Diagnostics of intellectual abilities. Determining the level of mental development of preschoolers and younger schoolchildren (test E
Diagnostics of intellectual development
students in grades 3-4
The proposed methodology includes 5 subtests.
Brief description of subtests:
I subtest "Awareness" is aimed at identifying horizons. The task of the student is to complete the sentence with one of the given words, making a logical choice based on inductive thinking.
Subtest II "Exclusion of concepts" is aimed at the formation of the logical action of classification, the ability to abstract. With a qualitative analysis of the results of completing assignments, it becomes possible to establish whether the student can be distracted from random and secondary features, from the usual relationships between objects, about his ability to use such a thinking technique as classification.
The III subtest "Generalization" is aimed at the formation of generalizing concepts (bringing two concepts under a common category - generalization). Tasks are aimed at highlighting the generic trait. In this case, not only the analysis of the properties of an object or phenomenon takes place, but also certain relationships are established between objects, which is ensured by a mental process of a more complex level than comparison. The definition of objects can be accurate when the generic concept and specific difference are indicated, or correct, but not accurate enough, when only the generic characteristic is indicated. The definition of an object at a lower level is considered when the presence of an object and an insufficient definition are indicated, when visual signs are noted - shape and color.
Subtest IV "Analogies" is aimed at the formation of the logical action of "inference" (by solving analogies). The tasks are aimed at exploring the ability to draw conclusions by analogy. For their implementation, the student needs to be able to establish logical connections and relationships between concepts. This task reveals whether the student can consistently maintain a given way of reasoning when solving a long series of diverse problems.
V subtest "Number Series" is aimed at assessing the ability to find the rules by which the series of numbers are built. The student must restore and continue the row, taking into account the rule laid down in it.
The form of examination is group (up to 15 people).
Time - academic hour (40 minutes).
Handout: pen, task sheet, which also serves as an answer sheet (Appendix 1).
The first tasks numbered 1. from each subtest are read aloud by the teacher, students read at the same time to themselves. After reading the first task of subtest I, students are asked: “Which of the five words fits the given part of the phrase?”. If the answer is correct, the question is asked: “Why?”. After the correct explanation, the students of the whole group proceed to independent work on the subtest (underline the selected answers in the form).
After reading the first task of the II subtest, the teacher reports that one word out of five is superfluous, it should be excluded and asks: “Which word is superfluous?”. If the answer is correct, the question "Why?" is asked. After a correct explanation, students work independently (underline the chosen answer in the form).
After reading the first task of the III subtest, students are asked to name a generalizing concept suitable for two words: “How to call it together in one word?”. After the correct answer, students independently enter generalizing concepts next to the tasks.
After reading the first task of the IV subtest, students are asked to choose from five words written under the line (second line) one that would fit the word "clove", just like the word "vegetable" - the word "cucumber". After the explanation, independent work of students follows (underline the selected answers in the form).
In the V subtest, the student restores and continues the number series, taking into account the rule laid down in it, and writes down the missing numbers in the answer sheet.
Processing the results of diagnostics of the intellectual development of students:
When processing the diagnostic results for each student, the sum of the scores received for completing individual subtests and the total score for five subtests as a whole is calculated. The key to diagnosing the intellectual development of students is Appendix 2. For each subtest, a student can score a maximum of 10 points, because. each correct answer is worth 1 point. The maximum number of points that a student can score for completing all five subtests is 50. For each failed or incorrectly completed task, 1 point is deducted from the total score.
There are five levels of intellectual development:
Attachment 1Task form
Last name, first name _____________________ Class________________
Total points _____ Level of intellectual development ______
I. AWARENESS
1. The boot always has ... (lace, buckle, sole, straps, button).
1. In a year - ... (4 months, 3 months, 12 months, 24 months, 7 months).
1. Month of winter - ... (September, February, March, October, November).
1. Trees always have ... (leaves, flowers, root, fruits, shade).
1. Season - ... (August, autumn, holidays, Saturday, morning).
6. Lives in hot places ... (bear, deer, wolf, camel, penguin).
7. Does not live in our country ... (nightingale, ostrich, stork, tit, starling).
8. A father is older than his son... (often, always, never, rarely, sometimes).
9. Time of day - ... (year, month, week, day, Monday).
10. Passenger transport - ... (harvester, dump truck, bus, excavator, diesel locomotive).
II. EXCLUSION OF CONCEPTS
1. tulip, lily, beans, chamomile, violet
1. river, lake, sea, bridge, pond
1. doll, jump rope, sand, ball, spinning top
1. table, carpet, armchair, bed, stool
1. poplar, birch, hazel, linden, aspen
6. chicken, rooster, eagle, goose, turkey
6. circumference, triangle, quadrilateral, pointer, square
6. Sasha, Vitya, Stasik, Petrov, Kolya
6. number, division, addition, subtraction, multiplication
10. funny, fast, sad, delicious, careful
III. GENERALIZATION
1. perch, crucian carp ...
1. broom, shovel ...
1. summer, winter...
1. cucumber, tomato ...
1. lilac, hazel ...
1. closet, sofa ...
1. Day, night...
1. elephant, ant ...
10. tree, flower...
IV. ANALOGIES
1. cucumber clove
vegetable weed, flower, dew, garden, ground
2. garden garden
carrot fence, mushrooms, apple tree, well, bench
3. teacher doctor
student glasses, hospital, ward, sick
4. flower bird
vase beak, seagull, nest, feathers, tail
5. glove boots
hand stockings, sole, leather, leg, brush
6. dark wet
light sunny, slippery, dry, warm, cold
7. clock thermometer
time glass, sick, bed, doctor, temperature
8. car boat
motor river, lighthouse, sail, wave, shore
9. table floor
tablecloth furniture, carpet, dust, boards, nails
10. chair needle
wooden sharp, thin, shiny, short, steel
V. NUMERICAL SERIES
1. 5, 15, ..., 35, 45, ...
2. 34, 44, 54, ..., ..., 84
3. 12, 22, ..., 42, 52, ..., 72
4. ..., 5, 7, 9, 11, ...
5. ...,21, 17, 13,
6. ..., 4, 8, 16, ...
