Diagnostics of moral development of children of primary school age
To monitor the moral development of students in elementary school, it is proposed to use a set of methods:
"Finish the story"
"Story pictures"
Color Relationship Test
"Let's do it together"
This block of techniques allows us to record the level of development of moral consciousness, moral feelings and moral behavior in primary schoolchildren.
“Finish the story” technique
Target: studying children's awareness of such moral norms as:
kindness - anger,
generosity - greed,
hard work - laziness,
truthfulness - deceit.
These concepts were chosen to study moral consciousness, since children are introduced to them in preschool age and the fulfillment of these moral standards is most often required of them. In other words, these moral standards are most familiar and understandable to children already in preschool age.
Carrying out the technique
The study is carried out individually. The child is told the following: “I will tell you stories, and you finish them.” After this, four stories are read to the child in turn (in random order).
Story one. The girl's toys spilled out of her basket onto the road. A boy stood nearby. He approached the girl and said...
What did the boy say? Why? How did the boy do? Why?
The second story. For Katya's birthday, her mother gave her a beautiful doll. Katya began to play with her. Her younger sister Vera came up to her and said: “I also want to play with this doll.” Then Katya answered...
What did Katya answer? Why? What did Katya do? Why?
Story three. The children built the city. Olya didn’t want to play, she stood nearby and watched others play. The teacher approached the children and said: “We are going to have dinner now. It's time to put the cubes in the box. Ask Olya to help you." Then Olya answered...
What did Olya answer? Why? What did Olya do? Why?
Story four. Petya and Vova played together and broke a beautiful, expensive toy. Dad came and asked: “Who broke the toys?” Then Petya answered...
What did Petya answer? Why? What did Petya do? Why? All the child’s answers, preferably verbatim, are recorded in the protocol.
Processing the results
1 point - the child cannot evaluate the actions of children.
2 points - the child evaluates children’s behavior as positive or negative (right or wrong, good or bad), but does not motivate the assessment and does not formulate a moral norm.
3 points - the child names a moral standard, correctly evaluates the behavior of children, but does not motivate his assessment.
4 points - the child names a moral standard, correctly evaluates children’s behavior and motivates his assessment.
Examples of children completing the task “Finish the story”
An adult.. The girl’s toys spilled out of her basket onto the road. A boy stood nearby. He approached the girl and said... What
said the boy?
Ira. You cannot throw toys on the road. Adult. How did the boy do? Ira. Don't know.
Adult. Why did he say that? Ira. Because the car will pass.
Grade: 1 point, since Ira could not evaluate the boy’s action.
Adult. The children built the city. Olya didn’t want to play, she stood nearby and watched others play. The teacher approached the children and said: “We are going to have dinner now. It's time to put the cubes in the box. Ask Olya to help you." Then Olya answered... What did Olya answer?
Kate. Okay, I'll help.
Adult. What did Olya do?
Kate. Fine.
Adult. Why? Kate. Don't know.
Grade: 2 points, since Katya appreciated the action, but did not explain her assessment, the moral standard was not formulated.
Adult. Kolya's mother gave Kolya a beautiful car for his birthday. Kolya began to play with it. His younger brother Vanya came up to him and said: “I also want to play with this machine.” Then Kolya answered... What did Kolya answer?
Seryozha. On the.
Adult. What did Kolya do?
Seryozha. Fine.
Adult. Why?
Seryozha. Because he let me playHe not greedy.
Grade: 3 points, since Seryozha appreciated the action and named the moral standard.
Adult. Petya and Vova played together and broke a beautiful, expensive toy. Dad came and asked: “Who broke the toy?”
Then Petya answered... What did he answer?Peter?
Semyon. I've broken.
Adult. Why did he say that?
Semyon. Because he broke it. He was good and never lied. Adult. What did Petya do?
Semyon. Fine.
Adult. Why?
Semyon. Because you have to tell the truth.
Rating: 4 points , since Semyon named the norm and motivated it.
Methodology “Story Pictures”
Target: studying emotional attitudes towards topicsthe same moral standards as in the previous method.
Preliminary remarks
The pictures are selected in such a waythat the characters depicted in them showed the same moral qualities as at the first stage, the child must give a moral assessment of the actions depicted in the picture, which makes it possible to identify the children’s attitude to these norms. Particular attention is paid to assessing the adequacy (that is, compliance) of the child’s emotional reactions to moral norms: a positive emotional reaction (smile, approval, etc.) to a moral act and a negative emotional reaction (condemnation, indignation, etc.) to an immoral one. .
Carrying out the technique
The study is carried out individually. The child is told: “Arrange the pictures so that on one side there are those with good deeds on them, and on the other - bad ones. Tell and explain where you will put each picture and why” (see Fig. 5-9).
The protocol records the child’s emotional reactions, as well as his explanations (preferably verbatim).
Processing the results
1 point - the child arranges the pictures incorrectly (in one pile there are pictures depicting both positive and negative actions), emotional reactions are inadequate or absent.
2 points - the child arranges the pictures correctly, but cannot justify his actions; emotional reactions are inadequate.
3 points - by correctly arranging the pictures, the child justifies his actions; emotional reactions are adequate, but weakly expressed.
4 points - the child justifies his choice (perhaps names a moral norm); emotional reactions are adequate, bright, manifested in facial expressions, active gestures, etc.
Examples of children completing the “Story Pictures” task
The adult gives the participant two pictures depicting a positive and a negative action. Daniel takes the picture, carefully examines it and lays it out with explanations.
Daniel. This boy did a bad thing because he eats candy alone and doesn't give it to anyone. He's greedy.(At the same time, his face is serious, stern. With his whole appearance, he shows that he is not happy with the boy’s action. After this, Daniel turns his gaze to another picture and smiles.)
Daniel. And this boy did well, because he treats all the children with sweets. He is not greedy. We need to treat all the children. When I bring candy or cookies to kindergarten, I always treat Vanya, Alyosha, and someone else. And they treat me.
Grade: 4 points, since Danil shows adequate and vivid emotional reactions when looking at pictures, and gives examples from his personal life.
Color Relationship Test (CRT)
Target: studying the child’s emotional attitude to moral standards. Studying the individual content of each norm and its qualitative characteristics.
Preliminary remarks
The perception of color is closely related to the emotional life of any person, and especially a child. This connection has been confirmed in many experimental psychological studies and has long been used in psychodiagnostics. CTO is a projective technique, that is, it is assumed that the nature of the child’s responses is determined by the characteristics of his attitude to the proposed concepts. That is why there are no right or wrong (good or bad, stupid) answers here.
The simple procedure for carrying out this technique allows it to be carried out with children of early preschool age (3-4 years); it is also very compact and does not take much time both during its implementation and during its processing.
Since the understanding of concepts such as “altruism” and “egoism” is difficult for preschool children, in the CTO they were replaced by the concepts of “good” and “evil” that are similar in meaning, so in this case these concepts will be considered synonyms.
Carrying out the technique
To conduct a central technical assessment, you need a sheet of white paper (210x290 mm) and 8 cards of different colors
blue,
green,
red,
yellow,
violet,
brown,
black,
grey.
The study is carried out individually.
Eight colored cards are laid out in random order on white paper in front of the child and they say: “Imagine that this is a magical house with magical windows. Different people live behind these windows. I will name people for you, and you yourself will choose who will live where. Agreed? Fine! Behind which window do good people live? What about the lazy ones?
The following is the entire list of concepts. It is advisable to alternate positive and negative (but not paired) moral qualities. For example: kind, lazy, generous, deceitful (deceiver), hardworking... and so on. In this case, the colors can be repeated, that is, the child can choose the same color for different concepts.
The protocol records the color that was chosen for each concept and the child's comments.
Processing the results
When analyzing the results, it is necessary to correlate the color assigned to each concept and the emotional meaning of this color. Below is a brief description of each color and its emotional and psychological meaning. Only a psychologist can give a more detailed description.
BLUE : conscientious, calm, somewhat cold.
GREEN: independent, persistent, sometimes stubborn, tense.
RED: friendly, sociable, energetic, confident, irritable.
YELLOW : very active, open, sociable, cheerful.VIOLET: restless, emotionally tense, need for emotional contact.
BROWN : dependent, sensitive, relaxed.BLACK : silent, selfish, hostile, rejected.
GREY : lethargic, passive, uncertain, indifferent. When analyzing the results of the color relations test, it is necessary to take into account the uneven development of children's emotional attitudes towards various moral concepts. Experience shows that children usually choose:
KIND -yellow and red colors. In other words, children believe that a kind person is sociable, friendly, open, sympathetic, and charming. An adequate attitude towards the concept of “kind” is formed in children by the age of 4-5.
WICKED - blue (at 3-4 years old), brown (at 4-5 years old) and black (from 5 years old) colors. These colors reflect coldness, aloofness, selfishness, hostility, and rejection. In other words, preschoolers reject and do not accept this personality quality.
HONEST - yellow and red colors. That is, for children this concept is associated with such characteristics as sociability, openness, and friendliness.
It should be noted, however, that children do not immediately come to such conclusions. Children aged 3-5 years often classify honesty as a negative quality, attributing the color black to it. And only older preschoolers and younger schoolchildren confidently classify this quality as positive, not choosing black for it, but “coloring” it in bright, sunny colors.
