Psychological and pedagogical support for the development of creative abilities
Psychological and pedagogical support is a holistic, systematically organized activity, during which socio-psychological and pedagogical conditions are created for the successful learning and psychological development of each child in the school environment.
M.R. Bityanova
Psychological and pedagogical support – special kind assistance to the child, ensuring his development in the educational process.
EM. Alexandrovskaya
psychological service at school
The psychological service at school is the main link organizing psychological support for subjects of the educational process. By definition I.V. Dubrovina, “The psychological service of education is an integral phenomenon, representing the unity of its four components, or aspects – scientific, applied, practical and organizational.”
Scientific aspect
The scientific aspect involves conducting scientific research on the problems of methodology and theory of practical educational psychology. The main task is the substantiation and development of diagnostic, correctional, preventive and developmental programs, methods and techniques for the professional application of psychological knowledge in specific educational conditions.
applied aspect
The applied aspect involves the use of psychological knowledge by educational workers: educators, teachers, methodologists, who either independently or in collaboration with psychologists use the latest psychological data in drawing up curricula, plans, creating textbooks, developing didactic and teaching materials, building training and education programs.
practical aspect
The practical aspect is provided directly by practical psychologists in kindergartens, schools and other educational institutions. Their task is to work with children, groups and classes, educators, teachers, parents to solve certain specific problems. Their task does not include the creation of new methods or the study of psychological patterns, but they are obliged to professionally and competently use everything that science has today.
organizational aspect
The organizational aspect includes the creation of an effective structure for the educational psychological service, which ensures the interaction of all levels of the service on substantive and organizational issues.
goals and objectives of psychological service
The main goal of the educational psychological service is the psychological health of preschool and school age. Psychological health presupposes mental health, the basis of which is the full mental development of the child at all stages of childhood.
The main tasks of the educational psychological service:
implementation of development opportunities and reserves of each age in working with children;
development of children’s individual characteristics - interests, abilities, inclinations, feelings, relationships, hobbies, life plans, etc.;
creating a psychological climate favorable for the development of the child (in kindergarten, boarding school, school, etc.), which is determined primarily by the organization of productive communication between children and adults and peers;
providing timely psychological assistance and support to both children and their parents, educators, and teachers.
The main areas of work of the psychological service in the process of psychological and pedagogical support are:
psychological education;
psychological prevention;
psychological counseling;
psychological diagnostics;
psychological correction.
Psychological education is the familiarization of adults (educators, teachers, parents) and children with psychological knowledge. The main meaning of psychological education is as follows:
acquaint educators, teachers and parents with the basic patterns and conditions of favorable mental development child;
popularize and explain the results of the latest psychological research;
to create a need for psychological knowledge, a desire to use it in working with a child or in the interests of developing one’s own personality;
introduce students to the basics of self-knowledge and self-education;
achieve an understanding of the need for practical psychology and the work of a psychologist in an educational institution.
Psychological prevention is a special type of activity of a psychologist aimed at preserving, strengthening and developing the psychological health of children at all stages of preschool and school childhood. Psychological prevention involves:
responsibility for compliance in the educational institution with the psychological conditions necessary for the full mental development and formation of the child’s personality at each age stage;
timely identification of such characteristics of the child that can lead to certain difficulties, deviations in his intellectual and emotional development, in his behavior and relationships;
prevention of possible complications in connection with the transition of children to the next age level.
consulting schoolchildren on issues related to learning, development, personal self-determination, relationships with adults and peers;
consulting administration and teachers on issues of development, training, upbringing and education of children and adolescents;
consulting parents and family members on issues of upbringing, family and interpersonal interactions.
