Materials for practice. Methods for diagnosing self-regulation and general ability to learn by U. V. Ulyenkova Methodology of Dash Sticks. Attention test (P.Ya. Galperin, S.L. Kabylnitskaya) Time allotted for each stage

General learning ability

U.V.Ulienkova
Methodology “Sticks and dashes”

Target: study of self-regulation in intellectual activity in children 6-7 years old.

Description of the technique:

On a notebook sheet in one line for 15 minutes (at the beginning of the school year), children write with a simple pencil systems of sticks and dashes, while observing four rules: 1) write sticks and dashes in a certain sequence; 2) do not write in the margins; 3) correctly transfer sign systems from one line to another; 4) write not on every line, but every other line.

In accordance with the general concept of the methodology, the following were developed: evaluation criteria the degree of formation of self-control actions at the main stages of children’s intellectual activity: 1) the degree of completeness of task acceptance - the child accepts the task in all components; accepts partially; does not accept at all; 2) the degree of completeness of the assignment until the end of the lesson - the child retains the assignment in all components; preserves only its individual components; completely loses the task; 3) the quality of self-control during the task - the nature of the mistakes made by the child; does he notice his mistakes; corrects or does not correct them; 4) the quality of self-control when assessing the result of an activity - the child tries to thoroughly check the work again and checks it; limited to cursory viewing; does not look at it at all, but gives it to an adult immediately upon completion.

Progress
The teacher organizes and seats the children, as in a regular educational lesson. In front of each child is placed a double notebook sheet with one line. In an accessible and attractive form, he sets the general goal of the lesson: “Children, in front of each of you lies a sheet from a school notebook. Now you will write with a pencil like real schoolchildren. You will write sticks and dashes while following four rules. Now I’ll show you on the board how to write sticks and dashes, and I’ll tell you what rules you need to remember.”

This is followed by a brief (no more than 4-5 minutes) instruction for children. “Watch and remember how I will write on the board,” says the teacher, approaching the board, lined in the same way as a notebook sheet. “I write on the board,” he continues, “sticks and dashes in this order: first I write one stick, then a dash. Next you need to write two sticks - a dash. Then three sticks - a dash, and then repeat everything again. You have to count all the time so as not to make mistakes. This is the first rule you need to follow when writing. (The teacher repeats this rule again.) Second rule: you have filled the entire line to the margins (shows) - you cannot write on them, the student does not write on the margins. The third rule: you must correctly move from a completed line to a new one: on the new line, continue to write what did not fit on the old one. Look: I wrote two sticks, but the dash didn’t fit, I move it to a new line, and then I write three sticks - a dash, etc. (Explains different transfer options.) Fourth rule: there should be a distance of one line between the lines, Otherwise, everything you’ve written will merge and will look ugly.”

The teacher repeats all the rules according to what is written on the board. The rules are repeated with the children. Then, to make sure that all the children have found the first line, the margins, and the third line correctly, he asks them to place their index finger on them. After making sure that all children are oriented on the notebook sheet, he stops the instruction. He erases what is written on the board and tells the children: “Try to write correctly, carefully, silently, so as not to disturb each other. If something is unclear, ask now.”

Further, after a short pause, the teacher adds: “You will write until I say: that’s enough, check what you’ve written. Now write!” The start time of work is recorded. The method does not provide for assistance to children during the work process.

Processing the results

In accordance with the evaluation criteria for the formation of self-control actions, five levels of formation of self-regulation in the intellectual activity of children are distinguished (in the direction from higher to lower). The levels served the purpose of quantitative and qualitative assessment of the formation of self-regulation. Let's briefly describe them.

I. The child accepts the task completely, retains it in full in all components until the end of the lesson; works with concentration, without distractions throughout the lesson; it works mostly accurately; even if it makes individual errors on one rule or another, it notices them when checking and corrects them independently; does not rush to hand over the work immediately after the completion signal, but checks what has been written again; if necessary, makes adjustments, does everything to ensure that the work is not only done correctly, but also looks neat and beautiful. This level of self-regulation in a child’s activities is assessed with a score of “5”.

II. The child accepts the task in full and also retains it completely until the end of the lesson; in the course of work, he makes a few mistakes regarding certain rules, but does not notice or eliminate them; also does not correct errors during the time specially designated for checking at the end of the lesson, limiting himself to only a quick glance at what has been written; He doesn’t care about the quality of his work, although he has a general desire to get a good result. This level of self-regulation in the child’s activities is assessed with a score of “4”.

III. The child accepts only part of the instruction, but may not retain it in the accepted volume until the end of the lesson; as a result, he writes sticks and dashes in disarray; in the process of work he makes mistakes not only due to inattention, but primarily because he did not remember the rules for completing the task; does not notice mistakes, does not correct them either during the work or at the end of the lesson; after the signal about the end of work, does not show any desire to improve its quality; indifferent to the result obtained. This level of child self-regulation is assessed with a score of “3”.

IV. The child accepts only a small part of the instruction, but almost immediately loses it completely; writes sticks and dashes in random order; does not notice errors and does not correct them; does not use the time to check at the end of the lesson; after the signal for completion, immediately leaves the work without attention; indifferent to the quality of the work performed. This level of self-regulation in the child’s activities is assessed with a score of “2”.

V. The child does not accept tasks at all, moreover, he does not understand at all that some kind of task has been set before him; at best, he catches from the instructions only what he needs to do with pencil and paper; tries to do this, writing or painting the sheet as best he can, without recognizing either the margins or the lines on the sheet; There is also no need to talk about self-regulation at the final stage of the lesson. This level is assessed with a score of “1”.
Diagnostics of the formation of general ability to learn

in children 6-7 years old.

Episode 1. Method “Laying out the Christmas tree”

Progress

The child is shown a Christmas tree made up of three triangles of green color and different sizes pasted onto a sheet of writing paper (large - 32 cm2, medium - 16 cm2, small - 8 cm2), “planted on the trunk” - a brown rectangle. The figures are glued in compliance with the following rules, which are not specifically mentioned to the child: 1) each figure is assigned a strictly defined place; 2) the “trunk”-rectangle serves as the base of the Christmas tree; 3) in the direction from the trunk to the top, triangles are glued in decreasing sizes; 4) in the direction from the top to the trunk - in increasing magnitude.

The child is told: “Take a good look at how this Christmas tree is composed, and make (make) exactly the same Christmas tree on this piece of paper. Here are some figures and a piece of paper.”

