Correctional work of a psychologist at school. Map of individual development of a preschooler Map of child development example

MAP OF INDIVIDUAL DEVELOPMENT OF A PRESCHOOL CHILDREN

Surname

Name

Surname

Date of Birth

Information about educational institutions attended by the child:

1. Name of the OS

receipt date

Date of deduction

2. Name of the OS

receipt date

Date of deduction

EXPLANATORY NOTE

The result of students mastering the content educational program preschool education(hereinafter - OPDO) is their achievement of the necessary and sufficient level of readiness to master the basic general education programs of primary general education. Evaluation of the results of mastering OPDO is carried out with the aim of optimal design of the preschool educational process educational institution. Map individual development preschooler allows you to track the child’s development and identify problem areas in educational process requiring the participation of an adult, to ensure continuity between preschool and primary general education and promote parents’ support for a positive attitude towards the performance of their duties as participants in the educational process in the conditions of implementation Federal Law dated December 29, 2012 No. 273-FZ “On education in Russian Federation"and the Federal State educational standard preschool education.

The individual development card of a preschooler is provided for entering information about a child studying under OPDO, developed in accordance with:

Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education”;

With the main provisions of the methodology for diagnosing a child’s readiness for school, edited by N.E. Veraxes;

With the main provisions of the methodology for diagnosing the development of a preschool child in the educational process (in conditions of variability in the forms and content of preschool education), N.A. Korotkova, P.G. Nezhnova.

At the request of the parents (legal representatives) of the pupils, this card can be provided by them as a portfolio of the child upon admission to a general education institution (hereinafter referred to as the educational institution), in order for the educational institution specialists to receive complete information about the physiological and intellectual characteristics of a child who attended a preschool institution, about the level of his development of OPDO and the formation of his prerequisites for educational activities.

The frequency of filling out a preschooler’s individual development card is twice a year (September, April).

When filling out a preschooler’s individual development card, a three-point rating scale is used, where each level rating corresponds to a qualitative characteristic.

1 - low level(H);

2 – sufficient (average) level (D);

3 – optimal (high) level (O).

Legend:

n.g. – beginning of the year

k.g. - the end of the year

II. GENERAL INFORMATION

III. SUMMARY INFORMATION ABOUT THE CHILD'S ACHIEVEMENT OF THE PLANNED RESULTS OF DEVELOPING OPDO

(INDIVIDUAL DYNAMICS (TRAJECTORY) OF A CHILD’S DEVELOPMENT) - clause 2.11.1., clause 3.2.3. GEF DO

*evaluated by the child’s parents (legal representatives)

Recommendations_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

Signature, transcript of the signature of the educational psychologist ___________________________________

Signature, transcript of the deputy’s signature. head according to water management ________________________________

Signature, transcript of the signature of the head of the educational institution ________________________________

Important! At the end of the article, a video seminar is presented on the topic “Organization of the work of psychological and pedagogical services”

Sample of a child's individual development card
Download in.docx

In modern conditions, which require constant improvement in the quality of education, individualization of education and the ability to assess the individual preparation of a student become important.

This is a system of psychological and pedagogical influences of a teacher on a student, aimed at identifying the level of motivation and increasing the effectiveness of learning. It makes it easier for the student to study, so that he gets tired less, and achieves better results in accordance with his capabilities.

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This system involves improving the quality of education for each student thanks to: reliance on the personal and cognitive resources of students, i.e.:

• updating them in the classroom;
• creating conditions for the development of cognitive interest or personal qualities;
• minimizing the consequences of cognitive and personal limitations of students.

Individual student development map

Personal and cognitive limitations are qualities that can prevent a student from learning at the level of his abilities and block his desire for high educational results.
Individualization of learning presupposes teachers' knowledge of the individual and cognitive style (ICS) of students.

IPS manifests itself in the following aspects:

• the form in which the student operates with information (the language of cognitive processes - images, symbols, words);
• the “path” by which information is processed (logic, intuition, associative connections);
• information processing speed;
• time and conditions for carrying out full-fledged cognitive activity;
• the method and effectiveness of managing the process of cognitive activity;
• distribution of productive and reproductive types of cognitive activity;
• conditions and methods of overcoming failures and achieving goals;
• conditions and factors influencing the increase or decrease in cognitive activity.