This happens for a number of reasons. Firstly, everyone knows that one of the main reasons for children’s lies is the desire to avoid punishment from an adult, that is, in this case, deception acts as a benefit for the child, while honesty leads to punishment and is “evil” for him. Secondly, this is associated with sneaking (or denunciation), when a child honestly talks about someone’s bad deed and an adult condemns him for it. P. Ekman, for example, notes that not only the majority of adults, but also society as a whole does not have a clear position on this matter. Thus, adults always condemn lies, but they do not always approve of the truth. This leads to the rapid adoption of a negative attitude towards deception and the long-term formation of an attitude towards honesty.
FALSE - black color. It is no coincidence that children choose this color, as it is associated with such personal characteristicsmi,like stubbornness, hostility, selfishness. Even the smallest children (3-4 years old), when choosing purple for the “deceiver,” detect his insincerity and selfishness. Thus, we can talk about the formation of an adequate attitude to the concept of “lie” by the age of four.
GENEROUS - red and purple colors. It should be noted that the dyad of personal qualities “generosity - greed” is very complex for a preschooler, and therefore the attitude towards it is contradictory and is formed throughout preschool childhood. From an early age, the child is told that “you need to share,” “it’s bad to be greedy,” etc. At the same time, the process of “sharing” is often associated with negative emotions in the child (the toy was returned broken, his sweets were eaten, etc. ). Thus, the knowledge that “being non-greedy is good” seems to contradict the child’s own experience.
That is why throughout preschool childhood it is impossible to identify the highest priority colors for the concept “generous”. One can only note a decrease in the use of black for this concept until its complete disappearance in older preschool age, which indicates that this quality is classified as positive. And only at primary school age does it become possible to distinguish the above colors:
GREEDY - red and black colors. That is, children consider him decisive, strong, maybe even aggressive, hostile. Moreover, such an attitude towards greed is not immediately formed in children. The association of 3-4 year old children of a greedy person with the color gray indicates the uncertainty and indecisiveness of younger preschoolers when attributing greed to negative character traits. It is rather preferable for them. As they grow older, the number of children choosing the color black for this concept increases;
older preschoolers and younger schoolchildren already attribute greed to negative character traits and reject it.
HARDWORKING - purple and yellow colors. In other words, a hardworking person is very active, energetic, ready for action, and can be fussy. These colors are chosen by children over 4 years old, while the youngest prefer brown and black. This is most likely due to the fact that children of primary preschool age are not presented with great demands related to work, and this personality quality is not relevant for them. They still do not understand this quality, and their emotional attitude towards it is inadequate.
LAZY - brown, gray, blue colors. That is, children rightly consider a lazy person to be weak, uninvolved, lethargic, passive, and also cold. And the older the preschooler, the more rejected and unacceptable this quality is for him. Moreover, as in the previous case, an adequate emotional attitude to this quality is formed in preschoolers after 4 years of age, and children associate a lazy person with the colors red and yellow. That is, children of this age do not have a negative attitude towards laziness, since, for example, the main positive hero of Russian fairy tales - Ivan the Fool - lies on the stove all day long, that is, he is lazy. And parents, as already mentioned, do not place high demands on the work of their children.
The purpose of the control stage of the study: to analyze the results of the work and make a comparative analysis of the ascertaining and control stages of the study.
We carried out repeated techniques as at the ascertaining stage (G.A. Uruntaeva, Yu.A. Afonkina) “Finish the story”, “Plot pictures”. The study was carried out at the NUNDOOO "TsRR"YAKUTSKENERGO" in the city of Mirny in the senior group. 20 preschool children took part in the study: 10 children made up the experimental group and 10 children - the control group.
"Finish the story" technique.
Target. Studying children's awareness of such moral qualities as: kindness - anger; generosity - greed; hard work - laziness; truthfulness - deceit.
To study moral awareness, these very concepts were chosen, since children are introduced to them in preschool age and the fulfillment of these moral standards is most often required of them. In other words, these moral qualities are most familiar and understandable to children already in preschool age.
Carrying out the methodology.
The study is carried out individually. The child is told the following: “I will tell you stories, and you finish them.” After this, four stories are read to the child in turn (in random order).
Story one. The girl's toys spilled out of her basket onto the road. A boy stood nearby. He approached the girl and said...
What did the boy say? Why? How did the boy do? Why?
The second story. For Katya's birthday, her mother gave her a beautiful doll. Katya began to play with her. Her younger sister Vera came up to her and said: “I also want to play with this doll.” Then Katya answered...
What did Katya answer? Why? What did Katya do? Why?
Story three. The children built the city. Olya didn’t want to play, she stood nearby and watched others play. The teacher approached the children and said: “We are going to have breakfast now. It’s time to put the blocks in the box. Ask Olya to help you.” Then Olya answered...
What did Olya answer? Why? What did Olya do? Why?
Story four. Petya and Vova played together and broke a beautiful, expensive toy. Dad came and asked: “Who broke the toy?” Then Petya answered...
What did Petya answer? Why? What did Petya do? Why?
Processing the results.
- 1 point - the child cannot evaluate the actions of children.
- 2 points - the child evaluates children’s behavior as positive or negative (right or wrong, good or bad), but does not motivate the assessment and does not formulate a moral standard.
- 3 points - the child names a moral standard, correctly evaluates the behavior of children, but does not motivate his assessment.
- 4 points - the child names a moral standard, correctly assesses the behavior of children and motivates his assessment.
Methodology "Story pictures".
Target. Studying the emotional attitude to the same moral qualities as in the previous method.
The child must give a moral assessment of the actions depicted in the picture, which makes it possible to identify the children’s attitude towards these norms. Particular attention is paid to assessing the adequacy of the child’s emotional reactions to moral norms: a positive emotional reaction (smile, approval, etc.) to a moral act and a negative emotional reaction (condemnation, indignation, etc.) to an immoral one.
Carrying out the methodology.
The study is carried out individually. The child is told: “Arrange the pictures so that on one side there are those with good deeds on them, and on the other – bad ones. Tell and explain where you will put each picture and why.”
The protocol records the child’s emotional reactions, as well as his explanations (preferably verbatim).
Processing the results.
- 1 point - the child arranges the pictures incorrectly (in one pile there are pictures depicting both positive and negative actions), emotional reactions are inadequate or absent.
- 2 points - the child arranges the pictures correctly, but cannot justify his actions; emotional reactions are inadequate.
- 3 points - by correctly arranging the pictures, the child justifies his actions; emotional reactions are adequate, but weakly expressed.
- 4 points - the child justifies his choice (perhaps names a moral norm); emotional reactions are adequate, bright, manifested in facial expressions, active gestures, etc.
At the formative stage of the experiment, we tried to develop moral qualities through fiction, specifically fairy tales, through games - dramatization, drawing and other activities.
Based on the application of these techniques, we assessed the level of development of moral qualities, moral feelings and moral behavior of children.
Analysis of the results of the control experiment using the “Finish the story” method indicates that the majority of 3 children have 30% formation of moral qualities at an average level. Children are aware of such moral qualities as kindness - anger, generosity - greed, hard work - laziness, truthfulness - deceit. They correctly assess the behavior of children, name the moral standard, but cannot motivate their assessment.
The children's approximate answers sounded like this:
Educator: Kolya’s mother gave him a beautiful car for his birthday. Kolya began to play with her. His younger brother Vanya came up to him and said: “I also want to play with this machine.” Then Kolya answered... What did Kolya answer?
Sofia: Play.
Educator: What did Kolya do?
Sofia: Okay.
Educator: Why?
Sofia: He wasn’t greedy and let Kolya play.
Rating: 3 points, since Sofia appreciated the action and named the moral qualities.
6 children are at a high level of development of moral consciousness - 60%. These children name moral qualities, correctly evaluate children’s behavior and motivate their assessment.
Sample answers were:
Educator: Petya and Vova were playing together and broke a beautiful, expensive toy. Dad came and asked: “Who broke the toy?” Then Petya answered... What did Petya answer?
Roman: I broke it.
Educator: Why did he say that?
Roman: He was good and never lied. And he admitted that he broke it.
Educator: What did Petya do?
Roman: Okay.
Adult: Why?
Roman: We must tell the truth.
Rating: 4 points, since Roman named the norm and motivated it.
1 child is at a low level of development of moral consciousness - 10%. This child correctly evaluates children's behavior as positive or negative (good - bad), but the assessment is not motivated and moral qualities are not formulated. Sample child answers:
Educator: The children built a city. Olya didn’t want to play, she stood nearby and watched others play. The teacher approached the children and said: “We are going to have dinner now. It’s time to put the cubes in the box. Ask Olya to help you.” Then Olya answered... What did Olya answer?
Sergey: Okay, I’ll help.
Educator: What did Olya do?
Sergey: Okay.
Educator: Why?
Sergey: I don’t know.
Score: 2 points, since Sergei appreciated the action, but did not explain his assessment, moral qualities were not formulated.
Table 4 - Results of diagnostics of the experimental group using the “Finish the story” method at the control stage of the study. Assessing children's awareness of moral qualities
|
Subject |
Names a moral standard |
Child behavior assessment |
Motivation for the assessment |
Number of points |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Subject |
Laying out pictures |
Justification for your actions |
Emotional reactions |
Number of points |
|
Table 6 Results of diagnostics of the experimental and control groups using the “Finish the story” and “Story pictures” methods.
We will construct a diagram using the “Finish the story” and “Story pictures” methods of the experimental and control groups at the control stage of the study
Figure 2 - Diagram of the level of formation of moral qualities among older preschoolers of the experimental and control groups at the control stage of the study
The diagnostic results of the 1st and 3rd stages of the study are presented in Fig. 3 and Fig. 4
Figure 3 - Diagram of the level of formation of moral qualities at the 1st stage of the study in older preschoolers.