7. 80, 40, 20, 10, …
8. …., 3, 9, 27, …
9. ..., 30, 40, 50, …
10. ..., 50, 43, 36, …
Annex 2
The key to the diagnosis of intellectual development
students in grades 3-4
I. AWARENESS II. EXCLUSION OF CONCEPTS
1. sole 1. beans
1. 12 months 2. bridge
1. root 4. carpet
1. autumn 5. hazel
1. camel 6. eagle
1. ostrich 7. pointer
1. always 8. Petrov
1st day 9th day
1. bus 10. delicious
III. GENERALIZATION IV. ANALOGIES
1. fish 1. flower
1. tools 2. apple tree
1. seasons 3. sick
4. vegetables 4. nest
5. bush 5. leg
5. furniture 6. dry
5th month 7th temperature
5. time of day 8. sail
5. animals 9. clover
5. plants 10. steel
V. NUMERICAL SERIES
1) 25, 55
1) 64, 74
1) 32, 62
1) 3, 13
5) 25, 9
6) 2, 32
7) 5
8) 1, 81
9) 20, 60
10) 57, 29
Instructions for conducting psychological diagnostics
Diagnostics of intellectual development.
Purpose: to identify the level of logical thinking, attention, memory of students in educational institutions.
Stages of psychological diagnosis:
1. Preparatory stage
1.1. Teachers of a general education institution need to carefully study the materials for diagnostics, familiarize themselves with the recommendations for its implementation and think over all the organizational aspects of the work.
1.2. It is necessary to prepare in advance the handout for each student indicated in the annexes (a form with tasks and an answer form). The task sheet serves as an answer sheet at the same time.
1.3. For psychological diagnostics, it is recommended to use a stopwatch or a clock with a second hand.
1.4. Materials of psychological diagnostics can be printed on both sides of the sheet.
2. Main stage
2.1. Diagnostics is carried out by a teacher-psychologist, subject teacher, class teacher.
2.2. Diagnostics for Blocks 1 and 2 are carried out with an interval of a week. The recommended time of the event is the days of the week (Tuesday - Thursday) from 9.00 to 12.00.
2.3. It is necessary to avoid the teacher's use of the words "test", "exam", "test" in all explanations and instructions. You should strive to create a calm, comfortable atmosphere of trust.
2.4. The teacher must strictly follow the instructions provided in the methods.
2.5. It is necessary to strictly monitor the time for students to complete sets of tasks. Tasks are performed by students on their own, the teacher explains only the examples indicated in the instructions.
3. The final stage
3.1. The answer forms are processed by the teacher-psychologist, subject teacher, class teacher according to the key to diagnostics.
Individual results of psychological diagnostics are drawn up on diagnostic sheets.
3.2. The diagnostic results are entered in table 1 - OS, using the "+" sign in the corresponding column. Font 10 is recommended.
The teacher-psychologist of a general education institution acts as a consultant at all stages of diagnosis, provides methodological assistance to teachers, takes a direct part in the diagnosis and processing of results.
Qualitative characteristics of the levels of intellectual development of students
I level - a very high level of intellectual development and potential abilities. The prognosis for further education is very favorable. A high rate of short-term memory, verbal-logical operations, the predominance of voluntary attention and verbal-figurative memory Performs tasks independently, without needing external stimuli. Knows how to set the goal of the activity, outlines a plan for its implementation, selects adequate means, checks the result.
Level II - a high level of intellectual development and potential abilities. The prognosis for further education is favorable. Attention is concentrated, there is a volitional control of attention, he performs tasks without the help of an adult. A large amount of short-term memory, a fairly high level of verbal-figurative memory. Knows how to plan his activities. The level of verbal-logical thinking is above average.
III level - the average level of intellectual development and potential abilities. The prognosis for further education is conditionally favorable. Voluntary attention prevails. Plans a plan of action, but carries it out with the stimulating help of an adult, strong-willed effort is not always present. In the course of work, he is often distracted, the process of switching attention is often slow, and is carried out with repeated repetition of the purpose of the activity by an adult. Insufficient activity, independence, when performing tasks, needs the guidance of an adult. Difficulties overcome only with psychological support. Memory is motor, verbal-logical, emotional. The volume of short-term memory is close to the average for this age group. Able to compare, compare, abstract, but performs tasks with the organizing and guiding help of an adult.
Level IV - a reduced level of intellectual development and potential abilities. The prognosis for further education is conditionally favorable. Attention is involuntary, unfocused, volitional effort is absent, unstable. The level of activity and independence is low, when performing tasks, individual training assistance from an adult and external stimulation are required. The student's activity is often ill-conceived, chaotic, individual data of the problem being solved are lost in the process of work, the result is not checked. Slow memorization and fast forgetting. When performing tasks that require analysis, comparison, highlighting the main thing, establishing patterns, the teaching help of an adult is perceived with difficulty.
Level IV - low level of intellectual development and potential abilities. The prognosis for further education is conditionally unfavorable. Attention is involuntary, scattered, the volume of auditory perception is small, it is difficult to adapt to a new situation and switch to a new type of activity. Memorization and reproduction are carried out with great difficulty. The outlook is limited, knowledge is unsystematic, there are many mistakes in speech. Thinking is subject-shaped, the level of verbal-logical thinking is low. Constant individual psychological and pedagogical support from adults is required.
The qualitative characteristics of the levels of intellectual development should be used for all categories of students.
Methodology for determining the level of mental development of children of primary school age
Target : the study of the level of mental development of children of primary school age.
Stimulus material : The test consists of four subtests, including verbal tasks.
I subtest
- a study of the ability to distinguish between essential features of objects and phenomena from non-essential ones, as well as an assessment of the stock of knowledge of the subject;
II subtest
- the study of the abilities of generalization and abstraction, as well as the allocation of essential features of objects and phenomena;
III subtest
- study of the ability to establish logical connections and relationships between concepts;
IV subtest
- revealing the ability to generalize.
Order of conduct : Tasks are read aloud by the experimenter, the child reads at the same time to himself. It is best to conduct this test individually with the subject. This makes it possible to find out the reasons for the child's mistakes and the course of his reasoning with the help of additional questions.
