.e. the choice of means and methods for achieving the set goal follows from the activity principle. The principle of normative development requires taking into account the basic patterns of mental development, knowledge of the sequence of developmental stages for the formation of the child's personality. The "standard of age" is determined by the level of social requirements and cultural and historical achievements of society. When determining the strategy of corrective work, it is necessary to proceed from a comparison of the reference age and the characteristics of an individual developmental variant. This makes it possible to differentiate developmental deviations that are subject to correction and to separate them from the excess requirements imposed by parents and educators on children without taking into account age characteristics. Some deviations in development may be due to the uneven pace of development. In these cases, the main goal of the correction is the prevention of negative trends in the development of the child, including the creation of more favorable conditions for the development of the child. When determining the goals and objectives of correction, it is necessary to proceed from an understanding of the unique role that this specific period of age development plays, to most fully scoop out the sources of development of this age period, this is will be a kind of prevention of the occurrence of deviations in development, at subsequent age stages. The principle of correction "from top to bottom" means the leading role of education for the mental development of the child. The main content of correctional work should be the creation of a zone of proximal development of the child's personality and activity. The basis of such a correction is the active formation of psychological neoplasms that form the basis of age and the prospect of further development of the child. Correctional work should be based on the principle of systemic development of the psyche, which ensures the focus on eliminating the causes and sources of deviations in the mental development of the child. The success of such a correction is based on the results of a comprehensive diagnostic examination, the result of which is the presentation of a system of cause-and-effect relationships between symptoms and their causes. Guidelines for choosing the primary goals of correction should be both the structure of the defect (the system of cause-and-effect relationships that determine it), and the significance of the defect for the further development of the child. The activity principle of correction determines the tactics of correctional work - the choice of means and methods. Through the organization of appropriate activities, changes in the social situation of the child's development. Proceeding from this principle, correctional work should not be reduced to training skills and exercises to improve mental activity, but should be built as a holistic meaningful activity of the child, organically fitting into the system of his daily life. Rules of psycho-correctional activity: 1. A psychologist should not carry out correctional work without firm confidence in the causes and sources of deviations in a child's development. 2. The space of corrective influences is limited by the norm and borderline states of the child's development in the absence of organic and functional disorders. 39 Copyright JSC Central Design Bureau BIBCOM & OOO Agency Kniga-Service 3. He has no right to determine the individual course of a child's mental development through radical corrective intervention. 4. In working with children under 7 years of age, it is not recommended to use hypnotic and suggestive means of influence, as well as methods of psychotherapy that are not adapted to preschool age. 4.3. The specifics of the organization of correctional work with children The main stages of the correctional work of a psychologist with children: 1. Planning goals and objectives based on a psychological examination of the child. 2. Development of the program and content of remedial classes, the choice of form (individual or group). Selection of methods and techniques of corrective work. Planning for parent participation. 3. Organization of the conditions for the implementation of the correctional program. Parent counseling. Selection of children in the group. Informing teachers and the administration of the preschool educational institution about the plan for corrective measures and discussing the correction program with them. 4. Implementation of the correctional program: conducting classes at least once a week and monitoring the behavior of children. Informing parents about its progress. Making changes to corrective work. 5. Evaluation of the effectiveness of the correction in terms of its goals. Drawing up psychological and pedagogical recommendations for consolidating the success of correctional work. Discussion of its results with parents, teachers and administration. In what cases to apply individual, and in what group correction? If the child's problems are associated with difficulties in socialization, then group correction is needed. If the problems are centered around emotional difficulties, then an individual form is better. 40 Copyright JSC "Central Design Bureau "BIBCOM" & LLC "Agency Book-Service" Group sizes from 3 to 7 (rarely 9) children. Grouping of children in conflict and friendships should be avoided. The main objectives of the correction are: 1. Correction of deviations in the mental development of children. 2. Prevention of negative trends in personal and intellectual development. Of great importance is the diversity of the content of the correctional program and the active participation of the child in it. 4.4. Preparation of individual and group remedial programs The remedial program contains the following: 1. Information about the child: age, address, names of parents, anamnesis, problem areas of the child's development. 2. Conclusion on the current level of development of the child - a brief description of the cognitive and personal spheres based on complex diagnostics. The strengths of the child's development and the weaknesses in which the child needs correction are highlighted. 3. Goals and objectives of correctional and developmental work. Goals are the formation of the desired achievements or results of the child. They are expressed as positive statements describing a behavior or a skill (the formation of adaptive behavior skills). Objectives are intermediate steps necessary to achieve the goal. A goal should be written for each major area of underdevelopment (motor, social-emotional, mental, speech development, etc.). Setting the goals of correctional work should be based on a theoretical model of the mental development of the child, taking into account his age. There are three directions in setting corrective goals: 1. Optimization of the social situation of development. 41 Copyright JSC "Central Design Bureau "BIBCOM" & OOO "Agency Book-Service" 2. Development of children's activities. 3. Formation of age-related neoplasms. When setting corrective goals, it is necessary to be guided by the following rules: goals must be formulated in a positive form; they must be realistic and correlated with the duration of correctional work and the child's ability to transfer the experience gained in correctional classes into real life practice; it is necessary to take into account the short and long term development of the child and plan specific indicators of personal and intellectual development. 4. Three areas of work are planned: the work of a psychologist (methods, time and timing); usually compiled for the academic year; recommendations for teachers; Advice to parents. Recommendations should contain: what to do, when and how. 5. Evaluation of the effectiveness of the program is carried out on the basis of observations of the child, the use of diagnostics and analysis of the products of the child's activities. The date and level of achievement of the goals is fixed. Options: the child has achieved the goals; made significant progress towards the goal; shows insufficient progress; There is no progress towards the goal. 4.5. Organization of remedial classes The form of the lesson is determined, first of all, by the age of the children: up to 7 years, the preferred form of training; for children 7-10 years old - this is a special lesson with elements of training. The work of the training group is distinguished by a number of features: participants are involved in playing special exercises, during which skills, personal qualities and attitudes are developed. The emphasis is on creating an atmosphere of trust and security. Therefore, it is important to emphasize that there is no wrong or erroneous exercise. Child 42 Copyright OJSC "Central Design Bureau "BIBCOM" & LLC "Agency Book-Service" takes part in the games voluntarily and has the right to refuse this or that exercise. The psychologist tries to involve children in participation and, at an age-appropriate level, encourages participants to reflect on the processes taking place in the group. The rules for conducting the training are less regulated than in the classroom (lesson). Reduced external control. Children sit either on chairs or on a carpet around. They see each other's eyes, which allows them to speak from a place without getting up, without raising their hands. The composition of the group and the duration of the lesson is determined by the age of the children: 5-6 years old - 6-7 people (25-30 minutes), 8-10 years old - up to 10 children (45 minutes). When selecting children in a group, the individual characteristics of the children are taken into account. It is not recommended to include more than one hyperactive or aggressive child in a group. The frequency of classes is 2 times a week. Each lesson consists of 3 parts: warm-up, main and final. The warm-up is carried out in order to include children in the work of the group. It is important that children follow the rules: take turns speaking, listening to each other, taking turns when choosing a leader in the game, not shouting. The main part is determined by the content of the correctional program. The final part of the lesson is aimed at removing emotional arousal from children. Therefore, it includes relaxation exercises, breathing and muscle exercises, elements of psycho-gymnastics. Let's take an example lesson. When carrying out correctional work, the psychologist works using 3 different positions: 1. "Do as I do." In this position, the psychologist shows the method and teaches its implementation, achieving conformity with the model. The psychologist takes responsibility for this mode of action. 