Figure 4 Diagram of the level of formation of moral qualities at the 3rd stage of the control study among older preschoolers.
The diagram shows that almost half of the subjects at the control stage of the study (6 children - 60%) showed a high awareness of moral qualities, and at the ascertaining stage there was 1 child with a high level - 10% - this means that the high level increased by 5 children - 50% ; the majority of the subjects at the control stage - 3 children - 30% showed an average awareness of moral qualities than at the ascertaining stage by 1 child - 10% lower; and only a small percentage of subjects at the control stage 1 child - 10% showed a low level of awareness of moral qualities than at the ascertaining stage - 5 children - 50% less.
Thus, we can say that in the group we tested, children have a good level of awareness of moral qualities.
In order to determine whether parents’ attitudes toward the formation of moral qualities in preschoolers have changed, we conducted the same survey of parents as in the 1st stage of the study. 10 parents participated. They were asked the same questions as at the ascertaining stage:
- - Do you pay attention to the formation of moral qualities in your child?
- - In your opinion, at what age is it best to start instilling the skills of honesty, truthfulness, and kindness?
- - Do you explain to your child what a good person should be?
Parents' attitude towards understanding the formation of moral qualities has changed; 8 people - 80% of parents - have always paid attention; and rarely - 2 people - 20%, depending on case to case. Almost all parents began to pay attention to the moral qualities of preschoolers (9 parents - 90%) and explain to the child what it means to be honest; 1 parent - 10% tries to explain what it means to be fair.
All parents of 10 people answered that it is necessary to begin to develop moral qualities from birth.
Parents' answers to the questions posed show that the need to develop sensitivity, responsiveness, and honesty is recognized, and parents began to pay attention to the formation of moral qualities in the child; works of art are actively used to cultivate sensitivity, responsiveness, and honesty.
Analyzing the general understanding of the need for the formation of moral qualities in preschool children by educators and parents, and the state of modern practice of preschool educational institutions and families. We can say the following: the work carried out in the system jointly by the preschool educational institution and the family, using various forms and methods, will be effective, this can be seen from the good indicators of the children’s emotional attitude towards moral qualities.
Carrying out observations of the communication of preschoolers in educational and free activities, we came to the conclusion that carrying out special work with children on moral education helps to improve the general moral education of children.
morality fairy tale artistic preschooler
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Practice report:
"Psychological-pedagogicalsupport for the development of children's giftedness"
Introduction
You cannot create talents, but you can create the soil on which talents will grow and flourish (Heinrich Neuhaus).
Currently, work with gifted children is becoming an increasingly priority. This is connected with the tasks of preserving and developing the country’s intellectual potential and its spiritual revival. This trend coincided with the global one, as evidenced by the resolution of the Council of Europe: “No country can afford the luxury of wasting talent, and the lack of timely identification of intellectual and other potential cannot be called anything other than a waste of human resources...
No one doubts that the progress of civilization depends exclusively on gifted people. This means that society, and after it the school, have a special responsibility towards gifted children and are obliged to do everything possible so that such children can fully realize their capabilities for their own benefit and for the benefit of the whole society. Every talented child should be noticed.
The relevance of working with gifted children is determined by several other circumstances:
In modern Russian society, there is an increasing need for people who think outside the box, are creative, active, and are capable of solving assigned problems in an unconventional way and formulating new, promising goals.
Caring for gifted children today means caring for the development of science, culture and social life of society tomorrow. Increased attention to the problems of learning and development of gifted children is obvious not only in the educational environment, but also in society as a whole. The problem of giftedness is revealed in a number of scientific studies. A gifted child, unlike a gifted adult, is an unformed personality whose future is uncertain and whose abilities must be revealed. Therefore, it is necessary to discern and reveal the sprout of giftedness, not to let it fade, to help the child master his gift, to make it the property of his individuality, since their intellectual and creative achievements have not only personal, but social meaning.
The years of crisis in Russia have had a negative impact on the educational and intellectual level of education. The focus on mass education has reduced the possibility of developing intellectual resources, and only the modern education reform in Russia has made it possible to once again turn to supporting gifted children, because talented youth are the future national, professional elite.
In these conditions, the support, development and socialization of gifted children undoubtedly become one of the priorities of the education system. The process of identifying, training and educating gifted and talented children constitutes a new task for improving the education system. It is advisable to consider the development of a gifted child as the development of his internal active potential, the ability to be an author, creator, active participant in his life, to be able to set a goal, to look for ways to achieve it, to be capable of choice and responsibility for it, to make the most of his abilities, to strive to go beyond it limits.
However, the current problem of developing the giftedness of children with increased creative and intellectual potential has not yet been fully resolved. The difficulty lies in the specifics of working with gifted children. Here are some problematic issues that require close attention:
Scientific and methodological support for teachers working with this category of children.
Psychological and pedagogical support for capable and gifted children.
Providing conditions for the creative development of children.
Working with parents of capable and gifted children, providing them
methodological and practical assistance.
Cooperation between teachers and parents in creating conditions for the development of the natural inclinations of preschool children.
These problems lead to the fact that the creative and intellectual potential of gifted children is not fully realized.
1. General characteristics of giftedness
The concepts of “giftedness” and “gifted child”, set out in the working concept of giftedness of the federal target subprogram “Gifted Children” (an integral part of the “Children of Russia” program for 2003-2006, approved by order of the Minister of Education of the Russian Federation No. 780-28 of June 19, 2003 G.).
Giftedness is giftedness that manifests itself in a high level of general mental development, creative expression and receptivity to learning in many areas of knowledge.;
a qualitatively unique combination of abilities that ensures the success of the activity;
the joint action of abilities representing a certain structure makes it possible to compensate for the insufficiency of individual abilities through the preferential development of others.
Gifted children are children with a higher (compared to their peers) level of general mental development, including intellectual and creative abilities, whose special learning needs are associated with their increased curiosity, research activity and desire for independent learning;
children who show general or special talent (for music, drawing, technology, etc.).
Intellectual giftedness is a state of individual psychological resources (primarily mental resources), which provides the possibility of creative, intellectual activity, i.e. activities related to the creation of subjectively and objectively new ideas, the use of non-standard approaches to developing problems, sensitivity to the key, most promising lines of searching for solutions in a particular subject area, openness to any innovations, etc.
Creative giftedness is a state of individual psychological resources that makes it possible for a person to achieve higher results in one or more types of creative activity compared to other people.
Gifted children: as a rule, are more active and always busy with something; persistently pursue the goals set for them; thanks to numerous skills, they are able to engage in independent activities better than others; are able to quickly identify the most significant information and independently find new sources of information; Sometimes they set themselves tasks that require a lot of time to complete.
Identification of gifted children is also associated with the problem of identifying different types of giftedness, which are characterized by certain characteristics.
Methods for identifying gifted children include:
observation;
communication with parents;
work of a psychologist: testing, questioning, conversation;
contests, competitions, festivals and other events.
When identifying gifted children, it is undoubtedly necessary to use the entire arsenal of psychological and pedagogical methods: observation, experimental-formative method, psychodiagnostic method, studying the products of activity, the method of expert assessment, etc. From here we draw a strategically important conclusion - the identification of gifted children should be carried out on all stages of preschool education.
1.1 Age characteristics of giftedness
A child's giftedness manifests itself very early. The most intensive period of its development is 2 - 5 years. At this age, the foundation of personality is laid, and it already manifests itself. The primary manifestation of abilities is an irresistible, involuntary craving for various areas of activity.
In preschool age, giftedness goes through several stages:
first stage (2-3 years) at this stage the child receives his first sensory impressions;
the second stage (3 - 4 years) immersion in activity occurs, the initial signs of natural material appear, the child is very active, he needs to be provided with a wide range of different types of activities;
third stage (4 - 5 years) the stage of the child’s creative search, perhaps uniting children with abilities into groups for additional activities;
fourth stage (5 - 6 years) the child strives to achieve a positive result;
the fifth stage (6 - 7 years) is the very manifestation of giftedness.
The next period of manifestation of giftedness (11 - 14 years) questions acquire the structure of hypotheses and are of a research nature.
The final period of manifestation of giftedness (15 - 20 years).
Giftedness in childhood can be considered as the potential for mental development in relation to subsequent stages of an individual’s life path.
However, it is necessary to take into account the specifics of giftedness in childhood (as opposed to the giftedness of an adult):
Children's giftedness often acts as a manifestation of patterns of age-related development. Each childhood age has its own prerequisites for the development of abilities. For example, preschoolers are characterized by a special predisposition to mastering languages, a high level of curiosity, and extremely vivid imagination.
Under the influence of changes in age, education, mastering the norms of cultural behavior, type of family upbringing, etc. There may be a “fading” of signs of children’s giftedness. As a result, it is extremely difficult to assess the degree of stability of giftedness demonstrated by a given child over a certain period of time. In addition, difficulties arise regarding the prognosis of the transformation of a gifted child into a gifted adult.
The unique dynamics of the formation of children's giftedness often manifests itself in the form of unevenness (mismatch) of mental development. Thus, along with a high level of development of certain abilities, there is a lag in the development of written and oral speech; a high level of special abilities can be combined with insufficient development of general intelligence, etc. As a result, according to some characteristics, a child can be identified as gifted, but according to others, as lagging behind in mental development.