The child must make a Christmas tree under circumstances that somewhat complicate his actions: he was deliberately offered two sets of figures, each of which was identical to the one pasted on the sheet, and only one Christmas tree needed to be put together: “Choose suitable ones from these figures, such as here, and make “, they told him.

At the end of the work, the child is asked the following questions: 1) Do you like your job? 2) Why do you like her (don’t like her)? 3) Did you get exactly the same Christmas tree? 4) Why do you think so? 5) Tell me how to make such a Christmas tree: what rules should you follow?

Technique “Drawing flags”

Progress

Unlike the previous one, this task, in terms of difficulty, is designed for the age of the preparatory school group: it was not the sensory component that predominated, but the logical one; it required more intense manual labor from the child, although for a relatively short time - within 15 minutes, orientation on a sheet of paper lined in a box, and shading skills.

The child was asked to look at a sample task - colored flags were drawn on a double notebook sheet lined in a square, subject to the following rules: 1) the leg of the flag occupies three squares, the flag - two; 2) the distance between two adjacent flags is two cells; 3) the distance between the lines is two cells; 4) flags are drawn alternating red and green; 5) the leg of the flag is brown.

Then he was given the following instructions: “Look, there are colored flags drawn on this piece of paper. You have the same piece of paper, here are the colored pencils. Draw on your piece of paper exactly the same flags as here. Look carefully at my work and do the same. You can look at it while drawing, I won’t remove it. Draw until I say: “That’s enough, put down the pencil.” Now draw!”

At the end of the work, as in the previous lesson, each child was asked the following questions: 1) Do you like your job? 2) Why do you like (dislike) her? 3) Did everything turn out the way it’s shown here? 4) Why do you think so? 5) Tell me how you should have drawn.
Methodology “Drawing a forester’s house”

Progress
In front of the child is a sheet of paper and colored pencils. He is asked to draw a forester’s house and is given the following instructions: “Draw a forester’s house at the edge of the forest. The house is small, bright, and can be seen from afar. You can draw it however you want, but remember that you must draw it. Remember: 1) the roof of the house is red; 2) the house itself is yellow; 3) his door is blue; 4) there is a bench near the house, it is also blue; 5) in front of the house - two small Christmas trees; 6) one Christmas tree - behind the house. You can draw green grass around the house and whatever you want.”

The instructions are given twice, and then the child is asked to repeat it to himself and only then start drawing. “Now draw!” the experimenter tells him. “When I say: “Put down the pencils, that’s enough,” you will stop drawing.”

The protocol records the features of the child’s orientation to the task, attitude towards it, features of inclusion in work, the sequence and nature of actions (indicative, working, controlling), features of behavior (attitude to the process of activity, questions, statements, corrections, additions, etc.). ), the quality of the achieved result.

The peculiarities of children’s verbalization of a task are judged both by their practical actions and by their verbal report about them. During the conversation, based on the results of the lesson, it becomes clear to what extent the child took into account the requirements of the instructions when assessing the result he achieved. He is asked the following questions in the following sequence: 1) Do you like your drawing? 2) Why do you like him (don’t like him)? 3) Do you have everything right, what definitely needed to be drawn? 4) Why do you think so? 5) Please repeat the task that was given to you. 6) Is everything drawn like this for you?

Methodology “Laying out geometric shapes”

Progress

Boxes with colored geometric figures were placed in front of the child: red and yellow circles, blue triangles. He was given the opportunity to examine the figures, touch them, and hold them in his hands. And then they put a sheet of paper in front of him and offered the following task: “Here in front of you are colored figures and a sheet of paper. Listen to what you will need to do. First just listen, and then you will complete the task. You need to: place seven red circles on the right side of the sheet from top to bottom, one under the other. Then on the left side of the sheet, also from top to bottom, one under the other, put yellow circles - two less than the red ones. Then in the middle of the sheet, from top to bottom, place blue triangles under each other: there should be one more of them than yellow circles.” The instruction was repeated twice.

From the instructions, the child had to remember the sequence of actions, as well as the conditions for their implementation: 1) how many and what kind of figures should be placed on the right side of the sheet; 2) a condition under which it is necessary to lay out the figures on the left side of the sheet and perform the first computational operation; 3) a condition under which it is necessary to lay out the figures in the middle of the sheet and perform a second computational operation.

Based on the given rules, draw up an element-by-element program of actions that involve the establishment of abstract relationships (“less by...”, “more by...”), and also “play out” it mentally until obtaining an objectively specified result for the subjects, especially It is certainly difficult for children with mental retardation, and some of them cannot do it at all.

Before the lesson, it becomes clear how children orient themselves on a piece of paper: they are asked to show its right and left sides, top, bottom, middle.

The protocol records the characteristics of the child’s actions and behavior (replicas, questions, pauses). The features of the child’s verbalization of the task, awareness of the actions performed, the nature of the comparison of the result obtained with the task, and assessment of one’s own performance were clarified, as before, during a special conversation. The child is asked the following questions: 1) Do you think you completed the task correctly? 2) Why do you think so? 3) How should the task be completed? Tell. 4) Please repeat the task. 5) Check if you completed it correctly?

Processing results using methods

Learning Levels children

I level expresses a style of active attitude towards one’s own activities that has become somewhat familiar to the child. It is characterized by a stable positive emotional attitude towards a cognitive task, a conscious desire to solve it correctly. The latter is possible because the child is capable of verbalizing the task to the full extent offered to him and regardless of the form of presentation (objective, figurative, logical). In any case, he verbally programs the upcoming activity according to the methods of its implementation. The entire further process of activity indicates submission to this program: the child exercises verbal self-control over the course of its operational side. As a result of the work, he receives the desired result, adequately, in a detailed verbal form, gives it an objective assessment based on comparison with the sample.

This level of development of the general ability to learn undoubtedly contains significant subjective potential of the child to master school-type educational activities.

Level II has its own specific features. Its most important feature is that there is not yet a child’s usual style of active attitude towards his own activities, although one cannot help but see that this style lies in his zone of proximal development. Tasks designed for optimal age capabilities are performed by him with the help of an adult, which consists mainly in some organization of his activities. In the absence of one, despite the presence for
fulfilling the task of the necessary knowledge, skills and abilities, the child’s activity is not purposeful enough, and therefore not of sufficient quality. The thing is that he has not formed more or less stable and in some way
degree, habitual methods of self-control that could manifest themselves at the main stages of activity quite stably and regardless of external interference and obstacles.