2. "Let's do it together." The psychologist shares the responsibility for finding and finding an effective way with the child. 3. "Let's think about how to do better." The psychologist transfers responsibility to the child, expands his possibilities to the maximum in choosing a method and mastering it. The first position is closer to psychotechnical influences, when the child is offered obviously effective content. 43 Copyright JSC "Central Design Bureau "BIBCOM" & OOO "Agency Book-Service" The second position implies the awareness of the child's own capabilities. The third involves the awareness of the child of their individual characteristics. The expediency of each position is determined by the specific tasks of correction. It is better if the psychologist uses all positions. The main feature of a psychologist's communication with children in a remedial session is partnerships on an equal footing, but without connivance. 4.6. Methods of corrective work with children Consider the following methods: game therapy, fairy tale therapy, art therapy, the method of congruent communication and the method of behavioral trapping. The most effective form and method of corrective work with children is the game. It successfully solves three important correctional tasks: expansion of the child's self-expression repertoire; achievement of emotional stability and self-regulation; Correction of relations in the system "child - adult" and "child - child". The main psychological mechanisms of correction in the game in domestic psychology are: modeling of the system of social relations in a visual and effective form; changing the position of the child from egocentric to decentering, due to which there is an awareness of the “I of the image”; formation of partnership relations; organization of internalization of new ways of behavior; awareness due to verbalization by the psychologist of their emotional states; formation of the ability to voluntary regulation of behavior. Zakharov A.I. highlights several principles of using the game for correction: 44 Copyright JSC "Central Design Bureau "BIBCOM" & LLC "Agency Book-Service" 1. Immersion in the game (creation of the playing space and time of events, use of game symbols, participation of all children). 2. Equality of play relations (the child has the right to choose the game, role). 3. Spontaneity and improvisation in the game (emotionality and spontaneity, lack of rehearsals, memorized lines and dialogues, variable search for solutions to problem situations). 4. Organizing the beginning of the game (the schedule of game lessons, their duration, compliance with the rules). 5. Conditionality of the game action (“as if”, “if”, “pretend”). 6. Emotional response (removal of emotional stress, elimination of fears by getting used to the image). 7. Change (alternation) of roles, developing the skills of psychological protection, more adequate socialization of the child. The group must include children with an age difference of no more than 2 years. Best done an hour after breakfast. The psychotherapeutic effect of these games, unlike the usual ones, is in emotional response and relaxation. Game lessons include three parts: introductory; main; final. Duration from 50 minutes to one hour for preschoolers and 1-1.5 hours for younger students. The duration of the lesson is constant, and allows the child to develop the ability to arbitrarily regulate his activities, the ability to obey the rules and organize his activities in time. The introductory part of the lesson includes a ritual of greeting and planning of the game and exercises that the lesson will be devoted to. Greeting contributes to the establishment of emotionally positive contact between the participants in the interaction. The greeting is addressed to each participant, thereby emphasizing its significance "I'm glad to see you here today." A warm, encouraging smile, contact 45 Copyright JSC "Central Design Bureau "BIBCOM" & LLC "Agency Book-Service" eye to eye and touch, handshake. In addition to an individual and general greeting, it is necessary to form a sense of belonging to the group. The greeting ritual may include singing in a choir. Game planning can have several options: 1st option - you can invite the children to choose the game "who wants to play what". This option is suitable at the beginning of correction, when diagnostic tasks are being solved. Children should be no more than five, starting from senior preschool age. The second option is directive, here the initiative of choosing a game from an adult. Any age of children and composition, in work with small children (3-5 years old) and a group passive group of younger students. It is better not to report the entire scenario of games and exercises for a more flexible variation of games in order to respond to conflicts and unpredictable emotional states. If the children ask what they will play, then we can say that this is a secret or a surprise, but do not completely refuse information, because. This is a sign of disrespect for the personality of the child. It is advisable before each game to inform the children of its purpose and its meaning in a form accessible to children. Option 3 - planning the game together with the children. Two cases are possible here: in the first case (by the end of correctional work), the decision to choose a game is made as a result of communication, group discussion. The second case (at earlier stages of correction) is the established order of utterance of sentences that are unconditionally accepted by the group (this is a method of social therapy). In order for children to choose what an adult would like to spend, it is necessary to put toys, attributes in a prominent place that tell children the plot of the game: this is also facilitated by a conversation, reading a fairy tale or a story on a specific topic, listening to a piece of music. But if, nevertheless, the decision is made contrary to the expectations of an adult, you need to follow it. Main part (occupies most of the time 3/4). The final part is a kind of summing up, reflecting on what was in the lesson and providing conditions for a smooth transition from the world of the game to the world of reality and responsibility. results, the content of the subsequent lesson is planned. To summarize, the children sit in a circle and share their impressions. Questions help: What did we play today? How did you play? What did you like and dislike and why? Would you like to thank someone for their help? For a good game? Then a farewell ritual is performed, a quiet calm song or a unifying action (take each other by the shoulders) is used. Saying goodbye can be verbal or non-verbal (shake hands, hug a child) "I want you to come play next time." Fairy tale therapy (based on psychoanalysis). It is used in work with children of preschool and primary school age. Problems in the development and behavior of children are solved: aggression, shyness, problems of shame, guilt, lies, psychosomatic illnesses, enuresis, etc. It helps the child to recognize their problems and see ways to solve them. Why is the story so effective? 1. At preschool age, the perception of a fairy tale becomes a specific activity of the child, allowing him to dream and fantasize, to comprehend the adult world of feelings and experiences in a fairy-tale form. 2. Young children have a highly developed identification mechanism. Perceiving a fairy tale, a child, on the one hand, compares himself with fairy-tale characters and this allows him to feel and understand that he is not alone in having such problems. On the other hand, through fairy-tale images, the child is offered ways out of various situations, ways to resolve conflicts that have arisen, and support for his abilities. At the same time, the child identifies himself with the positive hero, since his position is more attractive compared to other characters. This allows the child to learn norms, values, to distinguish between good and evil. 47 Copyright OJSC "Central Design Bureau" BIBCOM " & LLC "Agency Book-Service" And if a child does not always accept a fairy tale at the level of consciousness, then it is necessary on the subconscious. The same fairy tale has a different effect on each person, he takes from it consonance with his problems. There are two approaches to fairy tale therapy: directive (directed) and non-directive. They differ in the function and role of the psychologist in working with children, the very structure of the session. directive approach. The psychologist is the main person in conducting the session, he sets the topics of the classes, carefully observes the behavior of the child and interprets his reactions, builds his behavior on the basis of these observations. Fairytale metaphors are selected and created individually for each client, in accordance with his problems and goals of work. The first step in creating a fairy tale for a child is to determine a positive result, which should be concrete, visible in the child's behavior, controlled by him, and not by circumstances, while maintaining the positive features of the old behavior, and not something that should be got rid of. The theme of the fairy tale is the problem of the child in a symbolic form. Particular importance is attached to the selection of fairy tale characters and the establishment of relationships between them, but corresponding to real relationships. In order for the fairy tale to be interesting to the child, it is necessary in a preliminary conversation to find out the interests and hobbies of the child in order to identify positive points that can be relied upon in the process of creating a story. Example: for a boy of 6 years old, who has a high level of intelligence and is very passionate about astronomy, but who cannot communicate, a story was invented of a small star that could not overcome a long distance to other stars and make friends with them. Often storytelling is combined with suggestion, hypnosis to relax, to become more open to the perception of their own internal states and sensations, distracting from external stimuli. 