Manifestations of children's giftedness are often difficult to distinguish from training (or more broadly, the degree of socialization), which is the result of more favorable living conditions for a given child. It is clear that, given equal abilities, a child from a family with a high socio-economic status (in cases where the family makes efforts to develop it) will show higher achievements in certain types of activities compared to a child for whom similar conditions have not been created.
Many researchers studying the problems of gifted children (T.A. Repina, T.V. Senko) note that such children have certain types of problems in communicating with peers. They explain this by the disproportion in the mental and social development of gifted children.
The high level of self-awareness of gifted children is accompanied by an early understanding of their differences from others. This can be perceived negatively, lead to self-isolation or feelings of rejection, as a result, self-confidence suffers and emotional and personal development is stunted. On the other hand, the perception of giftedness by a child and others as merit can create arrogance and a sense of superiority over others, which also leads to personal and interpersonal disorders.
The unusual depth and intensity of the emotions of gifted children, their insecurity and sensitivity to the discrepancy between ideas and reality require special attention to the discussion of ethical issues, comparison and understanding of their own and others’ emotional experiences.
2. System of work of MBDOU Sobinsky districtkindergarten No. 10 “Smile”combined type with gifted children
The activities of the MBDOU Sobinsky district kindergarten No. 10 “Smile” of a combined type are built in accordance with the annual plan, the program “Rainbow: a program for the upbringing, education and development of children from 2 to 7 years old in a kindergarten” author T.N. Doronov, and calendar and thematic planning in accordance with FGT. The teaching staff is 28 people.
The goal that the teachers of the educational institution kindergarten No. 10 “Smile” set for themselves is to develop and implement a system of systematic and purposeful actions that ensure the optimal development of gifted children; assistance in the support and development of talented children, their self-realization, professional self-determination, preservation of psychological and physical health.
together with other specialists of the educational institution, determining the criteria for gifted children, identifying preschoolers who require a special route of support;
promoting the formation of a positive self-concept (self-attitude, self-esteem, self-acceptance);
development of emotional stability, formation of self-regulation skills, overcoming stress, behavior in extreme situations (at competitions, festivals, competitions);
assistance in improving the qualifications of teachers working with talented children.
The strategy for working with gifted children at Preschool Educational Institution No. 10 “Smile” is the need to create conditions for the optimal development of gifted children, including children whose giftedness may not yet be manifested or identified, as well as simply capable children for whom there are hope for a further qualitative leap in the development of their abilities.
Work with gifted children in preschool educational institutions is based on the following principles:
the principle of differentiation and individualization (the highest level of implementation of which is the development of a development program for a gifted child);
the principle of maximum diversity of opportunities provided;
the principle of ensuring freedom of choice of additional educational services;
the principle of increasing the role of extra-educational activities of gifted children through clubs, sections, and interest clubs;
the principle of increasing attention in individual work with children.
In order to create a system for identifying and selecting gifted children, teachers become familiar with scientific data on the psychological characteristics of gifted children and methods of targeted pedagogical observation. In preschool educational institutions, educational training for teachers is carried out with the involvement of an educational psychologist, and the literature necessary for self-education on this topic is selected and accumulated in the methodological room.
Teachers conduct targeted observation of educational activities and independent activities of preschoolers to identify children who have an aptitude for and show high performance in various areas of activity.
It is imperative that in each group of preschool educational institutions, the opinions of parents about the inclinations, areas of greatest success and range of interests of their child are revealed.
Additional education at preschool educational institutions includes the following associations (circles):
“The ABC of Communication” (social and personal).
“Fun” (artistic and aesthetic).
“Talkers” (logorhythmic).
“Business talkers” (logorhythmic with productive activity).
“Follow me” (ecological).
“Samodelkin” (artistic and aesthetic).
"Cheerful square" (artistic and aesthetic).
"Magic paper" (artistic and aesthetic).
"Embroidery with ribbons" (artistic and aesthetic).
"Decorative fantasies" (artistic and aesthetic).
"Aerobics for kids" (physical education).
"Young artist" (artistic and aesthetic).
Two more additional education programs are at the finalization stage: “Young local historians” and “English for kids”.
In preschool educational institutions, festivals, competitions, and various events have become traditional, allowing the child to demonstrate his abilities.
The work plan of the preschool educational institution reflects a separate direction - work with gifted children in different areas. Issues of methodological support for this activity are also discussed at meetings of methodological associations. Plans for the future include the development of a program for studying the personality of a gifted child, individual development cards for gifted children.
One of the conditions that ensures the intellectual development of children both in educational educational institutions and at other times is the introduction of the project method. Many competitions, projects, and other events are held using ICT, and have long occupied a separate place in the activities of our preschool educational institution. The teaching staff creates the most favorable conditions for gifted children to realize their creative abilities. For their merits and victories, children and their parents receive certificates, letters of gratitude and gifts. All information about our achievements is posted on the garden’s website, because information openness is one of the necessary conditions for progressive development. The advisory center of the preschool educational institution provides qualified psychological and pedagogical assistance to parents of gifted children. It is no secret that sometimes mothers and fathers cannot decide which educational institution to choose for a child gifted in a particular area; what program and mode of study to prefer, where to get additional educational services.
Conclusion
Thus, psychological and pedagogical support for gifted children is a well-structured, consistent type of activity, which is an integral part of the system of work of a preschool educational institution for the identification, support, and development of gifted children.
We can conclude that psychological and pedagogical support for the training and development of gifted children in an educational institution is effective if:
children's talent is considered from the perspective of an integrated approach in the interrelation of three components - identification, training and development,
relies on scientific criteria for giftedness;
objective diagnostics of children’s giftedness at different stages of a child’s life has been created and widely used;
the basic principles of organizing the education of gifted preschoolers have been identified;
the structures of educational institutions in their target and functional manifestations will provide the necessary conditions for the continuous development of a gifted child.
Of course, the process of identifying and supporting young talents is complex and multifaceted. But it is obvious that work with gifted children will be successful only if this difficult process of becoming young talented citizens of Russia is also led by gifted adults - teachers.
Literature
1. Bogoyavlenskaya D.B. Psychology of creativity. M.: Academy, 2002.
2. Wenger L.A. Games and exercises to develop mental abilities in preschool children. Book for a kindergarten teacher garden / L.A. Wenger, O.M. Dyachenko, R.N. Govorova [and others]; edited by L.A. Wenger. - Moscow: Publishing house "Enlightenment", 1989.
3. Vygotsky L. S. Imagination and creativity in childhood.
4. Annual work plan for the 2012-2013 academic year. MBDOU No. 10 “Smile”.
5. Gilbukh Yu. Z. Attention: gifted children. M. Knowledge., 1991.
6. Dzhumagulova T. N., Solovyova I. V. Gifted child: gift or punishment [Text] / T. N. Dzhumagulova, I. V. Solovyova. - St. Petersburg: Rech, 2009. - 160 p.
7. The main directions of activity of a teacher-psychologist: educational method. Manual / author: E.A. Osipova, E.V. Chumenko; State Educational Institution APO - Minsk, 2006.
8. The general educational program of MBDOU No. 10 “Smile” of a combined type was adopted at a meeting of the teachers’ council, pr. No. 4, dated 02/08/2011.
9. Psychological essay: Book. for the teacher. M. Education, 1991.
10. Dictionary of a practical psychologist / Comp. S.Yu. Golovin. - Minsk: Harvest, 1998. - 800 p.
11. Kasabutsky, N.N. Let's play: Mathematical games for children 5-6 years old: Book. for kindergarten teachers kindergarten and parents / N.N. Kasabutsky, G.N. Skobelev, A.A. Stolyar, T.M. Chebotarevskaya: under the general direction. ed. A.A. Joiner. - Moscow: Publishing house "Enlightenment", 1991.
12. Leites, N.S. Abilities and giftedness in childhood. M., 1994.
13. Work with gifted children / comp. O.A. The back of the head. - Minsk: Krasiko-Print, 2006.
14. I teach to think creatively / ed. N.D. Alekseeva. - Minsk, 1999.
15. What is giftedness: identification and development of gifted children: classic texts [Text]/ under. ed. A. M., Matyushkina, A. A. Matyushkina. - M.: Omega-L, 2008. - 368 p.
16. Stern V. Mental giftedness: Psychological methods of testing mental giftedness in their application to school-age children. / Transl. with him. A. P. Boltunova; Ed. V. A. Mukova. - SPb.: UNION, 1997. - 128
Annex 1
A set of methods for diagnosing giftedness
Diagnosis of giftedness is a pressing and complex problem for most specialists, both teachers and psychologists. This is due to many reasons, such as the variety of types of giftedness, the psychological characteristics of the child himself (shyness, anxiety, low self-esteem, stress, distrust of the tester), and the incompetence of a specialist. There are many psychological techniques aimed at identifying giftedness. These include methods such as observation, conversation, tests of intelligence, creativity, abilities, motivation, and personal characteristics. Often this diversity also complicates the process of identifying giftedness. Russian psychologist A.I. Savenkov, who deals with the problem of children's giftedness in the field of research, proposes a diagnostic model of giftedness based on the principles of comprehensive assessment; longevity; use of training methods; taking into account the child’s potential; the principle of relying on ecologically valid diagnostic methods; participation of various specialists; children’s participation in assessing their own giftedness. Not only teachers and psychologists, but also the child’s parents should participate in identifying the abilities that are the basis of giftedness.