Text of the methodology
I subtest
Instruction: "Choose one of the words enclosed in brackets that will correctly complete the sentence you have begun."
a) The boot has ... (lace, buckle, sole, straps, button).
b) Lives in warm lands ... (bear, deer, wolf, camel, seal),
c) In a year... (24, 3, 12, 4, 7) months.
d) The month of winter ... (September, October, February, November, March).
e) The largest bird ... (crow, ostrich, falcon, sparrow, eagle, owl).
c) Roses are ... (fruits, vegetables, flowers, wood).
g) The owl always sleeps ... (at night, in the morning, in the afternoon, in the evening),
h) Water is always ... (clear, cold, liquid, white, tasty).
i) A tree always has ... (leaves, flowers, fruits, root, f*ck).
j) City of Russia... (Paris, Moscow, London, Warsaw, Sofia).
II subtest
Instructions: “There are five words in each line. Four words can be combined into one group and given a name. One word does not belong to this group. This "extra" word should be deleted.
a) Tulip, lily, bean, chamomile, violet.
b) River, lake, sea, bridge, swamp.
c) Doll, teddy bear, sand, ball, shovel.
d) Kyiv, Kharkov, Moscow, Donetsk, Odessa.
e) Poplar, birch, hazel, linden, aspen.
f) Circle, triangle, quadrilateral, pointer, square.
g) Ivan, Peter, Nesterov, Makar, Andrey.
h) Chicken, rooster, swan, goose, turkey.
i) Number, division, subtraction, addition, multiplication.
j) Cheerful, fast, sad, tasty, cautious.
III subtest
Instructions: “Read these examples carefully. They have two words written on the left that are somehow related to each other. On the right is another group of words: one word above the line and five words below the line. You need to select one word at the bottom that is related to the word at the top, just like it is done in the words on the left. For example:
So you need to establish, firstly, what connection exists between the words on the left, and then establish the same connection on the right side.
a)
b)
in)
G)
e)
e)
and)
h)
and)
to)
IV subtest
Instruction: “These pairs of words can be called one word, for example:
Pants, dress, jacket... - clothes.
Come up with a name for each pair:
a) Broom, shovel...
b) Perch, crucian ...
c) summer, winter
d) Cucumber, tomato...
e) Lilac, wild rose.
e) Wardrobe, sofa ...
g) Day, night...
h) Elephant, ant...
i) June, July ...
j) Tree, flower...
Right answers:
I subtest:
a) outsole
b) camel
at 12
d) February
e) ostrich
f) flowers
g) during the day
h) liquid
i) root
j) Moscow
II subtest
a) beans
b) bridge
c) sand
Moscow city
e) hazel
e) pointer
g) Nesterov
h) swan
i) number
j) tasty
III subtest
h) dahlia / flower
b) doctor / patient
c) garden / apple tree
d) bird / nest
e) boot / leg
f) wet / dry
g) thermometer / temperature
h) boat / sail
i) needle / steel
j) floor / carpet
IV subtest
a) work tools
b) fish
c) season
d) a vegetable
e) bush
e) furniture
g) time of day
h) animal
i) summer months
j) plants
Results processing
1 subtest
If the answer to the first task is correct, the question is asked "why not a lace?" If the explanation is correct, the solution is estimated at 1 point, if it is incorrect - 0.5 points.
If the answer is wrong, the child is helped - he is invited to think and give another, correct answer (stimulating help). For the correct answer after the second attempt, 0.5 points are given. If the answer is incorrect again, the child's understanding of the word "always" is ascertained, which is important for solving 6 out of 10 tasks of the same subtest. When solving the subsequent tasks of the I subtest, clarifying questions are not asked.
// subtest
If the answer to the first task is correct, the question is asked: "Why?" With a correct explanation, 1 point is put, with an erroneous one - 0.5 points. If the answer is erroneous, assistance is provided similar to that described above. For the correct answer after the second attempt, 0.5 points are given. When answering the 7th, 9th, 10th (g, i, j) tasks, additional questions are not asked, since children of primary school age cannot yet formulate the principle of generalization used to solve these tasks. When answering the 7th (g) task of the II subtest, an additional question is also not asked, since it has been empirically found that if the child solves this task correctly, then he knows such concepts as “first name” and “surname”.
III subtest
For the correct answer - 1 point, for the answer after the second attempt - 0.5 points.
IV subtest
If the answer is wrong, you are asked to think again. The scores are similar to those above. When solving subtests III and IV, clarifying questions are not asked.
When processing the results of the study for each child, the sum of the points received for the performance of each subtest and the total score for the four subtests as a whole are calculated. The maximum number of points that a subject can score for solving all four subtests is 40 (100% success rate). In addition, it is advisable to separately calculate the overall total mark for completing tasks on the second attempt (after stimulating assistance).
Interpretation.
An increase in the number of correct answers after the experimenter invites the child to think more may indicate an insufficient level of voluntary attention, impulsiveness of answers. The total score for the second attempt is an additional indicator that is useful for deciding which of the groups of children with mental retardation the subject belongs to. The assessment of success (OS) of solving verbal subtests is determined by the formula:
OU = x 100% / 40
where x is the sum of the points received by the subjects. Based on the analysis of the distribution of individual data (taking into account standard deviations), the following levels of success were determined for normally developing children and students with mental retardation:
4th level of success - 32 points or more (80-100% OS),
3rd level - 31.5-26 points (79.0-65%),
2nd level - 25.5-20 points (64.9-50%),
1st level - 19.5 and less (49.9% and below).
I. Instruction: "Choose one of the words enclosed in brackets that will correctly complete the sentence that has been started." For example: Interpretation.
a) The boot always has ... (lace, buckle, sole, straps, button).
b) Lives in warm lands ... (bear, deer, wolf, camel, seal),
c) In a year... (24, 3, 12, 4, 7) months.
d) The month of winter ... (September, October, February, November, March).
e) The largest bird ... (crow, ostrich, falcon, sparrow, eagle, owl).
c) Roses are ... (fruits, vegetables, flowers, wood).
g) The owl usually sleeps ... (at night, in the morning, in the afternoon, in the evening),
h) Water is always ... (clear, cold, liquid, white, tasty).
i) A tree always has ... (leaves, flowers, fruits, root, shadow).
j) City of Russia... (Paris, Moscow, London, Warsaw, Sofia).