48 Copyright JSC "Central Design Bureau "BIBCOM" & OOO "Agency Kniga-Service" The psychologist builds all the work on the basis of the client's reactions: pays attention to the movement of the eyes (to the left and up - memories, to the right and up - fantasizing new images, lack of fixation - imagination, eye movement left - right - auditory perception, right - down - kinesthetic sensations). A fairy tale story, in order to make it close to the child, should be framed close to his speech and make maximum use of words that correspond to his predominant communication system (visual - see, observe; auditory - hear, sound, kinesthetic - grab, go, etc.). d.). There is an opinion that during life these systems are blocked under the influence of various reasons: visual - tics, barley, auditory - ringing in the ears, inflammation of the ear, nose; kinesthetic - headaches, skin allergies, enuresis, abdominal pain. Words are introduced into the fairy tale, allowing to open the blocked system and thereby get rid of a number of problems. Thus, directive fairy tale therapy uses communication and suggestion at 3 levels. Level 1 - based on the plot of a fairy tale, which should correspond to his real life, include all the characters in the conflict. The plot of the fairy tale unfolds sequentially, starting with the plot, describing the life and relationships of the fairy-tale hero, through a crisis situation, when the hero or heroes feel disappointed in the status quo, the course of trials, the hero tries a number of solutions, some of which do not lead to the desired result. And one of the options becomes acceptable. Next, the hero is given the opportunity to check the correctness of the chosen solution and give positive emotional reinforcement. Plots of stories psychologists draw from fairy tales, tales, anecdotes, myths, legends, as well as their own practice and the practice of colleagues. Level 2 - is to use words that affect different sensory systems, which allows you to unblock the suppressed system and restore the balance of the child's sensory perception. 49 Copyright OJSC "Central Design Bureau "BIBCOM" & LLC "Agency Book-Service" Level 3 - suggestion when telling stories, highlight with intonation, or use the name of the child, before passing on important information to him. Features of the technique of telling fairy tales involve the use of indefinite words and expressions (all, each, many), children are given the opportunity to imagine a situation or event for themselves. It is effective to use pauses, intonations, volume, the introduction of the name of the child, before an important phrase is said that I would like to capture at the subconscious level. Often, to relieve tension, anxiety, resistance in children, phrases like: “All children do this”, “It always happens this way” are used. A non-directive approach proceeds from the uniqueness of each individual, and therefore the goal of fairy tale therapy is to help the child identify, realize his problems and show some ways to solve them. The task is to create an atmosphere of emotional acceptance of the child, everything positive, good that he has is supported, the child's right to any feelings is recognized. However, some social requirements are imposed on the manifestation of these feelings (the rule "do not fight", "do not bite" is introduced). The work is carried out in the form of group lessons with 3-6 children for 1-2 months. The story is created for the whole group. The selection of fairy tales can be different: related to the same heroes with whom magical adventures take place. Ritual moments and commands are introduced (the ringing of a bell that turns children into heroes of a fairy tale - as a signal for identification; music for relaxation; spells). Fairy tales can be aimed at solving one problem that many children have, or to relieve tension, aggression, anxiety. There is a problem of selecting children in these correctional groups. For this, preliminary diagnostics and a special selection of children are carried out. It is better to work with children who are aggressive, egocentric, experiencing severe stress, crisis individually, and only when most of their problems are solved, include them in group work. For children who are closed, uncommunicative, passive, with behavioral disorders, low self-esteem, with fears, group work is useful. 50 Copyright OJSC "Central Design Bureau "BIBCOM" & LLC "Agency Book-Service" Diagnostics allows you to identify the range of problems in children participating in the group and select the most effective fairy tales and games to solve them. Fairy tale therapy, game therapy and art therapy are often combined in one lesson. The session begins with a ritual song or game, then there is a discussion of what happened to the children during the time that has passed since the previous lesson, their successes and failures, then a series of psychotherapeutic games are held (depending on the problems of the children participating in the group), then the children listen to a fairy tale, then draw, discuss their drawings. At the end, the results are summed up, how the lesson went, a ritual song or game is performed. The psychologist does not evaluate the behavior and drawings of children and does not interpret them. The process of working with a group can be divided into three stages: Stage 1 (2-3 lessons) - preparatory. Task: to unite children in a group, their acceptance of the rules and specifics of work. At the first lesson, the rules and rights of children's communication (no fighting, no name-calling) are discussed. The number of rules is minimal. Games and fairy tales are non-problematic. It is important that the children feel comfortable, make contact with the psychologist and the children, learn the lesson plan and ritual moments. Children's drawings do not yet reflect their problems and need their unconditional acceptance and approval. At 3-4 lessons there is a surge of aggressive behavior in many children participating in the group. Children are given the opportunity to throw out their aggression, but in socially acceptable ways (fights on paper rolls or balloons). In the event of a conflict in the game room, it is important to discuss the conflict, show all participants what feelings and desires the disputants had, and show an adequate way to achieve their desires. When the children are accustomed to the situation in the playroom and get to know each other, you can proceed to the main stage of work. Stage 2 is the main one. Purpose: to help the child in solving difficult problems and overcoming undesirable character traits, various games are used: role-playing, story-related fairy tales, psychotherapeutic games aimed at solving difficulties and problems, group cohesion and awareness of group support. Fairy tales are more problematic and deal with such universal topics: choice and responsibility for one's behavior, love and respect for other people; mutual assistance; or more specific problems (uncertainty, aggressiveness, lack of communication skills, child-parent relationships, etc.). The drawings reflect the real problems of children, where the conflict is resolved in an adequate form (shading characters that cause fear in the child). At this stage, collective drawing is effectively used, first by two, then by the whole group according to a pre-discussed plot. Stage 3 is the final one. Playing various difficult situations and ways of resolving. Listening to fairy tales with a positively colored forecast for the future. It is more effective if a game, a fairy tale arise spontaneously, at the request of children. For preschoolers - fairy tales should be short (7-10 minutes), specific and simple in content, it is better to tell them. More use of the game, drawing, and fairy tales and their discussion should take less time. For younger students - for them, you can use audio recordings of fairy tales, group discussions are effective. These two approaches in fairy tale therapy can be used in a combined form. You can use this method to work with parents as well. You can combine children's and parent groups (first the parent works in tandem with someone else's child, and then with his own). The art therapy method is a method based on the use of art as a symbolic activity and is based on the stimulation of creative processes. Initially, this method arises in line with the theoretical ideas of Freud and C. Jung, and later it is included in the humanistic models of personality development by Rogers and Maslow (1976). For the first time this method was used to correct the difficulties of personal development and refers to the 30s of the XX century; were used in work with children experiencing stress in fascist camps and taken to the United States. Since then, this method has been widely used both as an independent and as an additional method. In working with children, play therapy is complemented by art therapy methods. It is characterized by two mechanisms of psychological corrective influence: 1. Art makes it possible to symbolically reconstruct a traumatic conflict situation and find its resolution on the basis of the child's creative abilities. 