Without a relatively stable positive emotional motivation for the cognitive task as such, a conscious desire for its correct solution (although one cannot deny the child’s direct interest in the situation of presenting the task, and in some cases in its content), at the stage of orientation in the task the child independently verbalizes only his general goal. He does not program the activity before it begins in terms of how to perform it. Awareness of the rules related to methods of activity, their verbalization occurs in him already in the process of activity, and rules in the form of logical relations are verbalized by him with greater difficulty than rules in objective or figurative form.

The number and nature of mistakes made by a child during work are directly dependent on the depth of his understanding of the rules of the task. In turn, the depth of awareness of these rules depends on how directly interesting the process of activity is to him. Otherwise, he needs additional incentives in the form of encouragement, praise, and encouragement from the outside. Encouraging an adult is also the most important incentive for him to complete an activity and obtain the desired result.

Having generally achieved an objectively given result (under the conditions mentioned above), the child independently evaluates it, guided mainly by situational, subjective impressions. However, guiding the child’s thoughts to connect the result he obtained with the rules for completing the task (“Tell me how you should have completed the task?”) is often enough for him to make an objective and verbal assessment of the product of his work.

So, based on the psychological specifics of level II, we can highlight the following main directions in pedagogical work with children to develop their general ability to assimilate knowledge: the formation of a stable positive emotional attitude to cognitive activity (to a cognitive task, the process of solving it, obtaining the correct result) as the most important incentive; the formation of full-fledged methods of self-control at all stages of activity, bringing them to the level of independent, compressed (in terms of internal speech) verbal self-regulation.

Level III psychologically expresses a significant lag of children both from the optimal age indicators for all structural components of the general ability to learn, and from the indicators of the previous (II) level. To complete experimental tasks, such children do not need only the organizing help of an adult. In this case, they do not get the desired result.

The behavior of children in the process of completing an adult’s task can mainly be characterized as reactive: in the proposed content, the task does not confront them; Without realizing the task, children naturally do not strive to obtain an objectively given result, and do not verbally program the upcoming activity. However, in the process of activity, they still show a pronounced dependence on the general goal set before them, as well as some dependence on individual rules for its implementation (conscious or unconscious), mainly sensory. The rules of the task that define the relationships between certain of its elements (in objective, figurative, logical forms) are not recognized by children (not verbalized) during the activity.

In other words, due to the insufficiency of general development: the poverty of the stock of knowledge, the lack of their elementary systematization, the inaccessibility of given mental operations without direct support for objective actions (in terms of general ideas and the simplest everyday concepts), the lag in the development of speech functions of generalization and regulation - the prevailing The content of most of our assignments is inaccessible to these children at the initial stage of their study.

Based on individual conscious rules of tasks, children at this level try to control and evaluate some of their practical actions, but in general show a very characteristic picture of unformed verbal self-regulation at all stages of activity, including evaluation of the result: not receiving an objectively given result, they believe that the task they did it correctly.

Correctional pedagogical work with these children is quite realistic; it should be built on the basis of taking into account the negative and positive features characteristic of this level in the formation of both each structural component of the general ability to learn, and their entire complex as a whole.

IV level psychologically expresses an even more significant lag of children from optimal age indicators in the formation of a general ability to learn. Their behavior in a task situation is even more reactive. The child accepts the general goal of only those tasks that can be performed purely practically (at the level of manual action: drawing flags, laying out pictures, figures, etc.). But even in these cases, the general goal is not verbalized by him as the goal of the task, which must “be completed in compliance with some rules. In this sense, the content of the task is completely inaccessible to the child.

In the process of practical actions, children show dependence only on the general goal of the activity. Without receiving the desired result, they are not able to critically evaluate their work even to the smallest extent - they believe that the adult’s task was completed correctly.

On Level V a child cannot accept even the most general goal setting for an activity from an adult’s instructions. He captures from it only the form of activity - drawing, laying out, etc., but not what needs to be done, and especially not how to do it. The child acts with the material the way he wants. The result of his work and the given pattern of activity do not have the slightest similarity, but the child does not notice this. He feels a sense of pleasure just from expressing himself in some way.

Questionnaire for parents of first-graders

(Afanasyeva E.I., Bityanova M.R., Vasilyeva N.L.)
Dear parents! Please answer the questions below. Highlight the option that seems most suitable for your child.
Last name, first name of the child______________________________________________
1. Is the child willing to go to school?

Reluctantly (YES)

Without much hunting (ACA)

Willingly, with joy (A)

I find it difficult to answer

2. Have you fully adapted to the school regime? Do you take the new routine for granted?

Not yet (YES)

Not really (ACA)

Mostly yes (A)

I find it difficult to answer

3. Does the child experience his educational successes and failures?

More likely no than yes (YES)

Not quite (ACA)

Basically, yes (A)

I find it difficult to answer

4. Does your child often share his school impressions with you?

Sometimes (ACA)

Quite often (A)

I find it difficult to answer

5.What is the predominant emotional character of these impressions?

Mostly negative impressions (YES)

Positive and negative are approximately equal (VDA)

Mostly positive impressions (A)

6. How much time does a child spend on average doing homework every day?

-_______________________________________________ (indicate a specific number)

7. Does your child need your help with homework?

Quite often (YES)

Sometimes (ACA)

Doesn't need help (A)

I find it difficult to answer

8. How does a child overcome difficulties at work?

Gives up immediately in the face of difficulties (YES)

Seeks Help (ACA)

Tries to overcome on his own, but may retreat (ACA)

Persistent in overcoming difficulties (A)

I find it difficult to answer

9.Is the child able to check his work himself, find and correct mistakes?

Can't do it himself (YES)

Sometimes it can (ACA)

Maybe if he is encouraged to do so (A)

As a rule, it can (A)

I find it difficult to answer.
10. Does your child often complain about his classmates or get offended by them?

Quite often (YES)

It happens, but rarely (ACA)

This practically never happens (A)

I find it difficult to answer

11. Can the child cope with the academic load without overexertion?

More likely no than yes (ACA)

More likely yes than no (A)

I find it difficult to answer

Processing the results

( Psychological and pedagogical characteristics of schoolchildren, Questionnaire for parents of first-graders )

ACA- possible maladjustment;

YES- pronounced maladjustment.