Individualization is carried out along three main lines: educational interaction, organization of students’ educational time and forms of educational tasks. Individualization of learning is necessary at all stages of the lesson - during a survey for verification homework, explanation of new material.

It is necessary to distinguish individualization from differentiation of training. The latter determines the difficulty or ease, the level of accessibility of the task. Different shapes tasks with differentiation are aimed at changing the level of difficulty, with individualization - at increasing the efficiency of completing educational tasks.

An individual development map of a student child is drawn up according to the following scheme:

1. An employee of the psychological service diagnoses the personal and cognitive characteristics of students, organizes information meetings with children, parents, and class teachers. Based on the information received, a map of the child’s individual development is drawn up in the prescribed form.

2. A psychological service employee and class teachers jointly prepare for the consultation, develop recommendations for the class and individual students.

3. At the consultation, subject teachers get acquainted with the recommendations for the class and individual students.

4. In case of learning and behavioral difficulties in the lesson for individual students, subject teachers turn to the recommendations presented in the student’s individual card.

If there is insufficient information in the individual development chart of a student child, subject teachers make a request to the educational psychologist asking:

• find out the cause of these difficulties;
• develop recommendations for optimizing training and educational interaction;
• invite parents for joint consultation in order to coordinate actions;
• find literature to improve the effectiveness of teaching in a given class;
• help in establishing effective interaction with the student.

5. The class teacher and educational psychologist monitor how subject teachers organize an individual approach in the lessons.

It is convenient for subject teachers to use class cards rather than individual student cards.

How a child’s individual development map is compiled can be seen in the presented samples.

• Last name, first name: Semenov Sasha.
• Type nervous system: weak.
• left.
• Pace of activity: at the beginning of the school day - a sharp maximum jump, in the middle of the first half of the day - a sharp decline in the pace of activity, by the end of the first half of the day - a slight rise, by the beginning of the second half of the day - a decrease, by the end of the day the pace of activity increases.
• due to sudden jumps in the pace of activity, fatigue sets in quickly, the time of greatest performance is the first half of the day, sometimes self-preparation.
• auditory, kinesthetic.
• Motivation to learn: average.

1. The ability to follow instructions is a very low level.
2. Mathematical abilities (the ability to perform mathematical operations, identify patterns and, based on them, make predictions) - low level.
3. Verbal thinking (identifying connections between concepts, finding similar concepts, analysis and synthesis of concepts, structure of language) is below the norm.

1. Class position - neglected.
2. The level of anxiety at school increases in situations when Sasha experiences a strong feeling of loneliness, when he lacks the warmth and support of adults.

1. To equalize the pace of activity, it is necessary to avoid high loads at the beginning of the school day. However, this is the best time for tests. It is necessary to teach work according to instructions: ask the boy to repeat, draw up an algorithm or work plan. Additional classes to develop thinking are useful. Motivation to learn can be increased by appealing to the boy’s maturity, as well as demonstrating confidence in his success.
2. It is necessary to show interest in Sasha’s successes and celebrate his achievements both in school and in other areas not related to it, especially in the presence of his parents. In cases of emotional breakdowns, switch attention, for example, ask the boy to wash the blackboard or go get chalk. It is useful at such moments for an adult to talk to him quietly or use humor.

1. Amount of homework. Due to rapid fatigue, it is necessary to teach the boy to carefully plan his homework.
2. Oral items. It is useful for Sasha to use visual images when answering.
3. Written items. Due to weak internal control the boy requires external adult control.
4. Taboo (strictly prohibited). You cannot ignore any of Sasha’s behavior; it is important to understand what exactly he wants to say with this behavior.
5. “Storm harbingers” are behavioral signs of a subsequent emotional explosion. In situations of strong emotional arousal, he may scream loudly, fight, refuse to fulfill any requests, and swear.