2. The nature of the aesthetic reaction is such that it allows the action to be changed from affect to pleasure. This method complements play therapy. The main goal of art therapy is to harmonize development through the development of the abilities of self-expression and self-knowledge through art products (drawings). Aesthetic products that embody feelings, experiences. There are different types of art therapy: drawing (on fine arts); bibliotherapy (literary writing) creative reading of literary works; drama therapy; music therapy, etc. Drawing and dramatization games are widely used in work with children, used in the context of the game. Drawing therapy is used: with difficulties in emotional development, fears, depression, impulsivity; emotional deprivation, feeling of loneliness; conflicts of interpersonal relations in the family, in the group of preschool educational institutions; increased anxiety, fears; low or negative "I" - concept; low level of development of the game; 53 Copyright OJSC "Central Design Bureau "BIBCOM" & LLC "Agency Book-Service" lack of game motives and interest in the game. These methods allow the child to: reveal their new abilities; to realize your experiences and feelings, to explore them; Rise to a higher level of personal development. If the child is closed, uncommunicative, shy, then art therapy allows you to combine children into a group while maintaining the child's individuality, to facilitate the process of communication, mediating its common creative processes and its products. Art therapy allows you to combine an individual approach to the child and a group form of work. Drawing for children acts as a means to find out who they are and what they can do. The method of art therapy allows the psychologist to combine an individual approach to the child and a group form of work. The drawing of a child is considered as a projection of his personality, an expression of his attitude to the world. For a psychologist, an important task is to separate in a child's drawing features that reflect the level of mental development and the degree of mastery of the drawing technique - on the one hand, and on the other, personal characteristics (so scribbles can be a characteristic of drawing a child of a given age; a sign of mental retardation; an indicator of a feeling of loneliness or a manifestation of hyperactivity) . For the correct interpretation of the content and meaning of the drawings, it is necessary to take into account a number of conditions: conditions for the development of art activities; features of the drawing process (choosing a topic, saving it, the sequence of execution separate parts drawing, spontaneous statements of the child, the nature of emotional reactions); the dynamics of changes in drawings on the same topic. Kramer identified four types of images that are significant for art therapy: scribbles - chaotic lines, unfinished forms; schemes and semi-schemes - conventional stereotyped images; 54 Copyright JSC "Central Design Bureau "BIBCOM" & OOO "Agency Book-Service" pictograms, schemes, generalized by the expression of the child's individuality, express the attitude to the world, but require explanations from the author; artistic images that objectify emotions and are understandable without explanation to other people. The most favorable for solving correctional problems is the fourth type of image (artistic images). There are age restrictions on the use of drawing for diagnostic and corrective purposes. From 3 to 5 years - game methods of corrective work prevail. And drawing is organically included in the context of game tasks (because symbolic activity is in the development stage). From 6 to 10 years old, forms of symbolic expression become available to children. In adolescence, art therapy becomes the optimal form of correction (subject to mastery of the art-work technique). In the process of organizing art therapy sessions, the psychologist implements the following functions: empathic acceptance of the child; emotional support of the child; setting a creative task and ensuring its acceptance by the child; thematic structuring of the task; search for a form of expression of the topic; verbalization of the child's feelings. There is a directive (the psychologist proposes a topic) and a non-directive form (the child chooses the topic himself). Both forms are widely used in art therapy for children. In the case of fears, preference is given to the directive form (A.I. Zakharov), with low self-esteem and a negative image of the “I”, non-directive forms are more effective. In the practice of art therapy, five types of tasks are used: 1. Subject - thematic type - drawing on a free and given topic, where the subject of the image is a person and his relationship with the world of things and people (My family, I am at school, I am at home, I am 55 Copyright JSC “Central Design Bureau “BIBCOM” & LLC “Agency Book-Service” what is it now, I am in the future, My favorite pastime, What I love, Draw your world, etc.). 2. Figurative - symbolic type - the image of abstract concepts (Good, Evil, Happiness) or emotional reactions (Surprise, Joy, Anger). 3. Exercises for the development of perception, imagination and symbolic function - tasks for structuring unformed stimuli (Drawing by dots, Magic spots). The principle of projection is at the core (Rorschach). 4. Games - exercises with visual material. Experimenting with paints, paper, etc. Useful for children of younger preschool age in order to stimulate interest in visual activity, for children of older preschool age in case of emotional disorders, the development of protective mechanisms (finger painting, construction destruction). 5. Task for joint activity - optimizes communication and interpersonal relationships. Includes the four types of tasks described above. Similarly, the types of tasks can be based on literary material: writing fairy tales, stories. 1. Method of congruent communication. (based on the ideas of Rogers' humanistic psychology). Ginot was created, and developed in the works of Gordon. Congruence is the degree of identity of the experience (phenomenal field) of reality. Violation of congruence leads to an increase in personality neuroticism. The goal is to provide a system of psychological conditions for the positive personal development of the child. The goal is realized through a system of tasks: establishing mutual understanding between a child and an adult, establishing relations of respect, equality, cooperation (based on respect for the dignity of everyone); formation of a positive "I" in a child on the basis of an adequate idea of their qualities and recognition of their self-worth; 56 Copyright JSC "Central Design Bureau "BIBCOM" & OOO "Agency Book-Service" child's awareness of his feelings on the basis of their verbalization by a psychologist; support and stimulation of the activity of the child, aimed at the study of problem situations and independent choice of ways to solve them on the basis of cooperation with an adult. This method is based on the following principles of organizing effective communication: 1. Any act of communication should be aimed at strengthening the positive image of "I". 2. It is built on a non-judgmental basis, avoiding direct personality assessments. Even praise should not contain direct assessments, but be descriptive. 3. The main emphasis falls on the reflection of the emotional components of the activity and activities of the child. 4. An adult acts as a stimulator of cooperation with the child in resolving problem situations. At the same time, an adult avoids ready-made recipes, he seeks to organize cooperation with a child in such a way that he can independently find a way out of a problem situation. Implementation of the outlined principles requires the use of a number of communication techniques: techniques of empathic (active) listening; use of "I" statements; conflict resolution. The technique of "empathic" listening is the core of psychological assistance to the child in his personal development, the formation of a position of trust in the world. An obstacle to the formation of such a position is the typical ways of interaction of a child with adults in the family, preschool educational institution, school, these are: 1. Statements with the aim of influencing the child: orders, orders, commands: “do not do it”, “take it away”; threat, warning, warning about the danger “if ... then”; sermon, lectures, moralizing: “should”, “dine”, “should”; 57 Copyright JSC "Central Design Bureau "BIBCOM" & OOO "Agency Book-Service" advice, explanations of what needs to be done to the child and how; instructions, teachings: why it is necessary to do so. The systematic use of these statements forms in the child a feeling of inferiority, humiliation and dependence on an adult, infantilism. In adolescence, it can cause protest, and even negativism. 