Questions 1-5, 10 – motivational sphere, emotional experiences of the child

Questions 7-9 – learning activities

11-general psychophysical state of the child.
Psychological and pedagogical status of a first-grader

Parameters of psychological and pedagogical status	Psychological and pedagogical requirements for the content of the status of 1st grade students
Cognitive sphere: 1.1 Arbitrariness of mental processes	High level of educational activity and independence The ability to independently plan, implement and monitor the results of educational activities Carrying out educational actions according to the model and rule Maintaining attention on the learning task Availability of own efforts to overcome difficulties in solving a learning task
1.2 Level of development of thinking	High level of development of visual-figurative thinking: isolating the essential properties and relationships of objects, using diagrams, the ability to generalize the properties of objects. Initial level of development of logical thinking: the ability to make inferences and conclusions based on available data
1.3 Formation of the most important educational actions	The ability to identify a learning task and turn it into an activity goal Formation of the internal plan of mental actions
1.4 Level of speech development	Understanding the meaning of the text and simple concepts Using speech as a thinking tool (mastery of complex structures in oral speech)
1.5 Level of development of fine motor skills	Ability to perform complex motor activities when learning to write and draw
1.6 Mental performance and pace of mental activity	Ability to work concentratedly for 15-20 minutes Maintaining satisfactory performance throughout the school day Ability to work at the same pace with the entire class
Features of communication and behavior with peers 2.1. Peer interaction	Possession of techniques and skills for effective interpersonal communication with peers: establishing friendly relations, readiness for collective forms of activity, the ability to resolve conflicts peacefully
2.2 Interaction with teachers	Establishing adequate role relationships with teachers in and outside of class Showing respect for the teacher
2.3 Compliance with social and ethical standards	Acceptance and implementation of school and generally accepted norms of behavior and communication
2.4 Behavioral self-regulation	Voluntary regulation of behavior and natural motor activity in educational and other situations of intra-school interaction Containing involuntary emotions and desires Ability to behave responsibly (within age requirements)
2.5. Activity and autonomy of behavior	Activity and independence in cognitive and social activities
Features of the motivational and personal sphere: 3.1. Presence and nature of learning motivation	Desire to learn, go to school The presence of a cognitive or social motive for learning
3.2 Stable emotional state at school	Absence of expressed contradictions between: Requirements of the school (teacher) and parents The requirements of adults and the capabilities of the child
Features of the student’s system of relationships to others and to himself: 4.1. Peer relationships	The child’s emotional and positive perception of the system of his relationships with peers
4.2. Relationships with teachers	The child’s emotional and positive perception of the system of his relationships with teachers and educators
4.3.Attitude towards meaningful activities	Emotionally positive perception of school and learning
4.4. Attitude towards yourself	Sustained positive self-esteem

Questionnaire for primary school teachers

(L.M. Kovaleva)

1. Parents have completely withdrawn from education and almost never go to school.

2. When entering school, the child did not have basic academic skills (couldn’t count, didn’t know letters, etc.).

3. Does not know much of what most children of his age know (for example, days of the week, seasons, fairy tales, etc.).

4. Poorly developed small muscles of the hands (difficulty with writing, uneven letters, tremors, etc.).

5. Writes with his right hand, but according to his parents, he is a retrained left-hander.

6. Writes with his left hand.

7. Moves his hands aimlessly.

8. Blinks frequently.

9. Sucking a finger or pen.

10. Sometimes he stutters.

11.Bites his nails.

12. The child has a fragile build and small stature.

13. The child is clearly “homey”, needs a friendly atmosphere, loves to be petted and hugged.

14. He loves to play, he even plays in class.

15. It seems that he is younger than other children, although he is the same age as them.

16. Speech is infantile, reminiscent of the speech of a 4-5 year old child.

17. Excessively restless in class.

18. Quickly comes to terms with failures.

19. Loves noisy, active games during recess.

20. Cannot concentrate on one task for a long time; he always tries to do it quickly, without caring about quality.

21. After an interesting game or a physical training break, it is impossible to get him ready for serious work.

22. Experiences failure for a long time.

23. When asked an unexpected question from a teacher, he often gets lost. If given time to think, the answer may be good.

24. It takes a very long time to complete any task.

25. Completes homework much better than class assignments (the difference is very significant, more than other children).

26. It takes a very long time to switch from one activity to another.

27. Often cannot repeat the simplest material after the teacher, while demonstrating excellent memory when it comes to things that interest him (for example, he knows the brands of cars, but cannot repeat the simplest rule).

28. Requires constant attention from the teacher. He does almost everything only after a personal request: “Write!” and so on.

29. Makes many mistakes when copying.

30. The slightest reason is enough to distract him from the task: the door creaked, something fell, etc.

31. Brings toys to school and plays in class.

32. Never does anything beyond the required minimum: does not strive to find out or tell something.

33.Parents complain that it is difficult for him to sit down for his lessons.

34. It seems that he feels bad in class and only comes to life during breaks.

35. Doesn’t like any effort, if something doesn’t work out, he gives up, looks for some excuses: his arm hurts, etc.

36. Not quite healthy looking (pale, thin).

37. By the end of the lesson, he works worse, is often distracted, sits with an absent look.

38. If something doesn’t work out, he gets irritated and cries.

39. Doesn't work well under limited time. If you rush him, he may completely “switch off” and quit work.

40. Often complains of fatigue and headache.

41. Almost never answers correctly if the question is posed in a non-standard way; it requires quick wits.

42. Answers become better if there is support for some external objects (counting fingers, etc.).

43. After the teacher’s explanation, he cannot complete a similar task.

44. It is difficult to apply previously learned concepts and skills when the teacher explains new material.

45. Often answers not to the point, cannot highlight the main thing.

46. It seems that it is difficult for him to understand the explanation, since he has not formed the basic skills and concepts.

Answer form

7 8 9 10 11 NS

12 13 14 15 16 I

17 18 19 20 21 GS

22 23 24 25 26 ANN

27 28 29 30 NP

31 32 33 34 35 NM

36 37 38 39 40 AC

41 42 43 44 45 46 NID

Processing the results:

When working with the questionnaire, the teacher crosses out numbers on the answer sheet that describe fragments of behavior characteristic of a particular child. The form is divided by a vertical line. If the number of the crossed out fragment is to the left of the line, one point is counted during processing; if it is to the right, 2 points. The maximum possible score is 70. The maladjustment coefficient is calculated using the formula

K =__n * 100%, where n is the number of points scored by the child.

1. An indicator of up to 14% is normal and does not make it possible to talk about any problem in the child. This is a group of well-adjusted children.

Children are well prepared, have a wide range of cognitive interests, are sociable, cheerful, friendly, and easily come into contact with both peers and adults; They are happy to answer in class. These qualities allow them to feel their success from the first days, which further increases educational motivation (51% of children).