Sample 1
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Individual development card for a student child: sample

• Last name, first name: Ivanov Grisha.
• Type of nervous system: average.
• Dominant hemisphere of the brain: right.
• Pace of activity: at the beginning of the school day there is a maximum sharp jump; by the middle of the first half of the day there is a sharp decline in pace, which lasts until the end of the day.
• Fatigue and performance: performance is maintained in the first half of the day.
• Leading representative system: visual.
• Motivation to learn: average.

Level of formation of cognitive processes:

1. Ability to follow instructions is below normal.
2. Mathematical abilities (the ability to perform mathematical operations, identify patterns and, based on them, make predictions) are below normal.

Personal and communicative features:

1. The level of anxiety at school is normal, but can increase in situations of presenting oneself in front of the class and is expressed in aggressive behavior towards classmates.

1. It is necessary to teach work according to instructions: ask the boy to repeat, draw up an algorithm or work plan. Additional classes to develop thinking are advisable. Useful to raise learning motivation through demonstrating the boy’s successes to the class and eliciting approval from his peers for his academic achievements.
2. Support Grisha's endeavors, celebrate successes in front of the class, hold him responsible for completing a task, and support manifestations of masculinity.

1. Amount of homework. Able to perform its full volume, but individually (without the help of friends) and with the careful supervision of an adult.
2. Oral items. When preparing them, it is necessary to speak out loud several times what you read to an adult (teacher).
3. Written items. It is necessary to teach the boy to plan tasks and reward what he does correctly.
4. Taboo (strictly prohibited). Ignore vulgar jokes addressed to girls (it is important to show Grisha what he looks like at this moment from the outside).

Sample 2
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Child individual development map: sample

• Last name, first name: Petrov Vasya.
• Type of nervous system: medium-weak.
• Dominant hemisphere of the brain: ambidextrous (left-right).
• Pace of activity: the maximum jump at the beginning of the school day is replaced by a decline in the pace of activity until the middle of the second half of the day, then there is a slight rise and then a final decline in the pace of activity.
• Fatigue and performance: Despite the sharp rises and falls in the pace, severe fatigue is not observed during the day.
• Leading representative system: auditory.
• Motivation to learn: very high.

Level of formation of cognitive processes:

1. Ability to follow instructions is normal.
2. Mathematical abilities (the ability to perform mathematical operations, identify patterns and, based on them, make predictions) are normal.
3. Verbal thinking (identifying connections between concepts, finding similar concepts, analysis and synthesis of concepts, structure of language) is normal.

Personal and communicative features:

1. Position in the team - popular.
2. The level of anxiety at school increases in situations in which Vasya needs to defend his dignity and the right to his own opinion, as well as when answering at the blackboard in front of the class in class.

1. The cognitive sphere does not require additional influences.
2. It is useful in lessons to, if possible, give the boy creative tasks, the result of which must be presented in front of the class. You can involve him in participating in class activities related to drawing or decorating the office, that is, give him tasks where he can show his creative abilities.

1. Amount of homework. Able to perform full volume after prolonged active rest.
2. Oral items. The boy needs to practice before giving public oral answers, for example, to reproduce the material covered in the presence of other people (teachers, classmates).
3. Written items. Give the opportunity to complete tasks in your own way.
4. Taboo (strictly prohibited). Say in front of your classmates: “You, Vasya, are great, as always, you did the best job!”
5. “Storm harbingers” are behavioral signs of a subsequent emotional explosion. Not observed.

Sample 3
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Group map of individual development: psychological profile of class 9 "B"

1. Type of nervous system (NS) and performance

The class is dominated by medium-weak (35%) and weak (35%) types of NS. A significant part of the class (47%) is able to withstand the load only in the first half of the day. To prevent premature fatigue in students with a moderate-weak type of nervous system, do not allow unexpected changes in the daily routine. It is necessary to strictly follow the routine moments and inform in advance about changes in the daily routine.
Students with a weak type of NS (35%) are characterized by: fast fatiguability and decreased performance throughout. For such students, a positive relationship with the teacher is very important. Negative evaluation can cause a psychosomatic reaction to learning difficulties. To prevent rapid exhaustion and psychosomatic manifestations, it is advisable to ask students at the beginning of the lesson, school day, week. Create a calm environment and avoid overexcitation if possible. If possible, encourage and provide emotional support during control activities.