2. Statements aimed at assessing the child's personality: condemnation, censure, "sentence"; labeling, ridiculing, swearing, name-calling; Praise, at odds with reality, praise. 3. Statements interpreting the child's behavior: "I know why you behave this way"; Investigation, "interrogation", closed questions, the requirement of the answer "yes", "no". 4. Statements representing a withdrawal from communication: consolation, reassurance (do not be upset because of this, do not worry); distraction, attention, withdrawal (nonsense, don't talk about it). All the described methods of communication are not optimal in terms of psycho-correctional work. An alternative is "active listening" - this is communication with the provision of feedback to the child about his feelings, experiences, emotional states. Feedback through a verbal instruction that begins with the word "you" and contains a detailed description of the child's feelings. This contributes to the emotional support of the child by adults, awareness of their feelings and taking responsibility for resolving the problem. The active listening technique includes non-verbal and verbal components. To non-verbal: establishing perceptual contact with the child (position face to face at eye level, interest in the look of an adult); warm smile of an adult; affectionate, soft intonation, moderate voice volume, average speech speed; distance at a distance of 50-70 cm. 58 Copyright JSC "Central Design Bureau "BIBCOM" & LLC "Agency Book-Service" Verbal: word for word repetition of the child's statements and a more complete description of his feelings by adults. To implement active listening, the psychologist needs: to want to hear the child; wish to be useful to him; accept the feelings of the child as they are; trust and believe the child, not trying to do for him; perceive the child as an individual independent of you. Effective Praise Technique. It is built as a realistic and objective description of the child's actions, his efforts, results, consequences for the child and others, leaving the assessment to the child himself. Children's age needs to be taken into account. Therefore, for young children, direct evaluation criteria are acceptable and appropriate. The technique of using "you-statements" and "I-statements": You-statement is used for an accurate, detailed description of the child's feelings, creating an opportunity for him to master and voluntarily control his feelings. I - the statement is used by the psychologist in a situation of confrontation, a clash of interests between the child and the psychologist and helps the psychologist to accurately express his feelings in such a way as to maintain respect for the child and at the same time try to change the child's behavior. The I-statement structure contains four components. I am a description of emotional states when An invaluable characteristic of behavior in an impersonal form because Causes of an affective reaction Possible consequences and results 1st component: "I am upset", "I am upset", "I do not like", "I do not like" reflects feelings arising at the time of the conflict with the child. 2nd component: “I don’t like it when they throw a ball at me”, “grab my hair”. 3rd component: "I don't like it", "because it hurts me". 59 Copyright JSC "Central Design Bureau "BIBCOM" & OOO "Agency Kniga-Service" 4th component: "I don't like it when they throw a ball at me, because it hurts me, and I'll put the ball in the cupboard." Since the 3rd and 4th components are fraught with the threat of a transition to ineffective communication, it is advisable to use only the 1st and 2nd, as regards novice psychologists). The technique of introducing restrictions and prohibitions in the game. Conflict resolution method. The introduction of restrictions and prohibitions in game remedial classes performs a number of functions: 1. The absence of rules will lead to conflicts. Therefore, the rules open up the possibility of controlling the process of children's play while reducing its creative nature. 2. Prohibitions form the basis for establishing partnerships between children. 3. Provides the development of self-regulation and self-discipline. 4. They create guidelines for developing optimal tactics of behavior in the game. 5. Contribute to the safety of equipment and toys. Techniques for introducing restrictions and prohibitions - the content of restrictions and prohibitions can be summarized in four requirements: 1. The requirement for the physical and personal safety of the child and participants. 2. Psychologist's health safety. 3. Equipment safety. 4. The constancy of the time and place of the gaming session. The concretization of each requirement creates the content of the prohibition (so the 1st: you can’t fight, tease, etc.). The number of restrictions and prohibitions and their form. They should be as few as possible. The form of presentation is verbal, clear and understandable to children. Presented in an impersonal form should not change depending on the circumstances (you can’t fight). At the time of the actual violation, the ban is not discussed, this happens in the 1st lesson). Time for the ban. 60 Copyright JSC "TsKB "BIBCOM" & LLC "Agency Book-Service" Better at the first lesson in a friendly but firm manner. With older children, you can discuss the rules. Violation of prohibitions and restrictions. 1st option: when the child expresses intentions to commit a misdemeanor, to violate the prohibition, but has not yet done so. In this case, the psychologist: 1. Verbal formulation by the psychologist of the desires, feelings, needs of the child - to let him know that you know about his feelings and desires. 2. The introduction of restrictions (you can not climb on the table). 3. Offering an alternative to a prohibited action - teaching the child an effective way to resolve conflict situations. Success depends on the attractiveness of this action for the child (you can do it). Offer a joint action with adults (this attracts preschoolers), the order in mastering a toy or playing a role (counting). 2nd option: the ban is violated. Psychologist: 1. Blocks socially inappropriate forms of behavior in a real - effective or playful form. Ways of a real-effective form are: interrupting the child's actions by depriving him of an object, forcibly restricting the child's activity (hug and press his hands to the body); temporary isolation of the child within the playroom; spatial separation of conflicting children (spread in different directions). The game form is softer. Children are invited to play "Magic Wand", "Invisible Hat", "Freeze". Game rules are introduced and they are used as a guide to influence the behavior of children. The game motive encourages children to follow the rules. Corrective - developing effect can be if the driver adequately understands the norms. 2. Provides an emotional reaction to the offender after blocking in socially acceptable forms. In a real-effective way: screaming, stomping, throwing objects specially designed for this (ball) on the floor and in a playful way (sound musical toys, instruments: a drum, a tambourine, aggressive toys). 61 Copyright OJSC "Central Design Bureau "BIBCOM" & LLC "Agency Kniga-Service" The next steps of the psychologist from the 3rd to the 5th correspond to the logic of presenting prohibitions in conditions when the child's behavior is still within the limits of what is permitted: verbalization, formulation of the prohibition and proposal of an alternative actions. Method of behavioral training Aimed at teaching the child adequate forms of behavior in problem situations (based on behaviorism). Purpose: development of new behavioral reactions that are absent in the child. Task: psychological assistance: to increase the level of "performing competence" in optimal specific situations of communication. Performing competence is a holistic behavior that ensures the successful achievement of life goals. There are three modifications of this method: operant learning; social learning; Pedagogical approach. Operant - the development of new behavior through positive and negative reinforcement. This method received its most complete form in the “gestures” method, which includes five main components: systematic observation of the behavior of children in need of behavior correction; showing the image of the desired behavior, its description and comparison with the model of antisocial behavior (negative); identification of forms of positive and negative reinforcement for participants in the correctional program (positive: badge, candy, toy; negative: removal from the game, restrictions on children's activities or participation in the game); the introduction of "tokens" as symbols confirming the child's right to encouragement or punishment and the rules for exchanging tokens for privileges or punishments; systematic monitoring of the child's behavior, evaluation of behavior, issuance of tokens and their exchange for the types of rewards and punishments specified earlier. This method can be used in a highly controlled environment where immediate reinforcement meaningful to the subject can be provided. Where these conditions are not met, the "tokens" method loses its effectiveness. In cases where the meaning of "tokens" as a carrier of social assessment of their behavior, and not just as a means of obtaining material benefits, is revealed to children, it has a positive effect on the development of self-regulation and the ability to control one's activities. Social learning has two ways: the way of trial and error (ineffective); imitation of social models - a method of behavioral training. Reinforcement in the process of training performs an informational function (feedback), a motivational form (incentive) and reinforcing, which are realized in a symbolic form and create the basis for self-regulation and the development of new behavior. Social learning can occur according to the principle of “learning from the mistakes of others”. Behavioral training should be organized as follows: 1. Children observe the sample; 2. Features of the model's behavior should be explained to children in an expanded form. 3. Practice, exercises - reproduction of the behavior of the model. The pedagogical approach implements four techniques: 1 - the task is formulated: to learn effective behavior in a particular situation. The situation is described to the participants of the training. 