2. An indicator from 15% to 30% indicates an average degree of maladjustment.

Children have some uneven development. For example, with high rates of thinking development, arbitrariness of behavior suffers and infantilism manifests itself. During lessons, they are distracted, so they do not have time to complete assignments, answer on time, and require constant attention from the teacher. By the end of the year they will adapt normally.

These may also be shy children who have not attended preschool educational institutions and have a hard time getting used to new people. The teacher's friendly, tactful attitude helps in their adaptation. This group may include children with poor motor development but good development of oral speech and thinking; slow children (25% of children).

3. An indicator of more than 30% is a serious degree of maladjustment. These children can be classified as a “risk group” (24% of children).

4. An indicator greater than 40% means maladjustment.

Children may have multiple disorders. A teacher needs to work with parents, help from a speech therapist or neuropsychiatrist and other specialists.

Legend:

RO - parental attitude.
NGSH - unpreparedness for school.
L - left-handedness.
NS - neurotic symptoms.
And - infantilism.
HS - hyperkinetic syndrome.
INS - inertia of the nervous system.
NP - lack of voluntariness of mental functions.
LM - low motivation for educational activities.
AS - asthenic syndrome.
NID - intellectual impairment.

Career guidance program at school

This program is designed for 16 academic hours, of which 12 hours are in the classroom, 4 hours are for independent work (homework).

Areas of work:

Theoretical preparation (information, educational work).
Testing (identification of professional inclinations, personal characteristics, etc.).
Practical training (formation and training of skills, abilities, abilities).
Consulting (group, individual).

In the process of active learning methods, the level of self-knowledge and personal growth of students increases, the individual repertoire of their actions expands, and behavioral patterns are consolidated.
Number of hours

Lesson topics

3

k a s 3
Total

Classroom classes

Samosto5 work

Section 1. Person and profession

Topic 1.1. Professional self-determination

1

1

-

Topic 1.2. Abilities, interests, needs and professional suitability

1

1

-

Topic 1.3. Correspondence of a person’s individual psychological characteristics to the chosen profession

1

1

-

Topic 1.4. Classification of professions. Requirements of the profession for a person

1

1

-

Topic 1.5. The nature of the profession - professiogram

2

1

1

Section 2. Constructing an image of a future career

Topic 2.1. Identification of professional predisposition

2

1

1

Topic 2.2. Assessing the feasibility of the chosen professional path

1

1

-

Topic 2.3. Identifying primary and alternative career options

1

1

-

Topic 2.4. Awareness of your career image and taking responsibility for it

2

1

1

Section 3. The path to becoming a professional

Topic 3.1. Obstacles on the way to professional goals and ways to overcome them

1

1

-

Topic 3.2. Business communication as a factor contributing to the development of professional success

1

1

-

Topic 3.3. Level of self-presentation and professional dynamics

2

1

1

Total

16

12

4

Psychological diagnostics of formation

UUD for first graders

1. Methodology "Study of self-regulation" (U. V. Ulienkova, 1994)

Target: determination of the level of formation of self-regulation in intellectual activity.

Equipment: sample with the image of sticks and dashes (/-//-///-/) on a lined notebook sheet, a simple pencil.

Research procedure: The subject is asked to write sticks and dashes on a lined notebook sheet for 15 minutes as shown in the sample, while observing the rules: write sticks and dashes in a certain sequence, do not write in the margins, correctly transfer signs from one line to another, write not on every line, but every other line.

In the protocol, the experimenter records how the task is accepted and performed - completely, partially, or not accepted, not performed at all. The quality of self-control during the performance of the task is also recorded (the nature of the mistakes made, the reaction to errors, i.e. notices or does not notice, corrects or does not correct them), the quality of self-control when assessing the results of activities (tries to thoroughly check and checks, is limited to a cursory review, does not look at the work at all, but gives it to the experimenter immediately upon completion). The study is carried out individually.

Determine the level of formation of self-regulation in intellectual activity. This is one component of overall learning ability.

Level 1. The child accepts the task in full, in all components, and maintains the goal until the end of the lesson; works concentratedly, without distractions, at approximately the same pace; works mostly accurately; even if it makes some mistakes, it notices them during testing and corrects them independently; does not rush to hand over the work right away, but checks what has been written again, makes corrections if necessary, and does everything possible to ensure that the work is not only completed correctly, but also looks neat and beautiful.

Level 2. The child accepts the task in full and maintains the goal until the end of the lesson; makes a few mistakes along the way, but does not notice and does not eliminate them on his own; does not eliminate errors and in the time specially allocated for checking at the end of the lesson, he is limited to a quick glance at what he has written; he does not care about the quality of the work’s design, although he has a general desire to get a good result.

Level 3. The child accepts the goal of the task partially and cannot retain it in its entirety until the end of the lesson; therefore he writes signs randomly; in the process of work makes mistakes not only due to inattention, but also because he did not remember some rules or forgot them; does not notice his mistakes, does not correct them either during the work or at the end of the lesson; upon completion of work, does not show any desire to improve its quality; I am generally indifferent to the result obtained.

Level 4. The child accepts a very small part of the goal, but almost immediately loses it; writes characters in random order; does not notice mistakes and does not correct them, and does not use the time allotted for checking the completion of the task at the end of the lesson; upon completion, immediately leaves the work without attention; I am indifferent to the quality of the work performed.

Level 5. The child does not accept the task at all in terms of content, moreover, more often he does not understand at all that some kind of task has been set before him; at best, he catches from the instructions only what he needs to do with a pencil and paper, he tries to do this, writing or painting the sheet as best he can, without recognizing either the margins or the lines; there is no need to even talk about self-regulation at the final stage of the lesson.

2. Assessment of school motivation (Luskanova N.G. Methods for studying children with learning difficulties. - M., 1999.)

The method for assessing the level of school motivation of primary school students was approved by the technical council of the All-Russian Scientific Research Institute of Hygiene for Children and Adolescents as a rationalization proposal (N.G. Luskanova, rationalization proposal No. 138 of June 7, 1985).

The development of a child’s motivational sphere plays a vital role for his success in educational activities. The child’s motive to fulfill all the school’s requirements well and to show his best side forces him to be active in selecting and memorizing the necessary information. With a low level of educational motivation, a decrease in school performance is observed.

This method of assessing the level of school motivation of primary school students includes a scheme for analyzing children's drawings on a school theme and a short questionnaire consisting of ten questions reflecting children's attitude towards school and the educational process.