Main diagnostic tasks:
drawing up a psychological and pedagogical portrait of a child;
identifying ways and forms of providing assistance to children experiencing difficulties in learning, communication and psychological well-being;
selection of forms and means of psychological and pedagogical support for children in accordance with their inherent characteristics of learning and communication.
correction of interpersonal relationships in teams;
assistance in overcoming maladaptive periods in children’s lives;
formation of social and behavioral skills;
accompanying children included in the special psychological attention group;
correction of mental processes.
psychological, pedagogical and social characteristics of the educational space (class, school, direction of the learning process, etc.);
psychological and pedagogical competence of teachers;
level of development of parents and their requests for the child’s education (requirements for the educational process);
style of relationships in the “teacher-student-parent” system;
organizational and methodological capabilities of the school in terms of implementing the development of creative abilities of schoolchildren;
the willingness of the administration, teaching staff and school specialists to take responsibility for the results of the psychological and pedagogical support of the child during his education and the development of his abilities.
The main goal of art therapy is to harmonize the development of personality through the development of the ability of self-expression and self-knowledge.
Objectives of art therapy:
Provide a socially acceptable outlet for aggression and other negative feelings.
Obtain material for interpretation and diagnostic conclusions.
Process thoughts and feelings that are usually suppressed.
Develop a sense of internal control.
Concentrate on sensations and feelings.
Help overcome communication barriers and psychological defenses.
Develop creativity and increase self-esteem.
Main types:
Music therapy
Bibliotherapy
Dance therapy
Projective drawing
Writing stories
Fairy tale therapy
Puppet therapy
Music therapy is a method that uses music as a means of correction. Numerous methods of music therapy provide for both the holistic and isolated use of music as the main and leading factor of influence (listening to musical works, individual and group music playing), and the addition of musical accompaniment to other correctional techniques to enhance their impact. Music therapy is actively used in the correction of emotional deviations, fears, movement and speech disorders, behavioral deviations and communication difficulties. Right choice music program is a key factor in music therapy. Back in 1916 V.M. Bekhterev wrote: “A piece of music, whose state coincides with the mood of the listener, makes a strong impression. A work that is disharmonious with the mood may not only not be liked, but even irritate.” Among musical instruments we can single out the leader in terms of impact on humans – this is an organ.
Music as a rhythmic stimulus stimulates the physiological processes of the body. It is known that the rhythm of the march, designed to accompany detachments of troops on long campaigns, is slightly slower than the rhythm of the calm work of the human heart. With such a rhythm of music, you can walk for a very long time without experiencing severe fatigue. At the same time, the marches that sound during parade processions are more energetic. This slightly increases the normal rhythm of the human heart at rest. Therefore, such marches have an invigorating, mobilizing effect. The three-quarter waltz rhythm has been shown to have a calming effect. Musical intonation has no less powerful influence than rhythm. Music uses as its basis both primary vocal reactions (crying, laughing, screaming), the mechanism of which is an unconditioned reflex, and conditioned intonations that later developed on their basis, in which there is more socially generalized meaning. This combination of different intonation bases provides the greatest expressiveness.
In the 70-80s, several monographs devoted to music therapy were published, each containing chapters on the use of music for therapeutic purposes in children suffering from neuroses (K. Schwabe, 1974), early childhood autism (P. O. Benenzon, 1973), as well as research on the objectification of the influence of music on children (U. Grews, G. Grews, Z. Müller, 1971). In 1982, the book “Music Therapy for Children” by J. Brückner, I. Mederake and K. Ulbrich was published in Berlin, which examined in great detail all possible types of children’s music therapy, including pantomime and various methods of drawing to music.
One of the techniques described in this book is to teach children to recognize emotions. It consists of four music lessons with gradually increasing complexity of tasks.
At the first lesson, children receive 6 cards depicting a child's face with different facial expressions: joy, anger, sadness, surprise, attention, thoughtfulness. The authors of the methodology called them “mood maps.” After listening to a piece of music, children must pick up one of the cards. If all the raised cards coincide in mood with the mood of the music, then the emotions depicted on them are not named.
In the next three lessons, children, on the contrary, learn to verbally describe the feelings evoked by contrasting pieces of music and correlate them with “mood maps.” The technique is designed for school-age children, but can be adapted for older preschoolers.