2 - we demonstrate an example of the behavior of the model, and a discussion of what we see is organized. 3 - practical development of new behavior by participants (exercises of increasing difficulty) in real situations. 4 - information about the effectiveness of the participants' behavior. 63 Copyright JSC "Central Design Bureau "BIBCOM" & OOO "Agency Book-Service" 4.7. The main directions of correctional work with children Correction of emotional disorders in children Preschoolers and younger schoolchildren are characterized by increased emotionality. Their mental activity is colored by strong experiences. Children do not know how to restrain feelings, control their manifestations. They are very direct and frank in expressing feelings. The mood of children often changes. Children's feelings are not controlled by the mind. Other people's emotions are unknown to them. In order to understand the emotional state of another person, the child must experience these emotions himself. But it is better if it happens in a specially created situation and under the control of an adult. Specific emotions cause specific actions and deeds. And general - behavior, including deviant. The external manifestation of emotions allows you to recognize the emotional state of the child. Emotional state is a certain emotional level. Emotions repeating, form complexes. All deviations in the behavior of children are provoked and triggered by their emotional states. J. Kelly identified 4 emotional states, each of which is capable of triggering deviant behavior ..: anxiety, guilt, threat and hostility. Anxiety is a vague feeling of uncertainty, helplessness. Occurs when a child experiences an event that they cannot understand or foresee. If not corrected, fear will develop. Guilt arises when adults interpret a child's actions as unfortunate. If you do not correct, then deceit will develop. The threat is seen as an upcoming event that could change existence. Threats can cause nervous breakdowns in children. Hostility is the tendency to act vindictively towards others. Without correction, it can develop into aggression. All described emotional states can have 3 levels depending on the manifestation: light, medium, high. In diagnostics, they rely on identifying levels of increase in emotional tension: anxiety, depression, deprivation, frustration. Correction of anxiety Anxiety is an emotional state that has become a character trait (by the age of 10-12). Manifested in constant anxiety, self-doubt, weak will, anticipation of the worst. Anxiety is caused by: contradictory, negative or inadequate demands of adults to the child; indifference to him; features of the nervous system (weak); neurotic reactions caused by fear or failure; intimidation by adults; feeling of guilt to be at the level of high requirements; deprivation, etc. The development of a child's personality happens best when the child's anxiety is at an optimal level and the child is taught how to deal with it. Depending on the source, there are 3 types of anxiety: 1. Realistic is caused by a real danger. 2. Neurotic is caused by the fear of doing something wrong. 3. Moral acts as a contradiction between misconduct and the manifestation of guilt, shame, self-accusation. Directions of correction: protect from troubles and overvoltage; relieve stress through games, music and sports exercises; conduct training to develop the will and self-confidence, increase self-esteem; to encourage, protect and encourage even the smallest successes of the child. Depressed children Depression is a depressed, depressed state that occurs in response to difficult and unpleasant situations. It manifests itself in inhibition of movements and speech, decreased activity, mournful facial expression, reduced appetite, disturbed sleep. 65 Copyright OJSC "Central Design Bureau" BIBCOM " & LLC "Agency Book-Service" There are active and reactive depression. Active is caused by mental and general diseases. Reactive is caused by difficult life situations (failures, insults) and is accompanied by fears, negative experiences. Depression can go away if its cause is removed. If the cause is not eliminated, then depression can turn into an established emotional state, which can only be corrected with special psychological help. The main cause of depression in children is rejection, harsh punishments. In severe cases, depression can lead to self-destruction, the child's behavior becomes deviant. Such behavior may be in the nature of reactions of passive protest and be accompanied by despair. Directions of correction: surround the child with care and attention and create a good mood for him; change the environment; reduce the amount of negative information; Engage in games and physical education. Correction in Deprivation and Frustration Deprivation can be real or imaginary. Real deprivation occurs when a person is deprived of the most necessary. Imaginary deprivation exists in experiences as a feeling of envy. But both of them have a depressing effect on a person. The main way to overcome deprivation is the education of reasonable needs. The level of manifestation of deprivation can be minor, moderate and acute. With low and moderate deprivation, the behavior of children remains within normal limits. Acute leads to destructive behavior (if I don't, so don't you). Directions of correction: compensation method; confidential conversation; examples from life; games to reduce desires. 66 Copyright OJSC Central Design Bureau BIBCOM & LLC Agency Kniga-Service Frustration is an internal tension caused by the inability to fulfill one's intentions. The person is going through a deep emotional crisis. Frustration is a common causal neurosis. It arises as a result of a discrepancy between the level of requests and real achievements, the ability to satisfy needs. Correction: help the child survive pain and disappointment; Take care of the child. Impulsive children An impulsive action is a hasty action under the influence of momentary desires, emotions, circumstances. The behavior of preschoolers and younger schoolchildren is characterized by moderate impulsivity. An anomaly is impulsiveness "without brakes". It manifests itself in incontinence, impatience, resentment, irritability. The child tries to cope with dozens of cases and quits, rushes headlong, carefree, constantly strives for new experiences, ignores the demands of adults. If not corrected, it will be fixed in the character in the form of infantilism. Causes: features of the nervous system; situational motivation of behavior; not being able to foresee the consequences of one's actions; environment rich in impressions; shortcomings of education, indifference of adults. Correction: learning to think and plan your actions and the ability to assess their consequences; joint games for the development of restraint, obedience to the rules, taking into account the interests of others; training of feelings; encouragement of attempts of restraint, patience; Fixed daily routine. Affective children Affect is a violent emotional reaction. It manifests itself in rudeness, anger, stubbornness. 67 Copyright JSC "Central Design Bureau "BIBCOM" & OOO "Agency Book-Service" Causes: didactogeny; conflicts; stress of life; features of temperament; failures in activities. Such children are the most difficult to correct. Correction: reliance on the positive qualities of the child; games and exercises to develop the ability to manage emotions; constancy and unity of the requirements of adults. Correction deviant behavior children Deviant is a deviant behavior caused by non-innate factors. All deviations in the behavior of children are provoked and triggered by emotional states. Correction of behavior is possible when the emotional state and the specific situation that caused the release of emotions are known. The reasons are not internal, but external: the situation that caused a negative experience (resentment, hurt pride) is a stimulus that triggers this mechanism. When the stimulus reaches a critical threshold, it causes a response, with which the child tries to relieve the painful experience. This is how misbehavior is born. Correction of deviant behavior is not a change in the behavior itself, but in the states by which it is caused, that is, the correction of the child's inner world. There are 4 groups of methods aimed at correcting deviant behavior: 1. Methods for resolving a negative type of character: the explosion method, the character reconstruction method. 2. Methods for restructuring the motivational sphere and self-awareness: a) Objective rethinking of one's own strengths and weaknesses. b) Reorientation of self-consciousness. c) persuasion. 68 Copyright JSC "Central Design Bureau "BIBCOM" & OOO "Agency Kniga-Service" d) Predicting negative behavior. 3. Methods for restructuring life experience: prescriptions, restrictions, relearning, switching, regulation of lifestyle. 