To differentiate children by level of school motivation, a scoring system is proposed. In this case, the drawings and answers to questions are assessed on a single 30-point scale, which allows you to compare the results obtained. Using this method, you can quickly identify among a large contingent of students those children who are characterized by a negative attitude towards school.

The methodology can be used to study the effectiveness of the educational process in a particular class, to select optimal learning conditions, to determine children's readiness for school, to assess the dynamics of school adaptation/maladjustment.

At the beginning of the year, children's drawings are used, at the end of the year, a questionnaire is used.

Projective drawing “What do I like about school?”

PURPOSE: the technique reveals children’s attitude towards school and children’s motivational readiness to study at school.

INSTRUCTIONS: “Children, draw what you like most about school. You can draw whatever you want. Draw as best you can, no grades will be given.”

SCHEME FOR ASSESSMENT OF CHILDREN'S DRAWINGS

We consider the child's drawing as a kind of interview given to the subject using visual means. This interview is projective in nature: the drawing often reveals children’s emotional experiences that they are not fully aware of or that they prefer not to talk about (see L.N. Bacherikova, 1979; G.T. Khomentauskas, 1985, 1986).

A study of the emotional and personal characteristics of children based on their drawings was carried out back in 1928 by A.M. Schubert. The obtained material (over 10 thousand drawings) showed that the originality of the drawing is determined not so much by the child’s intellectual sphere - his mind, visual memory, stock of knowledge (which is only partially reflected in the content and correctness of the drawing), but by his emotional-volitional sphere - mood, interests , activity, etc.

For example, it was found that active children more often depict moving objects; the drawings of active, asthenic children are distinguished by their large format, bright colors and, conversely, timid, asthenic children - by colorlessness and smallness of the image; Emotional, impulsive children have sloppy drawings and sweeping strokes; dense painting of the entire area, filling of all intercontour spaces indicates the presence of internal anxiety in the child (see A.M. Schubert, 1928; 1929).

The following indicators are assessed.

1. Compliance with the given topic.

2. Plot (what exactly is depicted).

3. Dimensions of the drawing and individual parts.

4. Color scheme.

5. Image dynamics.

6. Correctness of the drawing.

7. Completeness of the drawing.

The technique and manner of execution of the drawing are taken into account if they indicate some psychological properties of the students.

An approximate scheme for assessing children's drawings on the topic “What I like at school.”

1. Inconsistency with the topic indicates:

a) lack of school motivation and the predominance of other motives, most often gaming. In this case, children draw cars, toys, military actions, patterns, etc. Indicates the child’s motivational immaturity;

b) children's negativism. In this case, the child stubbornly refuses to draw on a school theme and draws what he knows best and loves to draw. This behavior is typical of children with an inflated level of aspirations and difficulties in adapting to strictly fulfilling school requirements;

c) misinterpretation of the task, lack of understanding. Such children either do not draw anything, or copy scenes from others that are not related to the topic. Most often this is typical for children with mental retardation.

If the drawing does not correspond to the given topic, then 0 points are given during quantitative processing.

2. Compliance with a given topic indicates a positive attitude towards the school, while taking into account the plot of the drawing, that is, what exactly is depicted:

a) educational situations - a teacher with a pointer, students sitting at their desks, a board with written assignments, etc. Evidence of high school motivation and educational activity of the child, the presence of cognitive learning motives (30 points);

b) non-educational situations - school building, students at recess, students with briefcases, etc. Characteristic of children with a positive attitude towards school, but a greater focus on external school attributes (score 20 points);

c) play situations - swings in the schoolyard, playroom, toys and other objects in the classroom (for example, a TV, flowers on the window, etc.). Characteristic of children with a positive attitude towards school, but a predominance of play motivation (score 10 points).

When studying the school motivation of students, drawings on a school theme in various versions can be offered to children several times during the school year. For greater reliability in assessing children's drawings during an examination, it is advisable to ask the child what he depicted, why he drew this or that object, this or that situation.

Sometimes, based on children’s drawings, one can judge not only the level of educational motivation, but also the most attractive aspects of school life for him.

So, for example, schoolchildren with psychomotor disinhibition and increased motor activity often depict playing football in physical education class, fighting with kids during recess, drawing pictures of a class in which everything is turned upside down, etc.

Sensitive, sentimental children necessarily include decorative elements in the drawing (ornament, flowers, small details of the classroom interior, etc.).

Questionnaire to assess the level of school motivation

Target: Determining the level of school motivation, reflecting children’s attitude towards school, towards the educational process, their emotional reactions to the school situation.

SUBMISSION OF THE QUESTIONNAIRE

This questionnaire can be used for an individual examination of a child, and can also be used for group diagnosis. In this case, two presentation options are allowed.

1. The questions are read aloud by the experimenter, answer options are offered, and the children (or child) must write the answers they choose.

2. Printed questionnaires are distributed to all students, and the experimenter asks them to mark the appropriate answers.

Each option has its advantages and disadvantages. In the first option, the lie factor is higher, since children are more oriented towards norms and rules, since they see an adult in front of them asking questions. The second presentation option allows you to get more sincere answers, but this method of questioning is difficult in the first grade, since children still do not read well.

The questionnaire allows for repeated surveys, which makes it possible to assess the dynamics of school motivation. A decrease in the level of school motivation can serve as a criterion for a child’s school maladaptation, and its increase can serve as a positive dynamic in the learning and development of a primary school student.

QUESTIONNAIRE

1. Do you like school?

Not good

I do not like

2. When you wake up in the morning, are you always happy to go to school or do you often want to stay at home?

- I often want to stay at home

- it's not always the same

I'm going with joy

3. If the teacher said that tomorrow it is not necessary for all students to come to school, that those who wish can stay at home, would you go to school or stay at home?

Don't know

I would stay at home

I would go to school

4. Do you like it when some of your classes are cancelled?

I do not like

- it's not always the same

5. Would you like not to be given homework?

I would like to

I wouldn't want to

Don't know

6. Would you like there to be only breaks at school?

Don't know

I wouldn't want to

I would like to

7. Do you often tell your parents about school?

Often

Rarely

I'm not telling

8. Would you like to have a less strict teacher?

I do not know for sure

I would like to

I wouldn't want to

9. Do you have many friends in your class?

Few

A lot of

No friends

10. Do you like your classmates?

Not good

Do not like

To differentiate children by level of school motivation, a scoring system was developed:

- the child’s answer, indicating his positive attitude towards school and his preference for learning situations, is scored three points;

- a neutral answer (“I don’t know”, “it varies”, etc.) is scored as one point;

- An answer that allows one to judge a child’s negative attitude towards a particular school situation is scored zero points.