II. Instructions: “There are five words in each line. Four words can be combined into one group and given a name. One word does not belong to this group. This "extra" word should be deleted.
a) Tulip, lily, bean, chamomile, violet.
b) River, lake, sea, bridge, swamp.
c) Doll, teddy bear, sand, ball, shovel.
d) Kyiv, Kharkov, Moscow, Donetsk, Odessa.
e) Poplar, birch, hazel, linden, aspen.
f) Circle, triangle, quadrilateral, pointer, square.
g) Ivan, Peter, Nesterov, Makar, Andrey.
h) Chicken, rooster, swan, goose, turkey.
i) Number, division, subtraction, addition, multiplication.
j) Cheerful, fast, sad, tasty, cautious.
III. Instructions: “Read these examples carefully. They have two words written on the left that are somehow related to each other. On the right is another group of words: one word above the line and five words below the line. You need to select one word at the bottom that is related to the word at the top, just like it is done in the words on the left.
forest / trees = library / garden, yard, city, theater, books
run / shout = stand / be silent, crawl, make noise, call, cry
Those. you need to establish what connection exists between the words on the left, and then establish the same connection on the right side.
a) cucumber / vegetable = dahlia / weed, dew, garden, flower, earth
b) teacher / student = doctor / bed, patients, ward, thermometer
c) garden / carrot = garden / fence, apple tree, well, bench, flowers
d) flower / vase = bird / beak, seagull, nest, egg, feathers
e) glove / hand = boot / stockings, sole, leather, leg, brush
f) dark / light = wet / sunny, slippery, dry, warm, cold
g) clock / time = thermometer / glass, temperature, bed, patient, doctor
h) car / motor = boat / river, sailor, swamp, sail, wave
i) chair / wooden = needle / sharp, thin, shiny, short, steel
j) table / tablecloth = floor / furniture, carpet, dust, board, nails
IV. Instruction: “These pairs of words can be called one definition, for example:
Trousers, dress - clothes. Come up with a name for each pair:
a) Broom, shovel-
b) perch, crucian-
c) Summer, winter
d) Cucumber, tomato
e) Lilac, wild rose-
e) Wardrobe, sofa
g) day, night
h) Elephant, ant-
i) June, July
j) Tree, flower-
Right answers:
I
a) outsole
b) camel
at 12
d) February
e) ostrich
f) flowers
g) during the day
h) liquid
i) root
j) Moscow
II
a) beans
b) bridge
c) sand
Moscow city
e) hazel
e) pointer
g) Nesterov
h) swan
i) number
j) tasty
III
h) dahlia / flower
b) doctor / patient
c) garden / apple tree
d) bird / nest
e) boot / leg
f) wet / dry
g) thermometer / temperature
h) boat / sail
i) needle / steel
j) floor / carpet
IV
a) work tools
b) fish
c) season
d) a vegetable
e) bush
e) furniture
g) time of day
h) animal
i) summer months
j) plants
Results processing
For each correct answer, the child is awarded 1 point. Where the answers are wrong, we give a second attempt and in the case of a correct answer we charge 0.5 points.
1st level of success (intellectual level of development is high) - 32 points or more
Level 2 (intellectual level of development is normal) - 31.5-26 points
3rd level (intellectual level of development is average) - 25.5-20 points
4th level (intellectual level of development is below average. It is worth paying attention!) - 19.5 and less
Purpose: used to study the structure of mental abilities.
Content of subtests:
1. Supplementation of sentences - the ability to formulate judgments.
2. Word choice - checking the sense of language, understanding the meaning of the word.
3. Analogies - combinatorial abilities, mobility and switchability of thinking.
4. Generalization - the ability to form concepts.
5. Number series - theoretical mathematical thinking.
6. Memory - the study of short-term memory, the ability to work with formal features and semantic features stored in memory.
7. Figures - the ability to spatial imagination, constructive abilities.
8. Cubes - the ability to volume-geometric analysis.
The technique is intended for the age category from 6 to 12 years. It is based on R. Amthauer's intelligence structure test. The adapted version has seven independent modifications used to work with specific age groups.
6-7 years - until the moment of admission to the 1st grade and the beginning of the 1st grade.
7-8 years - the end of education in the 1st grade.
8-9 years old - 2nd grade.
9-10 years old - 3rd grade.
10-11 years old - 4th grade.
11-12 years old - 5th grade.
9-12 years - non-verbal part of the test.
The integrated use of adapted techniques allows obtaining information about the level of intelligence and its structure. When using all test options for five years, you can trace the dynamics of the development of general mental abilities.
Intelligence is understood as a substructure in the structure of a person's personality, as a structured integrity of a person's mental abilities, which are realized in achievements and give a person the opportunity to live the life of an acting subject. Individual abilities are interconnected, have a certain structure and cannot be understood as isolated elements.
The test allows interpret results on three levels:
1. The general level of intelligence is revealed on the basis of the general result, translated into a standard indicator. When interpreting, however, the following specific test requirements must be taken into account:
a) the test requires a certain speed of thinking;
b) due to the relative complexity of the tasks, the test is less suitable for testing individuals with clearly underestimated performance; the further their performance deviates from the average, the less reliable the results obtained;
c) test results are positively influenced by the educational level, the results of schooling; therefore, it is more adequate to compare subjects with persons with the same education than with persons of the same age;
d) overall achievement in the test clearly depends on socio-cultural conditions, i.e. from non-specific teaching.
2. Interpretation of profiles based on a group of subtests that are close in terms of a factorial attribute. Due to the subtest structure, the test allows a differentiated assessment of the level of intelligence development. Individual subtests can be combined into the following groups:
a) verbal subtests requiring the ability to handle words as symbols (subtests 1, 2, 3, 4, 6). In persons with the highest performance in these subtests, one can assume the prevalence of verbal intelligence, they are more often focused on the social sciences or the study of foreign languages, they are interested in such types of practical activities in which they can use verbal thinking;
b) a mathematical subtest requiring the ability to handle mathematical symbols, numbers;
c) visual subtests that reveal the level of thinking based on visualization (visual-figurative). High performance in visual subtests (7, 8) indicates the prevalence of "concrete" thinking, manual-technical or other orientation of the intellect. In addition, the test allows you to determine profiles based on the results of individual subtests. Better performance in subtests 1 and 3 indicates "rather practical" giftedness, while better performance in subtests 2 and 4 indicates "rather theoretical" giftedness. However, it is also necessary to take into account the results for the rest of the subtests, especially if experience in our conditions does not fully confirm Amthauer's point of view (and if so, then only in relation to verbal intelligence, i.e., to the social-scientific orientation of giftedness). Comparison of performance in individual subtests indicates the existence of a rigidity factor - the mobility of thinking in the test: in persons who have achieved the best results in subtest 4 compared to subtests 3 and 7, one can expect more rigid thinking, and vice versa, in persons with the highest results in subtests 3 and 6 you can expect a greater mobility of thinking.