Bibliotherapy is a special corrective effect on a person by reading specially selected literature in order to normalize or optimize his mental state. “The method of bibliotherapy is a complex combination of bibliology, psychology, psychotherapy, and psychocorrection,” wrote V. M. Myasishchev. The corrective effect of reading is manifested in the fact that certain images and associated feelings, desires, thoughts, assimilated with the help of a book, make up for the lack of one’s own images and ideas, replace disturbing thoughts and feelings or direct them in a new direction, towards new goals. In this way, you can weaken or strengthen the effect on a person’s feelings to restore his mental balance.
The bibliotherapy technique can be divided into several stages:
1. Self-training for a psychocorrector.
It includes compiling your own bibliotherapeutic recipe, i.e. lists of references and special familiarization with books from a correctional point of view. To begin with, take several genres of 2-3 titles each.
2. Orientation in the possibilities of bibliotherapy and its genres.
During the next conversation, a series of questions are asked. For example, “Name your five favorite books”; “Which books made the greatest impression on you in life? Why?"; “Which ones had the greatest influence on you?”; “Which authors do you think are most like you?”; “Which book characters are most like you?”
3. Making a list.
Next comes compiling a list of references, large and small. Even if bibliotherapy is used as an auxiliary method, the presence of such lists allows you to adjust other methods of influence.
4. Development of a reading system.
Genres, priority areas and number of books are determined. When recommending books for bibliotherapeutic purposes, the following three principles must be taken into account:
degree of accessibility of presentation (degree of complexity of the proposed book);
the hero of the book should be “up to par” for a child;
maximum similarity of the situation in the book with the situation in which the person finds himself.
Calm. A person can be calmed by specially selected journalistic and fiction literature. Reading such literature brings the client into a state of peace and tranquility.
Pleasure. People with problems feel separated from the world by their problem and limited in getting pleasure from the world. Reading a good book, especially if the book is quite complex or fast-paced, gives the client the extra pleasure they need.
A person’s feeling of self-confidence and faith in their capabilities arises when reading biography, autobiography, memoirs, letters of prominent people and reading books where characters with a difficult fate nevertheless emerge with dignity from a rather difficult life situation.
Most literary genres can cause high mental activity, which stimulates normal and protective mental reactions, suppressing negative ones, which contributes to the disappearance of traumatic experiences.
Dance therapy is used when working with people who have emotional disorders, communication disorders, and interpersonal interactions.
In the history of the development of dance therapy, K. Rudestam identifies a number of key events. The first is related to the need for physical and mental rehabilitation of veterans who returned from the fields of the Second World War. Dance therapy became an auxiliary method of rehabilitation for people with disabilities, many of whom either could not speak at all or were not inclined to have verbal influence applied to them. After the dance class, they noted that they experienced feelings of relief and spiritual harmony.
Another factor contributing to the growing popularity of dance therapy was the human relations training movement that emerged in the 60s, which became the basis for the development of new experimental approaches to working with groups and to the development of the personalities of their participants.
The goal of dance therapy is development, body awareness, creation of a positive body image, development of communication skills, exploration of feelings and gaining experience in working in a group.
Dance therapy is aimed at solving the following problems:
Deepening awareness of your own body and the possibilities of its use.
Strengthening self-esteem.
Development of social skills, creation of conditions for creative interaction.
Increased physical activity.
Communication training and organization of communication.
Liberation, search for ways of development.
Projective drawing. Drawing is a creative act that allows a person to feel and understand himself, to freely express his thoughts and feelings, to free himself from conflicts and strong feelings, to be himself, to freely express dreams and hopes. Some scientists tend to consider drawing as one of the ways to carry out a program for improving the body. Drawing develops motor coordination. Its advantage is that it requires the coordinated participation of many mental functions. According to experts, drawing is involved in the coordination of interhemispheric relationships, since in the process of drawing concrete-imaginative thinking, associated mainly with the work of the right hemisphere of the brain, and abstract-logical thinking, for which the left hemisphere is responsible, are coordinated. It is directly related to the most important functions (vision, motor coordination, speech, thinking) and contributes to the development of each of them, and also connects them with each other. By drawing, the child gives vent to his feelings, desires, dreams, and rebuilds his relationships in various situations. Thus, drawing acts as a way to comprehend one’s capabilities and the surrounding reality. Drawing is widely used to relieve mental tension, stressful conditions, correct neuroses and fears, and develop creative abilities.