Based on the position of modern educational policy, according to which everyone is gifted, it is important for a teacher in tandem with a psychologist of an educational institution to identify in a child the type of giftedness that corresponds to him, that is, the presence of certain abilities (research, academic, artistic, sports).
Below is a set of techniques that allow you to identify certain abilities in a child, on the basis of which you can build a profile of giftedness and plan further developmental or correctional work.
|
The indicator being studied |
Techniques |
|
|
Intellectual giftedness |
Test of progressive matrices by J. Ravenna. D. Wechsler's test. R. Amthauer test. Methodology "Test of mental development" |
|
|
Cognitive mental processes |
Study of short-term and long-term verbal memory (A.R. Luria). Study of short-term figurative and verbal-logical memory. Assessment of attention stability. Assessing attention shifting. Assessment of verbal and logical thinking. Assessment of imaginative thinking. Link's Cube test. Mechanical understanding test (Bennett). Intelligence test “Draw a person” (F. Goodenough). Diagnostics of perception: “Standards”; “Research on the level of sensory perception”; Munsterberg Perception Test + Keys; "Perception of Time"; Compass test; Test "Leading representative system" |
|
|
Mathematical talent: |
Mathematical ability test G. Eysenck. |
|
|
Linguistic talent: |
A battery of tests for studying language abilities (I.N. Lukashenko, I.A. Zimnyaya). - Verbal ability test. G. Eysenck. - Methodology for diagnosing verbal creativity (adapted version of S. Mednik’s method). |
|
|
Creative potential |
Psychodiagnostics of creative thinking. Creative tests. (E. Tunik). Diagnostics of verbal creativity (adapted from S. Mednik’s test). Diagnostics of nonverbal creativity (version of the Torrance test) Modified Williams Creative Tests (WAT). Methodology "Proposals". Methodology "Classification". “Two lines” technique. Warteg's "Circles" technique. Questionnaire to determine creative inclinations Creative thinking verbal test “Unusual Use” (K. A. Heller) |
|
|
Motivation |
Diagnosis of the motivational structure of personality (V.E. Milman) Diagnosis of the motivational sphere Typology of motives in the teaching “Ladder of Motivations” (A.I. Bozhovich, I.K. Markova) |
|
|
Personality |
Test 16-PF (R. Kettela). Test “Socio-psychological adaptability scale.” (T.V. Snegireva). Test "Character Accentuations". Eysenck's character test. SAN Questionnaire Test “Research of Self-Esteem” (Dembo-Rubinstein). “Non-existent animal” technique. - Phillips Anxiety Test. |
|
|
Social giftedness |
Test “Can you speak and listen?” (W. McLeney). Methods for studying communication and organizational skills. Method for studying the level of subjective control of mental stability (MCS). Q-sort technique. Test of interpersonal diagnostics T. Leary. “Unfinished sentences” technique. |
Appendix 2
Renzulli Creativity Questionnaire
The Creativity Questionnaire is an objective, ten-item list of characteristics of creative thinking and behavior, created specifically to identify manifestations of creativity that are accessible to external observation, and requires 10-20 minutes to complete, depending on the number of people being assessed and the experience of the person completing the questionnaire.
Each item is assessed based on the expert's observations of the behavior of the person of interest in various situations.
This questionnaire allows for an expert assessment of creativity by various persons: teachers, psychologists, parents, social workers, etc. Each item of the questionnaire is assessed on a scale containing four gradations: 4 - constantly, 3 - often, 2 - sometimes, 1 - rarely.
The overall creativity score is the sum of points on ten points (the minimum possible score is 10, the maximum is 40 points).
Creative characteristics:
extremely inquisitive in a variety of areas, constantly asking questions about anything and everything;
comes up with a large number of different ideas or solutions to problems; often offers unusual, non-standard, original answers;
free and independent in expressing his opinion, sometimes heated in argument; stubborn and persistent;
able to take risks; enterprising and decisive;
prefers tasks related to “mind games”;
fantasizes, has imagination (“I wonder what will happen if...”);
manipulates ideas (changes, carefully develops them); loves to apply, improve and change rules and objects;
has a subtle sense of humor and sees humor in situations that do not seem funny to others;
realizes his impulsiveness and accepts this in himself, is more open to the perception of the unusual in himself (free expression of “typically feminine” interests for boys; girls are more independent and persistent than their peers); shows emotional sensitivity;
has a sense of beauty; pays attention to the aesthetic characteristics of things and phenomena;
has his own opinion and is able to defend it; is not afraid to be different from others; individualist, not interested in details; is comfortable with creative chaos;
criticizes constructively; not inclined to rely on authoritative opinions without critical evaluation.
Answer sheet
(Creativity Scale)
Date__________ Age___________
Last name First name_____________________________________________
(questioned)
In the table, numbers from 1 to 10 indicate the characteristics of creative manifestation (creativity). Please rate, using a four-point system, the extent to which each child possesses the creative characteristics described above.
Possible evaluation points:
4 -- constantly,
3 -- often,
2 - sometimes,
1 - rarely.
Table 1
Means and standard deviations according to Renzulli.
Creativity level
Appendix 3
Determining a child's inclinations
Preparatory work It is necessary to prepare a sheet of questions and answers according to the sample presented below. Their number depends on the number of participants; they are prepared at the rate of two sheets per child. The work is carried out in two stages. At the first stage, answer sheets are filled out by educators who directly work with children. At the second stage, parents are interviewed. The response data is compared and appropriate conclusions are drawn.
Instructions for carrying out In order to properly organize work with a child, you need to know his inclinations. You are asked a number of questions; think and answer each of them, trying not to overestimate or underestimate the child’s abilities. On the answer sheet, write down the child’s first and last name, as well as your own last name. Place your answers in the cells whose numbers correspond to the question numbers. If what is said in the question is not characteristic of the child, put a sign - (-), if it corresponds, but is not clearly expressed - (+), if it is characteristic of him and this makes him noticeably different from his peers, put (++) . If you find it difficult to answer, leave this cell blank.
Question sheet.
Reasons well, thinks clearly.
He learns new knowledge very quickly and grasps everything easily.
Thinks outside the box and often offers unexpected, original answers and solutions.
Other children prefer to choose him as a partner in games and activities.
Shows great interest in visual information and spends a lot of time modeling and drawing.
Energetic and gives the impression of a child who needs a lot of physical movement.
Good at grasping the connection between one event and another, between cause and effect.
He quickly remembers what he hears and read without special memorization, and does not spend a lot of time repeating what he needs to remember.
Very receptive, observant, quickly reacts to everything new and unexpected.
Maintains self-confidence when surrounded by strangers.
Shows great interest in musical activities and clearly responds to the character and mood of the music.
Loves to participate in sports games and competitions.
He knows how to express his thoughts well, uses words easily, and has a large vocabulary.
He knows a lot about events and problems that his peers do not know or suspect.
Plastic, open to everything new, “doesn’t get hung up on the old.” Likes to try new ways of solving life problems, does not like already tested options, is not afraid of new attempts, and always strives to test a new idea.
Often leads the games and activities of other children.
Takes works of art seriously. He becomes thoughtful and very serious when he sees a good picture, hears music, sees an unusual sculpture, a beautifully made thing.
He is better physically developed than his peers and has good coordination of movements.
Observant, likes to analyze events and phenomena.
He loves when books are read to him, which are usually read not to peers, but to older children.
Inventive in the selection and use of various objects (for example, he uses not only toys, but also furniture, household items and other means in games).
Easily communicates with children and adults.
In singing and music he expresses his mood and state.
Likes to go hiking and play on outdoor sports fields.
He is prone to logical reasoning and is able to operate with abstract concepts.
Frequently asks questions about the origins and functions of objects and shows great interest and exceptional ability to classify.
He is able to immerse himself in an activity that interests him.
Takes initiative in communicating with peers.
In his stories he chooses words that well convey the emotional state of the characters, their experiences and feelings.
Prefers to spend his free time in outdoor games (hockey, football, etc.).
Shows a pronounced, versatile curiosity.
Frequently applies mathematics skills and concepts in non-mathematics related activities. Able to retain symbols, letters, and words in memory for a long time.
Capable of approaching the same problem in different ways.
Tends to take on responsibilities that go beyond what is typical for his age.
Easily fits into the role of any character.
Runs faster than all the children in kindergarten.
Answer sheet
_____________________________________________ (Last name, first name of the child) _____________________________ ____________ (Full name of teacher, parent) date
Processing the results
The questions are posed in accordance with the division of the child’s inclinations into six areas:
intellectual;
academic achievements;
creative, productive thinking;
communication and leadership;
artistic;
motor.