Scores of two points were absent, since mathematical analysis showed that with scores of zero, one, three points, a more reliable division of children into groups with high, medium and low motivation is possible.

Differences between the selected groups of children were assessed using the Student's t-test, and five main levels of school motivation were established.

First level. 25-30 points - a high level of school motivation and educational activity.

Such children have a cognitive motive, a desire to most successfully fulfill all the requirements imposed by the school. Students clearly follow all the teacher’s instructions, are conscientious and responsible, and are very worried if they receive unsatisfactory grades. In drawings on a school theme, they depict a teacher at the blackboard, the lesson process, educational material, etc.

Second level. 20-24 points - good school motivation.

The majority of primary school students who successfully cope with their educational activities have similar indicators. In drawings on a school theme, they also depict educational situations, and when answering questions they show less dependence on strict requirements and norms. This level of motivation is the average norm.

Third level. 15–19 points - a positive attitude towards school, but the school attracts such children in extracurricular activities.

Such children feel quite well at school, but more often they go to school to communicate with friends and with the teacher. They like to feel like students, to have a beautiful briefcase, pens, and notebooks. Cognitive motives in such children are less developed, and the educational process is of little interest to them. In drawings on a school theme, such students, as a rule, depict school, but not educational situations.

Fourth level. 10–14 points - low school motivation.

These children are reluctant to attend school and prefer to skip classes. During lessons they often engage in extraneous activities and games. Experience serious difficulties in educational activities. They are in a state of unstable adaptation to school. In drawings on a school theme, such children depict game plots, although they are indirectly related to school.

Fifth level. Below 10 points - a negative attitude towards school, school maladjustment.

Such children experience serious difficulties in learning: they cannot cope with educational activities, experience problems communicating with classmates, and in relationships with the teacher. They often perceive school as a hostile environment, in which they find it unbearable to stay. Small children (5-6 years old) often cry and ask to go home. In other cases, students may show aggression, refuse to complete tasks, or follow certain norms and rules. Often such schoolchildren have neuropsychic disorders. The drawings of such children, as a rule, do not correspond to the proposed school theme, but reflect the child’s individual preferences.

These quantitative assessments were compared with other indicators of the child’s mental development, and were also compared with such objective indicators as the child’s performance in various subjects, his position in the group and the characteristics of relationships with children and the teacher, behavioral characteristics, health dynamics, etc. Such a comparison made it possible to identify these five groups of schoolchildren.

KEY

The number of points you can get for each of the three answers to the survey questions.

Eight-color test by M. Luscher (Wolnefer modification)

Target: Studying the emotional and functional state of students.

Materials and equipment: color cards by M. Luscher.

Instructions:“Look carefully at these eight cards. Choose the most attractive color that pleases you at the moment. Try not to associate color with any things: the color of clothes, cars, walls, etc. Choose the color that is most pleasant in itself. Write it down with the number it is designated by. (Grey – 0, dark blue – 1, green – 2, orange-red – 3, yellow – 4, purple – 5, brown – 6, black – 7). Okay, now choose the prettiest color from the rest. Write down his number, separated by commas.” This instruction is repeated until all colors have been selected.

Processing the results: For each individual choice, the following indicators are calculated: fatigue, stress, anxiety, tension.

Anxiety present if blue (1) comes before yellow (4). If 4 comes before 1, then anxiety is not expressed. If yellow color is immediately after blue - 1.4, then the alarm indicator is 3. If there is another color between blue and yellow, then 1 is added to 3 and the alarm indicator is already 4. If there are two colors between 1 and 4 , then 2 is added to 3 and the alarm indicator is 5. Thus, when calculating the alarm indicator, you need to add to 3 the number of colors standing between 1 and 4. The minimum alarm indicator is 3, the maximum is 9.

Fatigue expressed if green (2) comes before red (3). If red comes before green, then there is no fatigue. If red is immediately after green - 2.3, then the fatigue indicator is 2. If there is another color between green and red, then 1 is added to 2 and the fatigue indicator is already 3. Thus, when calculating the fatigue indicator, you need to add 2 the number of colors between green and red (2 and 3). The minimum fatigue indicator is 2, the maximum is 8.

Voltage determined by counting the number of colors between brown and purple. If the purple color is immediately after brown - 6.5, then the voltage indicator is 2. If there are other colors between brown and purple, the number of colors standing between 6 and 5 is added to 2. Thus, the minimum voltage indicator is 2, the maximum is 8 .

Stress is calculated in a similar way, determining the number of colors standing between black and gray (7 and 0). The minimum stress indicator is 1, the maximum is 7.

Schematically it looks like this:

1 4 +3 MAX=9 Alarm

2 3 +2 MAX=8 Fatigue

7 0 +1 MAX=7 Stress

The results of the technique are entered into the table:

Student nos.

Anxiety

Fatigue

Voltage

Stress

At the end of the table, each column calculates the percentage of students who score on these characteristics. The autogenic norm is determined in the absence of anxiety, tension, fatigue and stress in the student.

The emotional and functional state of students in educational institutions is the degree of severity of indicators of anxiety, mental tension, fatigue and stress, as well as an indicator of the autogenic norm (the proportion of subjects who are in a satisfactory state). These characteristics make it possible to judge children’s motivational readiness for learning, their ability to effectively organize their own activities, control their own behavior and emotional manifestations.

Anxiety is a tendency to experience pointless fear; this state arises in situations of uncertain danger and manifests itself in anticipation of an unfavorable development of events.

Psychological stress is a condition that occurs in response to a variety of extreme influences. Psychological stress can have both a positive mobilizing and a negative effect on educational motivation and activity.

Mental stress is considered as a state of anticipation of unfavorable developments for a person and can be accompanied by anxiety and fears. The presence of tension in a certain part of students indicates the mobilization of efforts to overcome difficult situations (tests, exams). Tension also indicates motivation to overcome these difficulties. If adults (teachers, parents) stimulate this tension for a long time, then it turns into psychological fatigue and apathy. This indicates insufficient use in the pedagogical process of alternating tension with relaxation in the activities of students. The consequence of this is a decrease in motivation to study as a protective reaction of the body.

An increase in indicators of anxiety and fatigue among first-graders indicates difficulties in adaptation; children in such a situation require increased attention from teachers and psychologists.