The topics proposed for drawing can be very diverse and relate to both individual and group problems. Typically a drawing topic covers:
1. My own past and present (“My main problem in communicating with children”; “Situations in life in which I feel insecure”; “Me and the children”; “My usual day”, etc.).
2. Future or abstract concepts (“Who would I like to be”; “Three wishes”; “Loneliness”; “Island of Happiness”; “Love”; “Hate”; “Fear”; “Envy”, etc.) .
3. Relationships in the group (“What the group gave me, and I gave it”; “What I expected and what I received from studying in the group”; “What I don’t like or who I don’t like in the group”, etc.) .
The following techniques are used in projective drawing (classification by S. Kratochvil):
1. Free drawing (everyone draws what they want). Drawings are done individually, and discussion takes place in a group. The topic is either set or chosen by group members independently. 30 minutes are allocated for drawing, then the drawings are hung up and the discussion begins. First, the group members speak about the drawing, and then the author. Discrepancies in the interpretation of the figure are discussed.
2. Communicative drawing. The group is divided into pairs, each pair has their own sheet of paper, each pair draws together on a certain topic, and, as a rule, verbal contacts are excluded; they communicate using images, lines, and colors. After finishing the drawing process, there is a discussion about the drawing process. At the same time, it is not the artistic merits of the created work that are discussed, but those thoughts and feelings about the drawing process that arose among the members of the dyads, and their attitude towards each other in the drawing process.
3. Collaborative drawing: several people (or the whole group) silently draw on one sheet of paper (for example, the group, its development, mood, atmosphere in the group, etc.). At the end of the drawing, the participation of each group member, the nature of his contribution and the features of interaction with other participants in the drawing process are discussed.
4. Additional drawing: the drawing is sent in a circle - one begins to draw, the other continues, adding something, etc.
There are 5 types of tasks used in drawing practice:
1. Subject-thematic.
2. Figurative and symbolic.
3. Exercises to develop figurative perception, imagination, symbolic function.
4. Games and exercises with visual material.
5. Tasks for joint activities.
Subject-thematic tasks are drawing on a given topic, where the subject of the image is a person and his relationship with the objective world and the people around him. An example of such tasks could be drawings on the topic: “My family”, “I’m at school”, “I’m at home”, “Who I am now”, “Me in the future”, “My favorite activity”, “What I love”, “My best deed”, “My world”, etc.
Figurative-symbolic tasks represent the child’s depiction of abstract concepts in the form of images created by the child’s imagination, such as good, evil, happiness; depiction of emotional states and feelings: joy, anger, surprise, etc.
Exercises to develop figurative perception, imagination, symbolic function. In these tasks, children are asked, based on a series of stimuli, to recreate, reproduce a complete object and make it meaningful (drawing with dots, “magic” spots, “funny blots”, etc.). Such exercises are based on the well-known principle of projection used in the Rorschach technique.
Games and exercises with visual material. This type of work involves experimenting with paints, pencils, paper, plasticine, chalk, etc. in order to study their physical properties and expressive capabilities. The effect of exercise is to stimulate the need for visual arts and interest in it, reducing emotional tension, creating a sense of personal security, increasing self-confidence, developing interest in research activities, stimulating cognitive needs.
Typical activities for this type of activity include finger painting, clay manipulation (painting with clay on glass or plastic), experimenting with color, layering patches of color on top of each other, etc.
Collaborative activity assignments may include all of the above assignments. This type of task is aimed both at solving the problem of optimizing communication and relationships with peers, and at optimizing child-parent relationships. Tasks can be offered to the child on literary verbal material, such as composing fairy tales and stories.