3. Interpretation of performance for individual subtests. Based on the results achieved in individual subtests, it is possible to conduct analysis of the components of the structure of intelligence coming from focus of individual subtests:
1) addition of sentences: the emergence of reasoning, common sense, emphasis on a concrete-practical sense of reality;
2) exclusion of the word: classification, sense of language, inductive verbal thinking, exact expression of verbal meanings, the ability to feel; the receptive component is included.
3) analogies: verbal-logical thinking, the ability to combine, the mobility of thinking, inductive thinking.
4) generalization: the ability to abstract, the formation of concepts; the ability to verbally express an idea is added.
5) numerical series: inductive thinking with numbers, more theoretical numerical thinking; the rhythmic component is added.
6) mnestic ability: the ability to memorize, retain memorized words, as well as endurance to stress and the duration of concentration.
7) the choice of a geometric pattern: imagination, richness of ideas, visual-figurative thinking; structural components are attached.
8) tasks with cubes - spatial imagination; analytical components can be attached.
Individual and group presentation of the test is possible. The time for solving individual subtests is different, but it is also possible that the maximum time interval for each subtest will be a ten-minute interval. It takes 90 minutes (including instructions) to complete the entire test. In order to reduce time, the test is divided into two parts: verbal and non-verbal. Both parts are independent and can be presented either independently or together. Given the limited time available for problem solving, it is important that subjects fully understand the instructions and test the way the problem is solved. Instructions, together with an indication of the solution of tasks separate for each subtest, as well as tasks for solving, are given in this manual in the relevant sections.
Given the complexity of the test and the limited time to solve it, it is important that all the conditions for optimal solution of the test are met, and that the psychologist using this method has experience with the test.
Project on:
"The development of intellectual abilities of children of senior preschool age as a condition for a successful transition to schooling."
Relevance.
The problem of the full development of the intellectual abilities of preschool children remains relevant in our time, since one of the criteria for preschool preparation of children is intellectual development. Working in the senior group of compensatory assignment, I was convinced that one of the most important areas in the work of the educator is the development of the cognitive processes of children, as a means of a successful transition to schooling. Parents do not attach importance to the use of didactic games at home, this was shown by the results of a survey on the topic “What do children play at home? »
The initial diagnosis of intellectual abilities revealed problems in the development of thinking processes, voluntary attention and memorization, and auditory perception. Children do not know how to follow the rules of the game, give in to each other, independently resolve conflicts, assign roles, etc. A low level of parents' interest in joint games with children was also revealed. Therefore, for a successful transition to schooling, there was a need for this project.
Problem
Lack of formation of the intellectual sphere of children with OHP.
Project objectives:
To develop the cognitive processes of older preschool children;
Develop cognitive activity desire to acquire new knowledge;
Stimulate mental activity through the selection of knowledge of varying degrees of complexity;
To develop the ability to use speech to express one's thoughts and desires, to develop an auditory understanding of the speech addressed to him;
Develop the ability to comprehend their own actions;
Develop flexibility of mind.
Expected Result
During the project, children will have to develop the skills to reason, draw conclusions, build cause-and-effect relationships;
Such qualities as curiosity, ingenuity, observation, flexibility of thinking should be developed.
PROJECT PROGRESS:
During the academic year, events were held in the evenings in accordance with the work plan. The children learned to play didactic games, following the rules, and learned to negotiate among themselves. During the game, the children developed fine motor skills of the fingers, the children learned to control their movements and control them. Conflicts arising during the games were resolved first with the help of adults, and then independently. Dialogic speech improved during the games.
We develop fine motor skills of fingers, imagination.
We consolidate children's knowledge of animals from different countries, develop speech, thinking, memory.
We consolidate knowledge about geometric shapes, color; we develop attention, visual perception, speech, thinking.
Strengthen the ability to follow the rules of the game; we develop combinatorial and logical abilities.
We fix the account, develop ingenuity, logical thinking and spatial imagination.
We continue to learn to play checkers, develop logical thinking, perseverance, fine motor skills of the fingers. We cultivate calmness and self-confidence, the ability to win and lose with dignity.
Working with parents
Without work in this direction, it would be more difficult to achieve results. The following activities were carried out in accordance with the plan:
Acquaintance of parents with the content of the work in the educational field "Cognitive Development";
Exhibition-excursion "Playing - we teach, teaching - we play" exhibition of group didactic games, taking into account age and learning tasks;
Visual information in the corner for parents "We play checkers and dominoes at home";
Master class "Using didactic games to develop the cognitive abilities of a future student";
Parent meeting "Growing up the curious."
Final event
At the end of the year, the final event "Checkers Tournament" was held. It was attended by the winners of the qualifying competition. Having passed a serious selection in their groups, the twelve best checkers players met in a stubborn battle with each other. The protagonist of the tournament, the Queen of Checkers, clarified what didactic games children like to play, where checkers first appeared, in which countries they are played. Then, both guests and participants of the tournament answered the question "What do you need to play checkers?" The children answered: mind, quick wits, brains, attention, knowledge, etc. Another difficult test of the Queen of the tournament is a crossword puzzle, which the children successfully completed . The winners of the tournament were the guys from our group.
The checkers tournament confirmed that the work carried out according to the plan gives a positive result: the children independently thought out their moves, showed such important qualities as concentration, attention, perseverance, the ability not to be offended by losses, the ability to rejoice at the victories of others.
Efficiency.
Diagnostics of the intellectual abilities of children of senior preschool age in the compensatory group showed that the use of didactic games and didactic material gives a positive trend in the development of children's intellectual abilities.