Appendix 4
Methodology “Finish the story” (G.A. Uruntaeva,YU.A, Afonkina)
The goal is to study older preschool children’s understanding of moral norms (generosity - greed, hard work - laziness, truthfulness - deceit, attention to people - indifference). Determine children’s ability to relate these norms to real life situations, resolve problematic situations on the basis of moral norms, and give a basic moral assessment. Presentation of the task In an individual conversation with the child, he is asked to continue each of the proposed stories and answer questions. The child is told: “I will tell you stories, and you finish them.” After this, four stories are read to the child in turn (in random order). Story one. Lyuba and Sasha were drawing. Lyuba drew with a red pencil, and Sasha with a green one. Suddenly Lyubin's pencil broke. “Sasha,” said Lyuba, “can I finish the picture with your pencil?” Sasha answered...What did Sasha answer? Why? How did Sasha do? Why? The second story. For Katya's birthday, her mother gave her a beautiful doll. Katya began to play with her. Her younger sister Vera came up to her and said: “I also want to play with this doll.” Then Katya answered... What did Katya answer? Why? What did Katya do? Why? Story three. The children built the city. Olya stood nearby and watched others play. The teacher approached the children and said: “We are going to have dinner now. It’s time to put the cubes in the box. Ask Olya to help you.” Then Olya answered... What did Olya answer? Why? What did Olya do? Why? Story four. Petya and Vova played together and broke a beautiful, expensive toy. Dad came and asked: “Who broke the toy?” Then Petya answered... What did Petya answer? Why? What did Petya do? Why? All the child’s answers, if possible verbatim, are recorded in the protocol. Processing of results 0 points - The child cannot continue the story, or gives a monosyllabic answer, cannot evaluate the children’s actions. 1 point - The child continues stories in different ways, evaluates children’s behavior as right or wrong, good or bad, but does not motivate the assessment and does not highlight moral standards. 2 points - The child continues stories from the position of moral standards, names moral standards, correctly evaluates the behavior of children, but does not motivate his assessment. 3 points - The child reveals the features of resolving a problem situation from the position of a moral norm, names a moral norm, understands its significance for relationships between people and can justify his opinion, correctly evaluates the behavior of children and motivates his assessment. The results of these methods will make it possible to identify what moral norms have been mastered by the children of this group, how he understands the peculiarities of the feelings of other people and involves identifying different levels of children’s mastery of moral norms and rules by which it will be possible to judge the characteristics of the children’s mastery of this content in the group.
Appendix 5
Diagnostic technique "Story pictures"(modified version by R.M. Kalinina)
Stimulus material: The pictures for children of the younger group present the following moral norms that are polar in their characteristics: I. kindness-greed (The content of the pictures: 1) the boy treats everyone with candy from the box, smiles, 2) the girl covers all the toys from the children around her with her hands) , II responsiveness-indifference (Content of pictures: 1) a little girl is crying, the other is comforting her, the second girl’s facial expression is sympathetic, 2) one boy is crying over a broken car, the other is pointing his finger at him and laughing), III. friendliness-conflict (Content of pictures: 1) children play together on the carpet, 2) two children take a toy horse from each other), IV. neatness - sloppiness (Content of pictures: 1) a girl combing her hair in front of the mirror, 2) a girl in a dirty dress, unkempt, tearing out pages from a book.) Presentation of the task for children of the younger group: Instruction from the teacher: “I will show you different pictures about children. Choose the pictures. , in which children behave well, and in which they behave poorly." The pictures are presented to the children in pairs. After the child has laid out the pictures, the teacher lays them all out in front of him again and asks him to show who is happy in the pictures and who is sad. Stimulus material for children of the middle and older groups To the 4 pairs of pictures used to diagnose children of the younger group, a fifth pair is added - politeness - inattention to adults (Content of pictures: 1) the child offers the woman a chair, she smiles, 2) the grandmother sits sad, holding on Per head; boy plays the drum, laughs). After presenting each pair of pictures, children of senior preschool age are asked the question “Why do you think so?” After completing the first task, pictures II, III, V pairs are laid out in front of the child, one at a time, and asked the questions “What is the mood of the people in this picture? What do you think they feel? Why?” Processing of results: 0 points - The child arranges pictures incorrectly (in one pile there are pictures depicting both positive and negative actions), emotional reactions are inadequate or absent. In older preschool age, the child either incorrectly names the feelings of other people or refuses to answer this question. 1 point - The child correctly arranges the pictures, but cannot justify his actions; emotional manifestations are not expressed when evaluating actions. An older preschooler cannot correlate the mood of people in the pictures with a specific situation or explain them. 2 points - By correctly arranging the pictures, the child justifies his actions, emotional reactions are adequate, but weakly expressed. The child correctly names people's feelings, but cannot always explain their reason. 3 points - The child correctly selects children’s actions and justifies his choice. In older preschool age, he names the moral norm; emotional reactions to the actions of the heroes of the situation are adequate and vivid. For children of senior preschool age, diagnostic data are supplemented by the results of the “Finish the Story” technique (a modified version of R.M. Kalinin’s situations).
Appendix 6
From work experience“Organization of work with intellectually gifted children with a penchant for mathematics”
|
Quantitative representations |
Concepts: “set”, “element”, “part of a set”, “relationship between sets”, “parts in sets”; operations on sets: union, enumeration, finding the difference of sets; quantitative and ordinal counting within 20; learning numbers up to 100; counting in pairs, threes, tens; use when comparing elements of the sign system; solving simple arithmetic problems. Recording solutions to problems using numbers and signs |
|
|
Magnitude |
Measurement of the linear extent and volume of liquid and granular bodies; familiarization with the standards of length (centimeter, meter), weight (gram, kilogram), volume (liter) |
|
|
Geometric shapes, figures |
Introduction to the elements of geometry (point, line and its varieties, angles and their varieties, formation of a figure) |
|
|
Orientation in space |
Drawing up plans, diagrams, maps; orientation in three-dimensional space |
|
|
Time orientation |
Determining time by clock; familiarization with time measuring instruments (watches, stopwatch) and calendar |
Sample versions of tasks for the development of logical thinking
Problem 1. Once upon a time there were two figures: a Circle and a Square. There were 3 houses on their street: one house had a window and a chimney, another had a window but no chimney, a third had a chimney but no window. Each figure lived in his own house. The circle and the square lived in houses with windows. Kvadrat loved warmth and often lit the stove. Who lived in which house?
Solution. Krug and Kvadrat lived in houses with windows.
|
house with windows and chimney |
|||
|
house with windows but no chimney |
|||
|
house with a chimney but no windows |
The square loved warmth and cleanliness. This means there must be a pipe in his house.
|
house with windows and chimney |
|||
|
house with windows but no chimney |
|||
|
house with a chimney but no windows |
Each figure lived in his own house, i.e. The Circle lives where the Square does not live
|
house with windows and chimney |
|||
|
house with windows but no chimney |
|||
|
house with a chimney but no windows |
Answer. The square lives in a house with windows and a chimney, and the circle lives in a house with windows but without a chimney.
Problem 2. Three friends met - Belov, Chernov and Ryzhov. One had white hair, another black, and the third red. “But no one’s hair color matches their last name,” the black-haired man noted. “You’re right,” said Belov. What color is Ryzhov's hair?
Solution. No one's hair color matches their last name.
“You’re right,” Belov answered the black-haired man. This means Belov is not black-haired.
Solution. Ryzhov has black hair.
Problem 3. A giraffe, a crocodile and a hippopotamus lived in different houses. The giraffe did not live in a red or blue house. The crocodile did not live in a red or orange house. Guess which houses the animals lived in?
Problem 4. Three fish swam in different aquariums. The red fish swam neither in a round nor in a rectangular aquarium. The goldfish is neither square nor round. In which aquarium did the green fish swim?
Problem 5. Once upon a time there were three girls: Tanya, Lena and Dasha. Tanya is taller than Lena, Lena is taller than Dasha. Which girl is the tallest and which is the shortest? What is the name of which one?
Problem 6. Misha has three carts of different colors: red, yellow and blue. Misha also has three toys: a tumbler, a pyramid and a spinning top. In the red cart he will not carry a spinning top or a pyramid. In yellow - not a spinning top or a tumbler. What will Misha carry in each of the carts?
Problem 7. The mouse is not in the first and not in the last carriage. The chicken is not average and not in the last carriage. In which carriages are the mouse and the chicken traveling?
Problem 8. Alyosha, Sasha and Misha live on different floors. Alyosha lives neither on the top floor nor on the bottom. Sasha lives neither on the middle floor nor on the bottom. On what floor does each boy live?
Problem 9. Anya, Yulia and Ole’s mother bought fabrics for dresses. Anya is neither green nor red. Yule - neither green nor yellow. What fabric did Ole’s mother buy for the dress?
Problem 10. The dragonfly is not sitting on a flower or on a leaf. The grasshopper does not sit on a fungus or on a flower. The ladybug is not sitting on a leaf or on a fungus. Who is sitting on what? (it’s better to draw everything)
Problem 11. Anya, Vera and Lisa live on different floors of a three-story building. On what floor does each of the girls live, if it is known that Anya does not live on the second floor, and Vera does not live on the second or third?
Problem 12. Olya is taller than Vera, and Vera is taller than Natasha. Who is taller: Natasha or Olya?
Task 13. Use three lines to separate the trees from the hares.
Problem 14. How to arrange seven chairs along the four walls of a room so that each wall has them equally?
Task 15. Don’t put it off until tomorrow! We urgently need your answer. Giant digitalosaur. Did you win or not? The digitalosaur will be defeated by the one who can arrange the numbers from 1 to 8 in the circles on the teeth of its crest so that no sum of two adjacent numbers is equal to any adjacent number. The unit is already in place.
Problem 16. The staircase consists of 8 steps. Which step do you need to stand on to be right in the middle of the stairs? Problem 17. How many right angles, triangles and squares are there?
Problem 18. Continue the series: 21, 17, 13, ... 1, 5, 9, 13 4,5,8,9,12,13,... 15,16,14,17,13,18,. .., ...
Problem 19. An empty bus was walking. At the first stop, 5 people got into it and drove on. On the second, 3 more got on, and 2 people got off, on the next, 1 person got on, 4 got off. The bus moves on. Stops again - 5 people got in, 2 got out. How many stops were there?