In accordance with the main stages of development of children's visual activity, E. Kramer (1975) identifies four types of images that are significant for drawing therapy:
1. Doodles - shapeless, chaotic lines, primitive, unfinished forms.
2. Schemes and half-schemes, which are conventional stereotypical images.
3. Pictograms, i.e. schemes enriched with the expression of the child’s individuality, his position in relation to the world. Pictograms, although they express the child’s affective attitude to the world, are not yet open enough for communication with the world; for their understanding, they require explanations and interpretation of the drawing by the author himself.
4. Artistic images that have aesthetic value, objectifying affect in a form understandable to the viewer without additional explanations from the author.
Writing stories is used to revive feelings, verbalize images, associations, symbols, in order to transform internal anxiety into a concrete image and be inspired in creativity. The process of writing stories, essays, and diary entries contributes to liberation from many experiences and awareness, resolution of internal conflict. This method can be used both in individual and group work.
The method of writing stories has been successfully used in working with children. Thus, P. M. Stirtzinger (1983) proposed a method of “common story writing” for children and adults. He used this method to help the child find adequate ways to resolve conflicts that cause behavioral problems in the child at home and at school.
The method is implemented as follows: first, a child tells a story, then it is continued by an adult, who introduces “healthier” ways of adaptation and conflict resolution into the story than those outlined by the child. This method helps children understand the good and bad sides of themselves, recognize their anger and express it safely.
The “general story writing” method can also be used for group activities with children. With this method, one child suggests the beginning of the story, the second continues, the third comes up with the climax of the story, and the fourth comes up with the denouement. After the story is compiled, the children discuss it, and adults offer them alternative ways to resolve the conflict.
Fairy tale therapy is a method that uses the fairy tale form to integrate personality, develop creative abilities, expand consciousness, and improve interactions with the outside world. Famous foreign and domestic psychologists turned to fairy tales in their work: E. Fromm, E. Bern, E. Gardner, A. Meneghetti, M. Osorina, E. Lisina, E. Petrova, R. Azovtseva, T. Zinkevich-Evstigneeva and etc.
The texts of fairy tales evoke intense emotional resonance in both children and adults. The images of fairy tales simultaneously address two mental levels: the level of consciousness and subconscious, which provides special opportunities for communication. This is especially important for correctional work, when it is necessary to create an effective communication situation in a difficult emotional situation.
The following corrective functions of a fairy tale are distinguished: psychological preparation for intense emotional situations; symbolic response to physiological and emotional stress; accepting one’s physical activity in symbolic form.
Possibility of working with a fairy tale:
1. Using a fairy tale as a metaphor. The text and images of fairy tales evoke free associations that relate to a person's personal life, and then these metaphors and associations can be discussed.
2. Drawing based on a fairy tale. Free associations appear in the drawing, and further analysis of the resulting graphic material is possible.
3. Discussion of the behavior and motives of the character’s actions, which serves as a reason for discussing the values of human behavior, reveals a system of assessments of a person in the categories: good - bad.
4. Playing episodes of a fairy tale. Playing back episodes allows a child or adult to experience some emotionally significant situations and play out emotions.
5. Using a fairy tale as a moral parable. A hint using a metaphor for an option to resolve the situation.
6. Creative work based on a fairy tale (adding, rewriting, working with a fairy tale).
Basic techniques for working with a fairy tale
1. Analysis of fairy tales. The goal is awareness and interpretation of what is behind each fairy-tale situation, plot design, and characters’ behavior.
For example, a well-known fairy tale is selected for analysis. At the same time, the child is asked to answer a number of questions: “What do you think this fairy tale is about?”; “Which of the characters did you like best and why?”; “Why did the hero commit certain actions?”; “What would happen to the heroes if they did not commit those actions that are described in the fairy tale?”, “What would happen if there were only good or bad heroes in the fairy tale?”, as well as other questions.
This form of work is used for children aged 5 years and older, adolescents and adults.