It should be noted that three people, children with disabilities.
Conclusion
The expected result has been achieved. Such qualities as curiosity, ingenuity, observation, flexibility of thinking have become more developed in children. Children began to reason independently, draw conclusions, independently resolve conflicts that arise during the game, the ability to adequately lose.
Based on the foregoing, it is necessary to continue work on the use of didactic games to develop the mental abilities of children. And also to work with parents in order to increase knowledge about the importance of playing with children at home for the successful preparation of children for school.
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L. A. Wenger's method of diagnosing intellectual development (2) - Document
Visual-figurative thinking
logical thinking
Based on this, L. A. Wenger and his colleagues created a methodology that allows you to determine the level of intellectual development for preschoolers.
Diagnosis of the degree of mastery of perceptual actions of a modeling nature. Technique "Perceptual modeling".
Purpose: to reveal the level of development of perceptual actions.
Description: the child is invited to fold a figure, consisting of geometric details, in accordance with this sample. To complete the task correctly, the child had to be able to distinguish between various geometric shapes (triangles of various shapes, squares, etc.) and correctly position them in space (in accordance with the model).
Diagnostics of the degree of mastering the action of identification.
Purpose: to identify the degree of mastery of the action of identification
Description: the technique is a child's search for a color object identical to the sample in a color matrix of 49 elements (tasks for choosing color objects). The child is given a sheet on which squares are arranged in a certain way (5 colors, each color has 5 shades). The psychologist takes turns presenting the squares and the child will have to show the presented square on his sheet.
Diagnostics of the degree of mastering the actions of attributing the properties of objects to given standards
Purpose: to identify the degree of mastery of the actions of attributing the properties of objects to given standards
Description: the child is provided with subject pictures and several boxes with painted geometric shapes. The child needs to look at which of the geometric shapes a particular object looks like (ex: a ball, a tomato; an electric lamp, a guitar, etc.) and put it in the right box.
Diagnosis of the degree of mastering the actions of visual-figurative thinking. Methodology "Schematization" (or "Labyrinths").
Purpose: to identify the level of development of visual-figurative thinking
Description: in the methodology, children are invited to find the right path in the system of tracks based on the use of conditionally schematic images.
Ex: in the picture there is a clearing with houses, each house has its own animal, and each house has its own paths. The child receives a sheet with a path diagram. You need to find a track, as in this diagram.
Diagnosis of the degree of formation of actions of logical thinking
Purpose: identifying the level of development of logical thinking
Description: The child is offered a table with geometric shapes arranged in a certain sequence. Some squares are empty, they need to be filled in, revealing the patterns of the logical series.
1.2. Methodology for diagnosing the level of intellectual readiness for school NI. Gutkina "Boots".
Candidate of Psychological Sciences N. I. Gutkina, based on the theoretical provisions of L. S. Vygotsky, L. I. Bozhovich and D. B. Elkonin regarding the psychological readiness for school, developed a diagnostic program to determine the psychological readiness of children 6–7 years old for school education, allowing to determine, among other things, the level of development of the intellectual sphere.
Purpose: to determine the level of development of the generalization operation, to trace its application in solving problems of the introduced rule, which has not been encountered before.
Equipment: The subject is offered a table containing a subject picture (dog, man, bird) with the presence or absence of one sign - boots on his feet. If there are boots, the picture is indicated by the number "1", if not, by the number "0". A table of color pictures contains: 1) coding rule; 2) the stage of fixing the rule; 3) the so-called "riddles", which the subject must solve by coding.
Methodology and Instructions: In the framework of the study of readiness for schooling - the intellectual aspect - children aged 6-7 years old participate in the study. The tasks used in the methodology are designed in such a way that when solving them, it is necessary to carry out an empirical generalization (the ability to classify objects according to essential features or bring them under a general concept) or theoretical generalization (generalization based on meaningful abstraction). Tasks gradually become more complicated due to the introduction of objects into them, to which it is required to carry out one or another generalization.
The experimenter gives instructions and defines the rule: “To correctly designate the pictures with numbers, you need to remember: if the figure is shown in the picture without boots, then it must be designated with the number “O”, and if in boots, then with the number “1”. Remember? Please repeat".
After repeating the rule, the subject is asked to place the numbers in the next three rows of the table, as a stage of consolidating the learned rule. For each answer, the subject must explain why.
In case of an error, the experimenter analyzes the nature of the errors, asks to repeat his rule for designating figures and points to the sample (the first two rows of the table), achieves a 100% result.
At the consolidating stage, the child's learning rate is determined, i.e. shows how quickly and easily the child learns a new rule and can apply it when solving problems.
The second instruction to "solving riddles" is given by the experimenter when he is sure that the child has learned to apply the rule he has been taught. "You have already learned how to label pictures with numbers, and now, using this skill, try to guess the riddles drawn here. "Guessing a riddle" means correctly labeling the figures drawn in it with the numbers "O" and "1". After the first riddle, even if it was admitted error, it is proposed to solve the following.
When conducting, a repeated return to previous riddles is used. When “guessing”, in order to clarify the nature of the generalization, the experimenter asks the child to explain why it is indicated that way. At the same time, at all stages of work, the first two lines of the table must be open.
Processing: During the diagnostics, a record is kept with fixing the correct answers, errors and explanations of the subject and the questions and comments of the experimenter.
This technique is clinical in nature and has no standard indicators. The results obtained are interpreted from the point of view of the peculiarities of the child's development of the process of generalization.
1.3. Methodology for the study of verbal-logical thinking. (according to J. Jerasek).
One of the successful methods for studying verbal-logical thinking as a component of a child's intellectual readiness for school was proposed by J. Jerasek.
Purpose: to determine the level of verbal thinking, the ability to think logically and express one's thoughts.
Equipment: test form for determining the level of “Verbal thinking”.
Conduct: the child is asked questions, the answers to which are evaluated on a scale.
Instruction: "Please answer me a few questions."
More details on the website refdb.ru
Similar questions are asked after turning the snake over to the other side.