Using entertaining mathematics tools in working with children.
Interesting questions.
How many ears do three mice have?
How many paws do two cubs have?
Seven brothers have one sister. How many sisters are there in total?
Grandma Dasha has a granddaughter Masha, a cat Fluffy and a dog Druzhok. How many grandchildren does grandma have?
Birds flew over the river: a pigeon, a pike, 2 tits, 2 swifts and 5 eels. How many birds? Answer quickly!
7 candles were burning. 2 candles were extinguished, and the rest continued to burn. How many candles are left? (2, the rest burned down).
There are three apples in the basket. How to divide them between three children so that one apple remains in the basket? (Give one apple along with the basket).
There are three thick branches on the birch tree, and on each thick branch there are three thin branches. There is one apple on each thin branch. How many apples are there in total? (Not at all - apples don’t grow on birch trees.)
Joke problems
There are three glasses with berries on the table. Vova ate one glass of berries. How many glasses are left on the table? (Three)
Two people were walking, stopped, and one asked the other: “Is this black?” - “No, it’s red.” - “Why is she white?” - “Because it’s green.” What were they talking about? (About currants)
There are two oranges and four bananas on the table. How many vegetables are on the table? (Not at all)
There were ten pears on the pear tree, and two fewer pears on the willow tree. How many pears grew on the willow tree? (Not at all)
Which tree will the sparrow sit on after the rain? (On wet)
What is more in the apartment: chairs or furniture? (Furniture)
You, me and you and me. How many of us are there in total? (Two)
How can you pick a branch without scaring away a bird on it? (It’s impossible, it will fly away).
Problems in verse The old lady decided to bake cheesecakes. I put out the dough and lit the oven. The old lady decided to bake cheesecakes, but she completely forgot how many of them she needed. Two things - for the granddaughter, Two things - for the grandfather, Two things - for Tanya, the neighbor's daughter... I counted and counted, but lost my way, But the stove was completely heated! Help the old lady count the cheesecakes. V. Kudryavtseva
Eleven tails walked along the path along the bushes. I was also able to count that thirty legs walked. It was the roosters and piglets going somewhere together. Now the question is: How many roosters were there? And I would be glad to know how many piglets there were? Did you manage to find the answer? Goodbye, hello everyone! N. Conversations
In the fish kingdom, three young pike swim to the sturgeon in the morning to clean his cheeks, and four chubs wash his belly and sides. Count it up, kids, how many servants does the sturgeon have? V. Kudryavtseva
Along the ravine walked a cap, two scarves, three baskets, and behind them walked stubbornly a snow-white Panama hat. How many children were there in total? Answer quickly! Once upon a time a vest had three loops and two cuffs. If you count them together, Three and two, of course, are five! Do you just know what the secret is? The vest has no cuffs! G. Novitskaya One evening, neighbors came to the bear for a pie: a hedgehog, a badger, a raccoon, a scythe wolf with a tricky fox. But the bear could not divide the pie among everyone. The bear was sweating from labor - He didn’t know how to count! Help him quickly, count all the animals. B. Zakhoder
Mama Pig carried six nuts for the children in a basket. The hedgehog met a pig and gave him four more. How many nuts did the pig bring to the children in the basket? Seven cheerful piglets stand in a row at the trough. Two went to bed, How many pigs are there in the trough? Three little bunnies, five hedgehogs. They go to kindergarten together. We'll ask you to count: How many kids are there in the garden? Five pies were in a bowl. Lariska took two pies, and her pussy stole another one. How much is left in the bowl? Our cat has five kittens, sitting side by side in a basket. And the neighbor's cat has three! So cute, look! Help me count, what is three and five? Seven geese set off on their journey. The two decided to rest. How many are there under the clouds? Count it yourself, children. The apples in the garden are ripe, We managed to taste them, Five ruddy, pouring ones, Two with sourness. How many are there? A rooster flew up onto the fence and met two more there. How many roosters are there? Four goslings and two ducklings are swimming in the lake and screaming loudly. Well, quickly count - How many babies are there in the water? At the market, a kind hedgehog bought boots for the family. Boots that fit your feet, a little smaller ones for your wife. With buckles - for the son, With clasps - for the daughter. And he put everything in a bag. How many legs does a hedgehog have in a family? And how many boots did you buy?
Natasha has five flowers, and Sasha gave her two more. Who here can count, What is two and five? The mother goose brought six children to the meadow for a walk. All the goslings are like balls, Three sons, and how many daughters? Four ripe pears. There were two pears swaying on a branch, Pavlusha picked them up, How many pears were left?
Competition “Hurry up and don’t make a mistake”
The teacher reports: “Today we will have a competition for resourceful and savvy people. The winner will be the one who will solve all the problems correctly. I will give chips to whichever child completes the tasks correctly and quickly. At the end of the competition we will find out who our winner is.
Competition 1 “Riddles”
In order not to freeze, five guys sit in a knitted stove. (Mitten).
Four legs, but cannot walk (Table).
Grandfather has 4 names a year (Spring, Summer, Autumn, Winter).
One hundred brothers live in a red house, they all look alike (watermelon).
A figure similar to an arrow is given. You need to rearrange 4 sticks to make 4 triangles.
Competition 3. “Solve the problem”
There were 3 glasses with berries on the table. Vova ate a glass of berries and put it on the table. How many glasses are there on the table (3).
Three candles were lit in the room. Then 1 of them went out. How many candles are left (one, two others burned out).
Three people waited for the train for 3 hours. How long did everyone wait? (3 hours).
The results of the competition are summed up.
Mathematical KVN script Goal: to bring children joy and pleasure from educational games. Maintain an interest in intellectual activity, a desire to play games with mathematical content, showing persistence, resourcefulness, dedication, ingenuity, mutual assistance, and an understanding of humor. Material: hats of birds and cats, badgers and badgers; a schematic image of a fox and a goose, as well as planar geometric figures for composing them; posters with tasks for artists (2 pcs.); cards for the game “Exclude the Unnecessary” (4 pcs.); image of stones with numbers from 1 to 10 (2 sets); pyramids (2 pcs.); cards for the game “Who will find more?” (4 pcs.); geometric shapes: rectangle and circle; various objects shaped like a rectangle and a circle; flannelograph (2 pcs.), easel (2 pcs.). Presenter: “We are glad to welcome you, dear fans and guests. Today we gathered for...
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The path of a person growing up is quite thorny. For a child, the first school of life is his family, which represents the whole world. In a family, a child learns to love, endure, rejoice, sympathize and many other important feelings. In the context of a family, an emotional and moral experience unique to it develops: beliefs and ideals, assessments and value orientations, attitudes towards people around them and activities. The priority in raising a child belongs to the family (M.I. Rosenova, 2011, 2015).
Let's declutter
Much has been written about how important it is to be able to let go and complete the old and outdated. Otherwise, they say, the new one will not come (the place is occupied), and there will be no energy. Why do we nod when reading such articles that motivate us to clean, but everything still remains in its place? We find thousands of reasons to put aside what we have put aside and throw it away. Or don’t start clearing out rubble and storage rooms at all. And we already habitually scold ourselves: “I’m completely cluttered, I need to pull myself together.”
Being able to easily and confidently throw away unnecessary things becomes a mandatory program for a “good housewife”. And often - a source of another neurosis for those who for some reason cannot do this. After all, the less we do “right” - and the better we can hear ourselves, the happier we live. And the more correct it is for us. So, let’s figure out whether it’s really necessary for you personally to declutter.
The art of communicating with parents
Parents often love to teach their children, even when they are old enough. They interfere in their personal lives, advise, condemn... It gets to the point that children do not want to see their parents because they are tired of their moral teachings.
What to do?
Accepting flaws. Children must understand that it will not be possible to re-educate their parents; they will not change, no matter how much you want them to. Once you accept their shortcomings, it will be easier for you to communicate with them. You will simply stop expecting a different relationship than you had before.
How to prevent cheating
When people start a family, no one, with rare exceptions, even thinks about starting relationships on the side. And yet, according to statistics, families most often break up precisely because of infidelity. Approximately half of men and women cheat on their partners within a legal relationship. In short, the number of faithful and unfaithful people is distributed 50 to 50.
Before we talk about how to protect a marriage from cheating, it is important to understand
Experimental results
The purpose of the control stage of the study: to analyze the results of the work and make a comparative analysis of the ascertaining and control stages of the study.
We carried out repeated techniques as at the ascertaining stage (G.A. Uruntaeva, Yu.A. Afonkina) “Finish the story”, “Plot pictures”. The study was conducted in the Moscow Children's Educational Institution No. - Belogorsk, Amur Region, in the senior group from September 2011 to February 2012. 20 preschool children took part in the study: 10 children made up the experimental group and 10 children - the control group.
"Finish the story" technique.
Target. Studying children's awareness of such moral qualities as: kindness - anger; generosity - greed; hard work - laziness; truthfulness - deceit.
To study moral awareness, these very concepts were chosen, since children are introduced to them in preschool age and the fulfillment of these moral standards is most often required of them. In other words, these moral qualities are most familiar and understandable to children already in preschool age.
Carrying out the methodology.
The study is carried out individually. The child is told the following: “I will tell you stories, and you finish them.” After this, four stories are read to the child in turn (in random order).
Story one. The girl's toys spilled out of her basket onto the road. A boy stood nearby. He approached the girl and said...
What did the boy say? Why? How did the boy do? Why?