2. Telling tales. The technique helps to work through such issues as the development of fantasy, imagination, and the ability to decenter. The procedure is as follows: a child or group of children is asked to tell a story in the first or third person. You can invite the child to tell a fairy tale on behalf of other characters participating or not participating in the fairy tale. For example, how a fox, Baba Yaga or Vasilisa the Wise would tell a fairy tale about Kolobok. “Let's try to tell the story of Kolobok through the eyes of Baba Yaga, the fox, Vasilisa the Wise, or the stump on which Kolobok sat.”
3. Rewriting fairy tales. Rewriting and adding to original and folk tales makes sense when a child, teenager or adult does not like the plot, a certain turn of events, situations, the end of the fairy tale, etc. This is an important diagnostic material. By rewriting a fairy tale, adding his own ending or inserting the characters he needs, the client himself chooses the turn that best suits his internal state and finds the option for resolving situations that allows him to free himself from internal tension - this is the psychocorrectional meaning of rewriting a fairy tale.
4. Staging fairy tales with the help of dolls. Working with a doll, the child sees that his every action is immediately reflected in the doll’s behavior. This helps him independently correct his movements and make the doll’s behavior as expressive as possible. Working with dolls allows you to improve and express through a doll those emotions that a child, for some reason, usually cannot allow himself to express.
5. Writing fairy tales. Every fairy tale has certain patterns of plot development. Main character appears in the house (in the family), grows up, and under certain circumstances leaves the house, going on travels. During his travels, he gains and loses friends, overcomes obstacles, fights and defeats evil, and returns home having achieved his goal. Thus, fairy tales give not just a biography of the hero, but figuratively tell about the main stages of the formation and development of personality.
The events of a fairy tale evoke emotions in a person, the characters and their relationships with each other are projected onto everyday life, the situation seems similar and recognizable. The fairy tale reminds us of important social and moral norms of life in relationships between people, of what is good and what is bad. It makes it possible to react to significant emotions, to identify internal conflicts and difficulties.
Puppet therapy as a method is based on the process of identifying a child with his favorite cartoon character, fairy tale, and favorite toy. This is a private method of art therapy.
As the main method of correctional influence, a doll is used as an intermediate object of interaction between a child and an adult (psychologist, teacher, parent).
Puppet therapy is widely used to resolve conflicts, improve adaptation, corrective work with fears, stuttering, behavioral disorders, as well as to work with children who have emotional trauma. The favorite toy “participates” in the production of a play, the plot of which is traumatic for the child, ends up in a scary story and successfully copes with it.
The puppet therapy process takes place in two stages:
1. Making dolls.
2. Using dolls to respond to significant emotional states. The process of making dolls is also corrective. By being carried away by the process of making dolls, children become calmer and more balanced. During work, they develop arbitrariness of mental processes, acquire skills of concentration, perseverance, and develop imagination.
In doll therapy, the following types of dolls are used: marionette dolls, finger puppets, shadow dolls, rope dolls, plane dolls, glove dolls, and costume dolls.
The proposed methodological approach is based on the idea of diagnosing preschool maturity. The latter is the main condition for a child’s successful education in primary school. This statement has already been made on the pages of “School Psychologist”. Thus, in the thematic issue “Preparation for School” an article by M. Bityanova “Where does childhood go?” was published. (see “School Psychologist”, No. 12, 1999). It polemically posed the question: what needs to be diagnosed when a child enters school and how to do it? A variant of the answer to this question was also proposed, which most closely corresponds to the scientific and general humane orientation of the author.
RATIONALE FOR THE DIAGNOSTIC METHOD
Preschool childhood is an extremely important period of human development. Its existence is determined by the socio-historical and evolutionary-biological development of society and a specific individual, which determined the tasks and opportunities for the development of a child of a given age. Preschool childhood has independent value, regardless of the child’s upcoming schooling.
At the stage of admitting a child to school (as well as at the first stages of education), it is advisable to diagnose the level of psychological maturity of the child, but not school, but preschool, since it is a mature preschooler who is ready to study in primary school (from the point of view of social adaptation and success in acquiring knowledge and skills).