Students with the average type of NS (7%) are able to work productively only for one part of the day (the first or second half), then their performance decreases to a minimum.
With an even distribution of the load throughout the day, 20% of students are able to maintain working capacity throughout the entire school day.

It must be taken into account that in 20% of students, performance decreases by the middle of the first half of the day; in 7%, the first half of the day is effective, and severe fatigue occurs in the middle of the day.

2. Cognitive sphere

Type of representative system (RS).
The leading system of information perception (64% of students) is analytical. This category of students is characterized by proving, arguing, convincing, arguing, and debating. Material is absorbed more effectively if it is logical, has an evidence base, and is well-reasoned.

Kinesthetic type - 42%. This category of students is characterized by a desire for physical activity during the lesson (twisting a pen, leafing through a notebook, moving a stand, etc.). It must be allowed within acceptable limits. They learn the material more effectively when they do something: build, draw, draw, etc.
Auditory (perception of information in the form of signs) and visual (perception of information in the form of visual images) MS are leading in 28 and 7% of students, respectively. With auditory MS, repetition aloud, reading aloud, pronouncing words, discussing a topic, etc. are effective. With visual MS, it is effective to use visual materials (diagrams, tables, pictures, films, etc.) in teaching.

72% of students are able to clearly follow instructions and act according to the instructions of the teacher (textbook); 28% have difficulty completing tasks according to instructions.

Verbal thinking is normal in 85% of students. Low level - 16%. To develop verbal thinking, it is effective to use diagrams and graphs; To solve problems, it is advisable to use algorithms and spell out the conditions of the task.

3. Social sphere

Characteristic features are demonstrativeness, desire for showiness, unusualness, competition in self-expression and attracting attention to oneself.
The strength of the class is high creative potential and the desire to realize it.
- good intuition. Students clearly divide adults into sincere and insincere. Sometimes it is better to tell them something sharply and openly than to talk about morality. The class reacts vividly to examples from adults own life or other life examples. It is useful to hold disputes and discussions in a team.

The emotional background of the class is characterized by instability, high level sensitivity, acute emotional reactions to situations that are perceived as unfair.
There are many leaders in the classroom competing for influence, which leads to frequent changes in social roles and restructuring of relationships.

The authority for this team is a consistent, clear, fair, balanced adult who is not infected by violent emotions transmitted from the class. Summary map of individual 9th ​​grade for the subject teacher.

Authorized users can download the map in higher resolution at the end of the article.

Organization of the work of the psychological and pedagogical service

Olga Donichenko, director of the district MPP support center

Attached files

• Summary map of individual psychological parameters.doc

F.I. child: Student's name, age, class

1. General information about the child

Girl from 4th pregnancy, 1st birth.

Pathology - partial placental abruption, born at 7 months. Weight: 2.900. Started sitting at 8 months, walking at 1 year and 2 months. She started speaking individual words at the age of 2.5 years.

General physical development:

Height and weight correspond to her age, motor activity is low, the girl has no dexterity of movement, and is slow.

Health status:

Vision: 0.6\0.7, astigmatism. Hearing is normal. Past illnesses: frequent acute respiratory infections, bronchitis, pneumonia. Health group: special.

1.Composition and characteristics of the family: a girl from a single-parent family, lives with her mother. Doesn't know his father.

2. Features of a child’s life in a family: up to 2 years old (child's full name) was in an orphanage due to poor housing and material conditions in the family. The girl’s mother studied at a secondary school of the VIII type, has a primary vocational education, and works as a cleaner. The family is low-income and currently lives in a communal apartment.