4. Methods of stimulation: encouragement, punishment, competition, positive outlook. Techniques that effectively influence the positive development of the child's personality: reliance on the child's personal interest; improving relationships with children and adults; Organization of success in activities; involvement in interesting activities; Refusal to record individual actions of the child; providing trust, recognition and acceptance of the child. Correction of the child's cognitive sphere Correction of the cognitive sphere should be subject to the general logic of mental development and reliance on the zone of proximal mental development. Directions of correction: at an intermediate stage educational process when the child does not learn the educational program for a long time; low level of mental development; Significant mental retardation. The psychologist fixes the child's difficulties, reveals the cause and time of occurrence, at what stage of education they intensified, how they affected the general mental development , what is the structure of the deviation (the primary may be a low level of mental development, and the secondary may be a decrease in the motivation for learning), what is the severity of individual aspects of the violation. The process of performing educational work can tell a lot about the causes of disorders in mental development: the child's attitude to the difficulties of learning, the nature of overcoming them. The reasons for poor progress can be: gaps in knowledge, low learning ability, low level of development of mental operations, accentuation of character, mental abilities of the child blocked by didactogenies, etc. to determine the basis for compensation, to identify what preserved qualities of the child can be relied on (on a wide stock of knowledge or positive motivation for learning). In the course of correction, the psychologist creates in the child a motive for achieving a result, helps to build a plan for future action, teaches mental operations, and a comparison of different solutions. The variability of intellectual deviations by causes and severity determines the variety of forms of correction. With children with low learning ability, the psychologist conducts step-by-step training, gives detailed instructions, provides various types of assistance, and controls. In pedagogically neglected children (with safe learning), the psychologist forms learning activities, eliminates gaps in knowledge, stimulates adequate self-esteem and motivation, and provides the opportunity to choose tasks in the classroom. 4.8. The effectiveness of corrective work with children The program is considered completed if it has achieved its goals. At the same time, the effectiveness may appear six months after its completion, and then we can speak confidently about its results. Efficiency can be assessed differently by program participants: for a child: emotional satisfaction, interest in activities; for a psychologist: achievement of correction goals; for parents: satisfaction with their request. The most important condition for the effectiveness of the correctional program is the position and participation of parents in it. The beginning of corrective work is also of great importance, the earlier deviations are identified and work started, the better. It is necessary to control the dynamics of the effectiveness of the correctional program, making timely changes to it, otherwise the child's problems will be further exacerbated. After completion of corrective work, it is necessary to monitor the child's behavior (through contacts with parents, teachers) for 1-2 months. 70 Copyright JSC "Central Design Bureau "BIBCOM" & LLC "Agency Book-Service" 5. Psychological counseling One of the types of psychological assistance. Under the conditions of preschool education, it can be considered as a system of interaction between a psychologist and persons in need of psychological assistance of a recommendatory nature. This interaction is carried out at the request of the administration, parents and teachers. The result of the interaction is the satisfaction of the “real request” and the development of recommendations of a corrective, preventive and informative nature. The specificity of psychological counseling in a preschool educational institution lies in its indirect nature, aimed at the problems of development, education and upbringing of children, regardless of the persons requesting psychological assistance. The psychologist is forced to differentiate the content of requests in order to determine the possibility of directly solving the child's difficulties. 5.1. Methods of individual and group counseling The main method of psychological counseling is a conversation (interview). The form is individual. Conversation involves the ability to build a dialogue. The subject of interaction will be the inner world of the client (customer). The topic of conversation can be his experiences and actions. The conversation uses special tasks and questions. The conversation is aimed at changing the attitude of the customer to the inner world of the child. The conversation can have the following stages: 1 - achieving mutual understanding. Definition of a topic. 2 - collection of information in the context of the topic. The problem is highlighted. The psychologist tries to answer the following questions: why did the client come? How does he see his problem? What are his possibilities in solving it? 71 Copyright JSC "Central Design Bureau "BIBCOM" & LLC "Agency Book-Service" 3 - obtaining the desired result: "What do you want to achieve?" discusses what needs to be done to achieve the desired result. 4 - development of alternative solutions. What else can be done? 5 - a summary of the previous steps "Will you do it?" Recommendations are given. Along with the individual form of work with customers (parents), group ones are also desirable. The inclusion of parents in the group may be due to a contradiction: on the one hand, parents emotionally accept the child, and on the other, they experience significant difficulties in communicating with him. The main goal of working with the parent group will be to improve the parent-child relationship. Such counseling can be carried out on particular problems, as well as in the form of special parental training. The focus of the consultative process shifts from the problems of the child to the problems of the parents, a psychotherapeutic approach to the parents is implemented. Psychological counseling should be aimed at actively promoting psychological knowledge among parents and teachers, preventing deviations in the development and behavior of children, developing recommendations for organizing correctional and pedagogical work with children. Counseling is connected with a comprehensive analysis of the living conditions and upbringing of children, the diagnosis of their development. When consulting, the psychologist must follow the following rules: be able to create a trusting, frank relationship with the customer; show respect and interest in his problem; not to criticize his actions and not to express doubts about his competence; explain to the customer the goals and objectives of counseling, which is not limited to giving ready-made recipes, but is aimed at a joint, two-sided analysis of the child's problems; explanation of the referral of the child to other specialists; 72 Copyright JSC "TsKB "BIBCOM" & OOO "Agency Kniga-Service" warning the customer about possible difficulties in the process of correction and expecting immediate results. The main task of the consultant is to free the customer from heavy feelings, stimulate attention to the positive aspects of the problem and actively search for its possible solutions. 5.2. Techniques for counseling teachers and parents Counseling teachers An important problem for teachers is the psychological specificity of pedagogical influences and the age and individual characteristics of children. The group form is mainly used: lectures, disputes, discussions, seminars, trainings. It is carried out at the request of educators or at the initiative of a psychologist. Discussion of some problematic issues is sometimes planned in advance by a psychologist. Usually these are: developmental programs for children, symptoms of disorders and deviations in the development of children, children's giftedness. The psychologist writes recommendations in a separate notebook (group) regarding an individual approach to individual children, makes printouts of developmental games and exercises, and selects psychological and pedagogical literature. Parental counseling More often than not, parents are invited for counseling based on the results of diagnostics or children's problems revealed in the course of group or individual work with children. This significantly changes the stages of counseling: stage 1 - the psychologist's message to parents about the child's problem. The task of the stage is to encourage parents to formulate complaints and requests. The complexity of the stage lies, firstly, in overcoming the fear of parents' self-disclosure, and secondly, in the need to take into account the parents' attitude towards the preschool educational institution. Fear of self-disclosure and an inadequate attitude can interact and form quite powerful psychological defenses that interfere with counseling. 