2 game situation "Let's help the inhabitants of the Magic Land of Games":
The snake says that in the Magic City where she lives, there are no street names and house numbers, so residents do not receive letters. And they so want to receive letters from their friends. The teacher asks the children how the Snake can help his friends (you can make the paths colored, and place various objects made from the Snake on the houses). The teacher asks the question: How many streets can there be in a magical city? (Children put together different options for tracks). Then the children are invited to choose their favorite samples and add up various shapes (rook, goldfish, panama, mouse, candy, etc.)
Methodological recommendations: to get acquainted with the game of cards, it is better to make samples according to the size of the snake. In case of difficulty, the teacher reminds about addition techniques. When examining a snake, to answer questions, you can invite children to circle squares and triangles with a finger.
"Non-melting Ice Lake Ice". Development of logical thinking, motor skills of the hand, design abilities and imagination, familiarity with geometric shapes and their properties.
1 game situation "Mysterious ice floes": children get acquainted with the game, consider the details.
Methodical recommendations: In the country of Magic games there is an unusual lake Ice. It is always covered with ice, and various pictures can be laid out from pieces of this ice. The teacher takes out a game and samples from Freckles' magic chest.
Children look at the "icicles", note that they are all different. It is proposed to connect the ice cubes so that a square, a triangle, a rectangle is obtained. Children lay out drawings based on samples. In case of difficulty, you can offer to lay out by imposing
2 game situation "Seeing off Freckles": It's time for Freckles to go home, but he leaves his magic chest to the children and he has nothing to ride on.
Methodological recommendations: It's time for Freckle to return home, he leaves his magic chest as a gift to the children, which helped him get to visit. But the land of the Magic Games cannot be reached by ordinary transport. Children are invited to remember what they have learned to fold from magical non-melting ice floes and how Freckles can get home.
To attract the attention of children to new games in the center of mathematical development, a room is being arranged for guests from the country of Magic Games, where Freckles, Squares and Snakes are placed. In working with these games, author's fairy tales from the methodological manual are used.
Block 2 - games by B. P. Nikitin
Game situations aimed at accumulating the experience of recreating and changing in shape and color. The games "Cubes for everyone", "Unicube" are used.
"Cubes for Everyone"
1 game situation "Colorful cube": Children get acquainted with the game, consider the details. Children are invited to find the same detail as shown in the picture. Having picked up a few details from the pictures, the children build different buildings from them and tell who lives in them.
Then the children fold the structures from the indicated parts or choose the ones they need from the whole set.
2 game situation "Wonderful Transformations": The last time we played with our multi-colored cube, I had to put the parts into boxes for a long time. You know our golden rule: all games must be neatly stacked so that the evil wizard Neumeyka cannot take them from us. Let's learn how to put parts in a box today. Details can be folded into a cube in different ways. In case of difficulty, the teacher can give verbal instructions (try to turn, or maybe another detail is needed here?)
3 game situation “Let's dream up”: children are invited to come up with and put down their figures. The most interesting teacher draws, for subsequent folding
Look, today a new game has appeared in Freckles' magic chest. What does she look like? (per cube, per box). Oh, crumbled! (The teacher scatters the details on the carpet). See what different parts our multi-colored cube was made of. Children examine the details, say what they look like, try to put together different buildings.
"Unicube"
1 game situation "Mysterious cube": Introduction to the game, children examine the cubes, note that they are colored differently, find the same ones. Children are invited to put the scattered cubes in a certain sequence: 1st layer - red, 2nd layer - yellow, 3rd layer - blue. Then it is proposed to lay down simple buildings: a turret, a square, paths, etc.
2 game situation "The acquaintance continues": Part 1: The teacher tells the children that various buildings can be made from individual cubes, shows samples. Children name the buildings, choose the patterns they like and put the buildings together.
Part 2: Children learn to put cubes into a cube. First, the first layer is folded according to the scheme, then the second and third. Folded cubes are put into boxes.
3 game situation "Journey": The teacher asks the children where they went, on what. Children are encouraged to travel.
They will go on a trip on a red train (the teacher draws attention to the fact that the entire train should be red). First stop: children go along the red road to the old knight's castle. The children were tired and wanted to rest on a beautiful three-colored bench.
During stages 1 and 2, as they master the games, the children paint over the apples on the "Tree of Knowledge".
Block 3 - game entertaining tasks of Z. A. Mikhailova
Creation of a card file of entertaining tasks for the mathematical development of children 4-5 years old.
Creation of a card file of samples for laying out from counting sticks.
Methodological recommendations: these card indexes can be used in direct educational activities, in individual work with children, in joint activities of a teacher with children, during leisure activities with mathematical content, samples are in the center of mathematical development for independent activities.
Game situations with counting sticks
1 game situation "Magic transformations of counting sticks": The teacher takes out counting sticks from a magic chest. Why did the wands appear in the magic chest? Is it possible to play with them?
Look, there's a letter here. The teacher reads a letter in which Freckles writes that the sticks are very fond of various transformations.
2 game situation "Journey": Children, guessing riddles about various types of transport, lay them out from counting sticks. Fix the classification of transport.
As a dynamic pause, finger gymnastics "Waves", "Bird" is performed. In conclusion, a riddle is made about transport (generalizing word).
By the end of the stage, children will master the operations of analysis, synthesis, generalization, classification, and will learn to work according to models.
Stage III - Invent, try, create!
Purpose: improving the mental development of children of middle preschool age in the process of mastering educational games.
2. To develop independence and initiative in the use of educational games.
1. Continue to develop gaming skills in educational games.
2. Stimulate manifestations of independence (autonomy) in the process of games.
The game situation “Tell a story” (“Three bears”, “Turnip”) using the game “Fold the pattern”, Gyenes blocks, counting sticks.
Methodological recommendations: the teacher, together with the children, recalls the content of the tale, examines the illustrations, lists the characters. Then he says that fairy tales can not only be written down, drawn, but also told with the help of magical games. Next, the teacher tells a fairy tale, and the children lay out stories from the details of the games.
Game situation "Gifts for friends" using the game "Tangram"
Methodical recommendations: the educator invites the children to send a parcel with gifts to their friends from the country of Magic Games. Children are given planar details of the game, glue, brushes, sheets of tinted paper. Children make up images first on the table, then stick them on the sheets. After completing the task, all works are placed in a box (package).