The second story. For Katya's birthday, her mother gave her a beautiful doll. Katya began to play with her. Her younger sister Vera came up to her and said: “I also want to play with this doll.” Then Katya answered...
What did Katya answer? Why? What did Katya do? Why?
Story three. The children built the city. Olya didn’t want to play, she stood nearby and watched others play. The teacher approached the children and said: “We are going to have breakfast now. It’s time to put the blocks in the box. Ask Olya to help you.” Then Olya answered...
What did Olya answer? Why? What did Olya do? Why?
Story four. Petya and Vova played together and broke a beautiful, expensive toy. Dad came and asked: “Who broke the toy?” Then Petya answered...
What did Petya answer? Why? What did Petya do? Why?
Processing the results.
1 point - the child cannot evaluate the actions of children.
2 points - the child evaluates children’s behavior as positive or negative (right or wrong, good or bad), but does not motivate the assessment and does not formulate a moral standard.
3 points - the child names a moral standard, correctly assesses the behavior of children, but does not motivate his assessment.
4 points - the child names a moral standard, correctly evaluates the behavior of children and motivates his assessment.
Methodology "Story pictures".
Target. Studying the emotional attitude to the same moral qualities as in the previous method.
The child must give a moral assessment of the actions depicted in the picture, which makes it possible to identify the children’s attitude towards these norms. Particular attention is paid to assessing the adequacy of the child’s emotional reactions to moral norms: a positive emotional reaction (smile, approval, etc.) to a moral act and a negative emotional reaction (condemnation, indignation, etc.) to an immoral one.
Carrying out the methodology.
The study is carried out individually. The child is told: “Arrange the pictures so that on one side there are those with good deeds on them, and on the other – bad ones. Tell and explain where you will put each picture and why.”
The protocol records the child’s emotional reactions, as well as his explanations (preferably verbatim).
Processing the results.
1 point - the child arranges the pictures incorrectly (in one pile there are pictures depicting both positive and negative actions), emotional reactions are inadequate or absent.
2 points - the child arranges the pictures correctly, but cannot justify his actions; emotional reactions are inadequate.
3 points - by correctly arranging the pictures, the child justifies his actions; emotional reactions are adequate, but weakly expressed.
4 points - the child justifies his choice (perhaps names a moral norm); emotional reactions are adequate, bright, manifested in facial expressions, active gestures, etc.
At the formative stage of the experiment, we tried to develop moral qualities through fiction, specifically fairy tales, through games - dramatization, drawing and other activities.
Based on the application of these techniques, we assessed the level of development of moral qualities, moral feelings and moral behavior of children.
Analysis of the results of the control experiment using the “Finish the story” method indicates that the majority of 3 children have 30% formation of moral qualities at an average level. Children are aware of such moral qualities as kindness - anger, generosity - greed, hard work - laziness, truthfulness - deceit. They correctly assess the behavior of children, name the moral standard, but cannot motivate their assessment.
The children's approximate answers sounded like this:
Educator: Kolya’s mother gave him a beautiful car for his birthday. Kolya began to play with her. His younger brother Vanya came up to him and said: “I also want to play with this machine.” Then Kolya answered... What did Kolya answer?
Sofia: Play.
Educator: What did Kolya do?
Sofia: Okay.
Educator: Why?
Sofia: He wasn’t greedy and let Kolya play.
Rating: 3 points, since Sofia appreciated the action and named the moral qualities.
6 children are at a high level of development of moral consciousness - 60%. These children name moral qualities, correctly evaluate children’s behavior and motivate their assessment.
Sample answers were:
Educator: Petya and Vova were playing together and broke a beautiful, expensive toy. Dad came and asked: “Who broke the toy?” Then Petya answered... What did Petya answer?
Roman: I broke it.
Educator: Why did he say that?
Roman: He was good and never lied. And he admitted that he broke it.
Educator: What did Petya do?
Roman: Okay.
Adult: Why?
Roman: We must tell the truth.
Rating: 4 points, since Roman named the norm and motivated it.
1 child is at a low level of development of moral consciousness - 10%. This child correctly evaluates children's behavior as positive or negative (good - bad), but the assessment is not motivated and moral qualities are not formulated. Sample child answers:
Educator: The children built a city. Olya didn’t want to play, she stood nearby and watched others play. The teacher approached the children and said: “We are going to have dinner now. It’s time to put the cubes in the box. Ask Olya to help you.” Then Olya answered... What did Olya answer?
Sergey: Okay, I’ll help.
Educator: What did Olya do?
Sergey: Okay.
Educator: Why?
Sergey: I don’t know.
Score: 2 points, since Sergei appreciated the action, but did not explain his assessment, moral qualities were not formulated.
Table 4 - Results of diagnostics of the experimental group using the “Finish the story” method at the control stage of the study. Assessing children's awareness of moral qualities
|
Subject |
Names a moral standard |
Child behavior assessment |
Motivation for the assessment |
Number of points |
|
Let's look at the results of children completing the "Story Pictures" task. They showed that children express their emotional attitude to moral qualities (kindness - anger, generosity - greed, hard work - laziness, truthfulness - deceit).
6 children are at a high level of emotional attitude towards moral qualities - 60%. These guys not only laid out the pictures correctly, but also justified their answers, accompanying them with vivid emotional reactions. For example, Leonid takes a picture, carefully examines it and lays it out with explanations.
Leonid: This boy is greedy. The boy did a bad thing because he eats candy alone and doesn't give it to anyone. (At the same time, Leonid’s face is serious, stern. With his whole appearance he shows that he is not happy with the boy’s action. Turning his gaze to another picture, Lenya began to smile).
Leonid: And this boy did well, because he treats all the children with sweets. He is not greedy. We need to treat all the children. When I bring candy or cookies to kindergarten, I always treat someone. And they treat me.
Rating: 4 points, since Leonid shows adequate and vivid emotional reactions when looking at pictures, and gives examples from his personal life.
3 children - 30% - are at the average level of development of emotional attitude towards moral qualities. The children laid out the pictures correctly - on the right side - good deeds, on the left side - bad deeds. The children explained their actions. Emotional reactions to the act were adequate, but weakly expressed. For example, Anya put a picture with boys fighting over a horse to the left, and said that it was forbidden to fight. She placed the drawing of the boys peacefully building a tower to the right and said that playing together is good and fun. But at the same time he showed neither strong encouragement nor censure.
1 child - 10% - is at a low level of emotional attitude towards moral qualities. This child arranges the pictures correctly, but cannot justify his actions.
Table 5 - Results of diagnostics of the experimental group using the “Story Pictures” method at the control stage of the study. Assessing children's awareness of moral qualities
|
Subject |
Laying out pictures |
Justification for your actions |
Emotional reactions |
Number of points |
|
Table 6 - Results of diagnostics of the experimental and control groups using the “Finish the story” and “Story pictures” methods.
We will construct a diagram using the “Finish the story” and “Story pictures” methods of the experimental and control groups at the control stage of the study
Number of people in %
Figure 2 - Diagram of the level of formation of moral qualities among older preschoolers of the experimental and control groups at the control stage of the study
The diagnostic results of the 1st and 3rd stages of the study are presented in Fig. 3 and Fig. 4
Figure 3 - Diagram of the level of formation of moral qualities at the 1st stage of the study in older preschoolers.
Figure 4 Diagram of the level of formation of moral qualities at the 3rd stage of the control study among older preschoolers.
The diagram shows that almost half of the subjects at the control stage of the study (6 children - 60%) showed a high awareness of moral qualities, and at the ascertaining stage there was 1 child with a high level - 10% - this means that the high level increased by 5 children - 50% ; the majority of the subjects at the control stage - 3 children - 30% showed an average awareness of moral qualities than at the ascertaining stage by 1 child - 10% lower; and only a small percentage of subjects at the control stage 1 child - 10% showed a low level of awareness of moral qualities than at the ascertaining stage - 5 children - 50% less.
Thus, we can say that in the group we tested, children have a good level of awareness of moral qualities.
In order to determine whether parents’ attitudes toward the formation of moral qualities in preschoolers have changed, we conducted the same survey of parents as in the 1st stage of the study. 10 parents participated. They were asked the same questions as at the ascertaining stage:
1) Do you pay attention to the formation of moral qualities in your child?
2) In your opinion, at what age is it best to start instilling the skills of honesty, truthfulness, and kindness?
3) Do you explain to your child what a good person should be?
Parents' attitude towards understanding the formation of moral qualities has changed; 8 people - 80% of parents - have always paid attention; and rarely - 2 people - 20%, depending on case to case. Almost all parents began to pay attention to the moral qualities of preschoolers (9 parents - 90%) and explain to the child what it means to be honest; 1 parent - 10% tries to explain what it means to be fair.
All parents of 10 people answered that it is necessary to begin to develop moral qualities from birth.
Parents' answers to the questions posed show that the need to develop sensitivity, responsiveness, and honesty is recognized, and parents began to pay attention to the formation of moral qualities in the child; works of art are actively used to cultivate sensitivity, responsiveness, and honesty.
Analyzing the general understanding of the need for the formation of moral qualities in preschool children by educators and parents, and the state of modern practice of preschool educational institutions and families. We can say the following: the work carried out in the system jointly by the preschool educational institution and the family, using various forms and methods, will be effective, this can be seen from the good indicators of the children’s emotional attitude towards moral qualities.
Carrying out observations of the communication of preschoolers in educational and free activities, we came to the conclusion that carrying out special work with children on moral education helps to improve the general moral education of children.