The autogenic norm reflects the number (in percentage terms) of subjects whose emotional state is characterized by balance and relative calm, i.e. absence of indicators of anxiety, stress, fatigue and tension.

4. Methodology “Ladder” (Shchur V.G., Methodology for studying a child’s ideas about the relationships of other people towards him/Personality psychology: theory and experiment, M., 1982.)

Target: determine the characteristics of the child’s self-esteem (as a general attitude towards himself) and the child’s ideas about how other people evaluate him.

Materials and equipment: Draw a staircase of 10 steps on a piece of paper.

Instructions: We show the child the ladder and say that the worst boys and girls are on the lowest step. On the second - a little better, but on the top step there are the nicest, kindest and smartest boys and girls. What level would you place yourself on? Draw yourself on this step. You can draw 0 if it is difficult for a child to draw a person. What grade will your mother and teacher put you in?”

Processing and analysis of results:

Pay attention to what level the child has placed himself on. It is considered normal for children to place themselves on the level of “very good” and even “very good” children. A position on any of the lower steps (and even more so on the lowest) does not indicate an adequate assessment, but a negative attitude towards oneself, a lack of confidence in one’s own abilities. This is a serious violation of the personality structure, which can lead to depression and asociality.

The parents' attitude towards the child and their requirements are revealed by the answers to the question where adults will place them. For a child to feel a sense of security, it is important that someone puts him on the highest level.

A sign of trouble, both in the structure of the child’s personality and in his relationships with close adults, are answers in which they place him on the lower steps. However, when answering the question: “Where will the teacher put you?” - placement on one of the lower steps is normal and can serve as evidence of adequate, correct self-esteem, especially if the child really behaves badly and often receives comments from the teacher.

In older preschool and primary school age, the vast majority of children consider themselves “good” and place themselves on the top steps of the ladder. At the same time, as V.G. Shchur’s data show, children who put themselves at the very top step (i.e., who ranked themselves among the best) are almost never able to justify such self-esteem. Children who did not consider themselves the best approached assessing themselves more objectively and critically and explained their choice with various reasons, for example: “I still play around sometimes,” “I ask a lot of questions,” etc.

As a rule, the attitude of other people towards a child is perceived by him in a rather differentiated way: children believe that close adults (mother, father, grandfather, grandmother, and teacher) treat them differently.

The most important thing for understanding a child’s self-esteem is the ratio of assessments “for himself” and “for his mother.” The safest option is when children believe that their mother will put them at the very top of the ladder, and place themselves a little lower - on the second or third step from the top. Such children, feeling strong support from the most significant adults, have already developed the ability to take a rather critical approach to assessing themselves as individuals. The author of the methodology calls them “the most prosperous”.

Another option is that the child’s high opinion of himself coincides with the opinion of the mother. This situation may be typical for children:

- truly prosperous;

- infantile (all assessments are placed at the very top level, but there are no substantiated, detailed formulations explaining such an attribution);

- “compensating” (wishful thinking).

And another option is that children put themselves higher than they believe their mother would put. The author of the methodology considers this situation unfavorable for the development of the child’s personality, since the discrepancy in assessments is noticed by the child and carries a terrible meaning for him - he is not loved. According to V.G. Shchur, the low assessment predicted by the child from the mother in many cases is associated with the presence of younger children in the family, who, according to the subjects, will be placed by the mother at the very top step.

At the same time, it is extremely important for such children that their position on the top step is supported by one of the adults. In this situation, it is advisable to ask the question: “Which of your loved ones will still put you on the top step?” And, as a rule, every child has one of the people around him for whom he is “the best.” Most often this is dad or grandparents, even if the child meets them quite rarely.

If children do not expect a high rating from any of their close adults, they say that a friend or girlfriend will put them at the highest level.

For younger schoolchildren, it is also important to find out the teacher’s predicted assessment of the child and analyze the child’s explanations about this.

1-4 steps - low level of self-esteem (low);

5-7 step - average level of self-esteem (correct);

8-10 step - high level of self-esteem (inflated).

In a similar way, you can ask the child to evaluate such characteristics as “smart - stupid”, “kind - evil”, etc.

Task "Mittens" (methodology by G.A. Tsukerman)

Target: identifying the level of formation of actions to coordinate efforts in the process of organizing and implementing cooperation (cooperation).

Assessable universal learning activities: communicative activities.

Age: 6.5-7 years.

Assessment method: observing the interaction of students working in pairs in the classroom and analyzing the result.

Description of the task: children sitting in pairs are given one image of mittens each and asked to decorate them in the same way, that is, so that they make a pair. Children can come up with a pattern themselves, but first they need to agree among themselves what pattern they will draw. Each pair of students receives an image of mittens in the form of a silhouette (for the right and left hand) and identical sets of colored pencils.

Evaluation criteria:

The productivity of joint activities is assessed by the degree of similarity of the patterns on the mittens;

Children’s ability to negotiate, come to a common decision, ability to persuade, argue, etc.;

Mutual control as the activity progresses: do children notice each other’s deviations from the original plan, and how they react to them;

Mutual assistance during drawing;

Emotional attitude towards joint activities: positive (they work with pleasure and interest), neutral (they interact with each other out of necessity) or negative (they ignore each other, quarrel, etc.).

Grading levels:

1. Low level: the patterns are clearly dominated by differences or no similarities at all. Children do not try to agree; everyone insists on their own.

2. Average level: partial similarity - individual features (color or shape of some details) are the same, but there are also noticeable differences.

3. High level: the mittens are decorated with the same or very similar patterns. Children actively discuss a possible pattern; come to an agreement on the method of coloring the mittens; compare methods of action and coordinate them, building a joint action; monitor the implementation of the adopted plan.

The child is told: “Take a good look at how this Christmas tree is composed, and make (make) exactly the same Christmas tree on this piece of paper. Here are some figures and a piece of paper.”

Episode 2.

Technique “Drawing flags”

Progress

Methodology “Drawing a forester’s house” Work progress

In front of the child is a sheet of paper and colored pencils. He is asked to draw a forester’s house and is given the following instructions: “Draw a forester’s house at the edge of the forest. The house is small, bright, and can be seen from afar. You can draw it however you want, but remember that you must draw it. Remember: 1) the roof of the house is red; 2) the house itself is yellow; 3) his door is blue; 4) there is a bench near the house, it is also blue; 5) in front of the house - two small Christmas trees; 6) one Christmas tree - behind the house. You can draw green grass around the house and whatever you want.”