3. Features of educational activities: The girl duplicated her studies in the 1st grade of a public school. From the characteristics of 1st grade: “Unconfident, timid. Perception is not age appropriate. Attention is not stable, memory is short-term. Concrete thinking." After PMPC she was sent to class 2 C(K)OU VIII type. Diagnosis: F -70 according to ICD - 10.

From the characteristics of the 8th grade class teacher: “(child’s full name) copes satisfactorily with the program material of this school. Treat teachers and adults with respect. Relations with peers are not always good, there are conflicts, although the girl is among the “accepted” in the class team. The child herself (full name) does not provoke conflict situations and tries to avoid them. Loves to do handicrafts and draw. He performs the work efficiently, but very slowly, is often distracted, “flies in the clouds,” and gets tired quickly. The gait is not confident, he often stumbles and falls. At home he spends all his free time watching TV.

4. Performance: low, gets tired quickly, looks distantly at one point.

5. Formation of social and everyday orientation: The girl lives not far from the school, so she attends it on her own, but she doesn’t know her way around the neighborhood and the city. Not sufficiently independent and socialized. Household skills are developed at a sufficient level. Easily influenced, the family is registered in the SOP (socially dangerous situation).

Gross and fine motor skills: fine motor skills of the hands are developed at an above average level. General motor skills are at an average level.

6. Cognitive processes:

Sensory development: on the Middle level. In the ways of performing actions, irrational and unproductive manipulations are observed. The independent ability to transfer knowledge to new conditions is difficult or absent.

Perception: distorted and in some cases there is a lack of integrity of perception.

Attention: Schulte Table methodology - work efficiency - 3 points; workability - high (0.78); stability - low (1.33). Result: instability of attention.

Memory: Method “10 words” (Luria) - auditory 40% - low level; visual (table with geometric shapes) 7 out of 9 - above average.

Thinking: technique “Simple analogies”, “Indirect memorization”. Result: concrete thinking, average level. Forms bonds slowly, i.e. disruption of the dynamic side of thought processes.

Speech not expressive, tempo is slow; in speech he uses nouns more often. Average level of narrative independence. In speech he uses simple, uncommon sentences. Difficulties in constructing phrases. Inaccurate use of some words. The vocabulary is small.

Formation of ideas about spatio-temporal relations: can navigate in space, knows the concepts of “right - left”, “up-down-down”, “closer-further”. He is able to tell the time on a clock, but his understanding of the duration of time has not been formed.

Emotional-personal and motivational-volitional characteristics Temperament: (Eysenck, teenage version of the questionnaire) extraversion -15, neuroticism - 14. Emotionally limited type, not prone to empathy.

Socio-psychological status: (sociometry) - “accepted” (5 choices);

Character accents:(according to Shmishek) stuck (20), affectively exalted (24);

Level of aspiration: (“motor tests” by Borozdina) - an inadequately low level of aspirations.

Personal characteristics:(Ketell's multifactor personality questionnaire) - sociable (A-4), insecure (C-2), low intelligence (B-2), inhibited (D-3), frustrated (Q-9).

(projective technique “Non-existent animal”) Result: egocentrism, self-affirmation, emotional immaturity, dependence on the environment, “outward” focus.

School anxiety level:(Phillips) 25% - low anxiety.

Professional self-determination:(according to Klimov) “Ch-P” - 8, “Ch-H” - 4, “Ch-XO” - 4; (according to Holland) “K”-10. Conclusion on self-determination: awareness of the world of professions is low, a professional plan has not been formed, the choice of profession is not conscious. A profession related to nature, in a structured activity (according to a plan, point by point), is recommended.

Conclusion:

Disturbed, concrete thinking. Attention is unstable. Memory is short-term, visual - normal, auditory - below normal. Performance is average. Self-esteem is adequate. The level of aspirations is not adequately low. Uncommunicative, lacking self-confidence, dependent on the environment. Emotionally immature, prone to frustration. Anxiety is low. Socio-psychological status is normal. Sensitive to insults and grief. Inertia in the manifestation of affects, in mental operations, in motor skills. Responsible enough, knows how to give in, timid, neat, disciplined. Cannot be an organizer. Professional plan not formed.