73 Copyright JSC "Central Design Bureau "BIBCOM" & LLC "Agency Kniga-Service" Therefore, the psychologist's message is optimal in two parts: a brief description of the child's difficulties, and throwing into the child's future, a vivid description of the problems arising from these difficulties at an older age. Stage 2 is the complaint of the parents. The short duration of counseling, due to the large number of children per psychologist and the attitude of parents to resolve all issues in one meeting, makes special demands on such stages: diagnostic conversation and development of a hypothesis - the search for new ways of action. Most often, the hypothesis is specified, and the psychologist uses the following techniques: request for clarification: "help me figure it out." “I really want to understand”; establishment of connections, unfinished sentences are used: “and this is the fear that ...”; the use of suggestive questions: "maybe so that ...". For the emotional comfort of parents, some of the questions are formulated in an indirect form “I am very interested in what you…”, “could you take a chance on…”. To avoid misinterpreting the feelings of the parents, paraphrasing the thoughts and feelings of the parents “as I understand it, you are worried about ...” is used. It is important to maintain the thoughts expressed by the parents "more and more worried about ...". Stage 3 is difficult - the stage of interpretation, finding out the causes of the child's problem. Here it is better to offer several reasons from which parents will choose a possible one. Stage 4 - the search for optimal actions of parents. The result of the consultation should be a change in the parents themselves, their willingness to help the child. 5.3. Psychological and pedagogical council in the preschool educational institution Has the right to recommend and control. The tasks of the council include: 74 Copyright JSC "Central Design Bureau "BIBCOM" & LLC "Agency Book-Service" 1. Revealing the nature and causes of deviations in the behavior and development of children. 2. Development of a program of educational measures in order to correct deviant behavior and development. 3. Consultations in solving complex and conflict situations. The meaning of the consultation is in the integration of psychological and pedagogical knowledge. Each identified personality trait should be comprehended from the point of view of the tendencies of its immediate development, taking this into account, transformed into a specific educational measure. From the standpoint of this principle, diagnostics at the consultation has a starting value, and pedagogical recommendations have a final value. The council implements several functions: 1. The diagnostic function includes: recognition of deviations in behavior and development; study of the social situation of development, position in the team, highlighting the dominant of moral development; determination of the child's potential. 2. Educational function: development of a project of pedagogical correction in the form of a number of educational measures recommended for educators, parents, and the community of the district. These can be: therapeutic measures, discipline, control, involvement in interesting activities, creating situations of success in the classroom, conditions for development. The educational function consists in the direct impact on the personality of the child during the interview (it helps to comprehend the moral essence of the act, formulate the correct self-esteem, and develop an education program). 3. Rehabilitating function: involves the protection of the rights of a child who has fallen into unfavorable family or educational conditions. The meaning of family rehabilitation is to increase the status of the child and its value in their eyes during interviews with parents, attention is drawn to the positive features and capabilities of the child. Parental repression is prohibited or prevented. 75 Copyright OJSC Central Design Bureau BIBCOM & LLC Agency Kniga-Service The essence of rehabilitation is to destroy the child's negative stereotype. Consilium is a means of early prevention. Held once every two months. Composition: head (director or his deputy); doctor; psychologist; speech therapist; group educators; Member of the parent committee. 76 Copyright OJSC "Central Design Bureau "BIBCOM" & LLC "Agency Book-Service" 6. Psychologist's work with different categories of children 6.1. Psychologist's work with children of the "risk group" Children of the "risk group" are children with developmental problems, deviations in psychophysical health, communication difficulties and behavioral disorders. The task of a psychologist is to support, protect, nurture the skills of adaptive behavior. Directions of work: help these children cope with negative experiences that prevent normal well-being and communication with peers in the group (fears, resentment, self-doubt, inability to control their feelings and experiences, experiences that have the effect of painful obsession); compliance with the rules and norms of hygiene, taking into account their gender and age characteristics; study of the characteristics of physical and mental health; analysis of socio-cultural conditions of upbringing in the family, relationships among peers; complex of active educational-pedagogical and psycho-corrective measures; prevention of mental and emotional overload; in some cases, a change in the attitude of the educator towards the child from negative to positive. To do this, the psychologist emphasizes the positive qualities of the child's personality; provides information about the possible causes of the child's problems; develops a collective understanding by educators of the essence of the child's problems. 6.2. The work of a psychologist with gifted children A gifted child is striking, standing out among others with his inclinations and capabilities in any type of activity, ease and speed of progress in some type of activity, and the significance of the results achieved. 77 Copyright JSC "Central Design Bureau" BIBCOM " & LLC "Agency Book-Service" A psychologist has to deal with three categories of gifted children: 1 - children with high intelligence; 2 - children with bright age special abilities for certain objects and activities; 3 - children with potential signs of giftedness (good memory, observation, originality of thinking). For the 1st group - characterized by a fast pace of learning, the desire for mental activities, mental stress. For the 2nd group - a tendency is characteristic, to any area of art, science and technology. 3rd category - they are distinguished by the originality of mental activity (originality and originality of judgments, their own point of view on various issues). A gifted child, unlike a gifted adult, is an unformed person, his future is uncertain, his abilities will have to be revealed, therefore the term “giftedness” in relation to children should be considered conditional, it serves to denote the originality of psychic reality. A psychologist can help a teacher in organizing the learning process of a capable child. Age prerequisites for abilities in preschool and primary school age are: increased susceptibility; trusting willingness to learn new knowledge; faith in the truth of what he is taught. These qualities are age-related and therefore temporary, it is necessary to use them to develop the abilities of children. Long-range prediction of abilities is impossible. For a psychologist, it is especially important that vivid manifestations of children's giftedness can be a combination of properties of different age periods. So some children of preschool and primary school age are ahead of their peers not only in terms of knowledge and skills, but also in their activity, energy, independence, i.e. qualities that are inherent in adolescents. The most important factors of giftedness (Leites) are activity and self-regulation. Gifted children have amazing ingenuity, a desire to do what they love, a willingness to give up entertainment for it, tirelessness, enjoys overcoming difficulties. It is necessary to support gifted children in time, to understand them and find an approach to them. What tasks does a psychologist solve in relation to gifted children? 1 - organization of work with the child and his immediate environment (teachers, parents) to provide the best conditions for his development. 2 - defines him in a group (class) adequate to his level of mental development, and not age; (but there may be communication problems here). 3 - flexible transition from group to group (from class to class). 4 - individual approach (mental load), the ability to do what you love, taking into account the characteristics of the child: if the basis of the child's success is only an advance in the pace of learning knowledge and skills, then one can hardly talk about his great giftedness (this phenomenon may be temporary) ); if a child's manifestations of abilities are limited by the nature and content of the material being assimilated, you can try to develop an individual program for the development of the child together with the teacher; it is necessary to develop industriousness in capable children through systematic exercises and constancy of requirements for the child; create conditions for self-expression, support children's originality in expressing ideas, listen to the child. 5 - the psychologist should help teachers and parents change their position in relation to a gifted child. 6 - to help the child himself understand himself by giving creative tasks in the classroom, and only success should be evaluated. The evaluative focus must be transferred from the child himself to the work, the discovery that he made, the efforts that the child expended. You can not put a gifted child on display, exalt; it is necessary to encourage his activity and efficiency. 79 Copyright JSC "Central Design Bureau "BIBCOM" & LLC "Agency Book-Service" Strengthen the desire for self-determination in children. Support the independence of the child. 80