Game situation "Think of a pattern" using the game "Fold a pattern"
Methodical recommendations: Freckle wrote a letter saying that he built a new house, made furniture, but he needed a beautiful carpet. He asks the children to come up with patterns for the carpet. Children, using the game "Fold the pattern" make patterns.
After completing the task, the patterns can be photographed, sketched (for this, lined blanks are handed out to children), and an application can be made.
Cards are introduced into the subject - developing environment of the group in the center of mathematical development - tasks for independent work with a game square, a snake, counting sticks, labyrinths, printouts from workbooks with tasks for drawing.
Technological characteristics of the technique
Stages are designed for one academic year (5 months): Stage I - 1.5 months; Stage II - 2 months; Stage III - 1.5 months.
On this topic:
Material nsportal.ru
Modern technologies for monitoring the development of preschool children (from work experience)
Senior educator MDOU DS KV No. 7
With. Kukharivka MO Yeisk District
Belik O.V.
Modern technologies for monitoring the development of preschool children are a system of monitoring, diagnostic studies of the physical, intellectual and personal qualities of the child.
The frequency of monitoring is also established by the educational institution and should provide an opportunity to assess the dynamics of the achievement of each child. In our kindergarten, diagnostics are carried out at the beginning of the school year, in order to identify the level of development of children and adjust the content of the educational process; at the end of the year - in order to compare the obtained and desired results. All diagnostic results are discussed at the pedagogical council.
The main diagnostic methods: observation, conversation, analysis of activity products, tests.
The diagnostic system adopted by us allows us to provide an individual trajectory for the complex development of each child, helps to prepare him for school.
When determining the readiness of the child for school, we use the manual for teachers of preschool institutions, edited by N. E. Varetsa “Diagnostics of the child’s readiness for school”.
This manual, together with the "notebook for diagnosing a child's readiness for school" is a methodological kit that allows you to determine the degree of readiness of the child to study at school: to identify the level of development of mental, communicative, regulatory abilities, fine and gross motor skills; assess the level of awareness in the main areas of knowledge. This diagnostic system is based on the approach developed by child psychologists (A.
V. Zaporozhets, L. A. Wenger, O. M. Dyachenko and others), according to which the development of a preschool child is characterized by the formation of general abilities (cognitive, regulatory, communicative), allowing children to successfully act in different situations. The diagnostic apparatus proposed in this manual has a practical task. It allows not only to give a general assessment of the development of preschoolers, but also to identify those problematic components of the abilities of each child that are underdeveloped and need additional support.
Diagnostic methods are specially designed for teachers and psychologists working in the preschool education system, so that they can quickly and at the same time accurately assess the mental development of children in the senior and preparatory groups of the kindergarten and organize the individual activities of each child in need of development of certain skills.
This methodological apparatus, presented in the manual, consists of diagnostic methods, questionnaires and maps of the child's development and has the following features:
- It is aimed not only at diagnosing the development of a particular quality of the child, but allows the teacher to focus on the characteristics of child development
- Quite economical and allows mainly group forms of examination of children
- Reflects the age dynamics of child development
- Allows you to holistically present a picture of the mental development of the child
- Gives the teacher the opportunity to analyze their own work
- Allows you to analyze not only the general level of development of the child, but also certain aspects of mental development
- Adequate to the established educational practice in the system of preschool education
What are the main directions of development of children of senior preschool age provided in the diagnosis of the readiness of the child for school?
- Health and physical activity. The most significant parameters characterizing the health and physical activity of a child are indicators of general activity, working capacity, gross and fine motor skills. Gross motor skills are assessed on the basis of the teacher's observations of the characteristics of the child's motor activity in various situations, and the assessment of the level of fine motor skills is carried out using a special technique.
- Mental capacity.
Mental abilities include sensory, intellectual and creative. Sensory refers to abilities that manifest themselves in the field of perception of objects and their properties. They form the foundation of the mental development of the child and are the basis for successful
mastering various school subjects (arithmetic, reading,
nature studies, etc.)
- Intellectual abilities provide problem solving at a more complex level than perception, at the level of the thinking process.
- Creativity allows a person to go beyond the initial situation and in the process of its transformation to create a new product.
Communication skills
Communication skills play an important role in a child's readiness for schooling. Thanks to them, at the turn of senior preschool and primary school age, a child develops special forms of communication with adults and peers that correspond to the tasks and conditions of a new type of activity - educational activity.
To determine the level of development of communicative abilities of older preschoolers, a methodological toolkit was developed, including seven questions of the questionnaire and four diagnostic techniques. It allows you to define:
- Does the child recognize situations of interaction
- Does he understand the state of his peers
- Does he own ways of expressing his attitude towards an adult
- Does he know how to express his attitude towards his peers?
Regulatory abilities
Under the regulation of mental activity is understood the management, establishment, optimization of processes associated with its implementation.
The ability to build a speech statement
Awareness in the main areas of knowledge
The teacher must evaluate the speech development of children, their knowledge of works of fiction, their ideas about the world around them, about temporal, spatial and mathematical relationships. Diagnostic techniques make it possible to objectively assess the level of children's mastery of basic knowledge.
Activities
- Game activity (s.r.i., games with rules)
- Productive activities (pictorial,
construction,).
In the process of diagnostic studies in all these areas of development of children of older preschool age, questionnaires are used that are aimed at identifying the level of mental development of the child. Before filling it out, it is necessary to monitor the behavior and activities of the preschooler, the features of his performance of tasks in the classroom. Questions of the questionnaire are guidelines for organizing targeted monitoring of the child, as well as for conducting educational work in a preschool institution.
Diagnostic methods.
Before the start of the diagnostic examination, the teacher distributes pencils and notebooks with assignments to the children. The teacher explains each task to the children and gives time to complete it. Each time, he waits until all the children have completed the task, and only then moves on to the next one.
After conducting a diagnostic examination, the teacher evaluates the results of each child and enters them into development cards, which make it possible to trace the dynamics of child development and analyze the difficulties that preschoolers face in the educational process.
Another important task, which is solved with the help of the proposed methodological apparatus, is the problem of improving the educational culture of workers in preschool institutions. The questionnaire and methods are not only a tool for analyzing child development, but a means of developing their professional position.