Diagnosis of preschool maturity should be carried out in the context of activities that best suit the characteristics and capabilities of the preschool period of development - in play.
As a rule, the path from an idea to its implementation is not at all easy. Often it needs time to mature, be filled with specific technological content, and turn into a tangible methodological product. A fundamentally important and difficult stage of our work was the creation of a working model of preschool maturity. What is a preschooler like in psychological and psychophysical aspects?
Analysis of domestic and foreign literature allowed us to systematize ideas about his psychological portrait. We have placed the results of our research in a table, which we present to the attention of our readers. It seems to us that the data collected in it will be useful to practicing psychologists when building work with preschool children.
Thus, we define preschool maturity as a holistic mental state of a preschool child, characterized by a high degree of development of those qualities and processes that flourish precisely in the preschool period of childhood and for which this period is sensitive.
Among them, the following are fundamentally important.
Formation of gaming activity techniques.
Developed social emotions and a high (for this period) level of moral development.
Developed imagination.
High level visual-figurative thinking, memory, speech.
A high self-evaluation.
We initially attached the greatest weight and importance to those qualities and mental processes that are associated with the child’s ability to carry out complex, detailed play activities, primarily role-playing games with a plot, with the distribution of roles and rules.
Mental function |
Features of development |
Sensory development |
· Visual perception becomes the leading one when familiarizing yourself with the environment; |
Attention |
· Concentration, volume and stability of attention increase significantly; |
· Involuntary figurative memory predominates; |
|
Thinking |
· The child solves mental problems by imagining their conditions, thinking becomes non-situational; |
· Speech is detached from a specific situation, loses its situational nature, turning into a universal means of communication; expressiveness of speech increases; |
|
Imagination |
Imagination acquires an arbitrary character: the child knows how to create a plan, plan it and implement it; |
Self-awareness |
· A critical attitude towards adults and peers arises; |
· Children develop goal-setting, struggle and subordination of motives, planning arise, self-control in activity and behavior appears; |
|
Emotional development |
· The child masters social norms expressions of feelings; |
Moral development |
· Children develop their first moral judgments and assessments, an initial understanding of the social meaning of a moral norm; |
PARAMETERS OF PRESCHOOL MATURE
Development of thinking
In a study conducted under the scientific supervision of D.B. Elkonin in the 80s, scientists came to the conclusion that for the successful education of children, the formation of imaginative rather than logical thinking is of greatest importance. It is imaginative thinking that allows the child to outline a method of action based on the characteristics of a specific situation or task. If this function is transferred to logical thinking, then taking into account many particular features of the situation turns out to be difficult for the child. The extreme generalization of logical thinking, according to scientists, turns into a weakness for a six-year-old student, giving rise to a well-known phenomenon - formalism of thinking.
Developing the ability to imagine
If in the process of studying children are faced with the need to comprehend abstract material and they need analogies and support, then “with a general lack of life experience, the child’s imagination comes to the aid” (L.Yu. Subbotina).
Development of voluntariness
It is believed that all processes in preschool age become more voluntary, but voluntariness is, in principle, a new formation of primary school age.
By the end of preschool age, the basic elements of volitional action are formed: the child is able to set a goal, make a decision, outline a plan of action, carry it out, show a certain effort when overcoming obstacles, and evaluate the result of his action.
Voluntary regulation of behavior consists in subordinating the child’s behavior to the task, that is, in his ability to concentrate on what the adult suggested, on attempts to actively solve the problem, on overcoming everything that is not related to the main activity.
Following N.I. Gutkina, we will consider arbitrariness in a game where a sufficient level of gaming motivation is provided.
Motivational sphere
The most important criterion of preschool maturity in this area is the necessary level of development of the child’s independence.
As shown in the study by K.P. Kuzovkova, the criteria and signs of a preschool child’s independence in joint activities are his ability to organize and complete his own activities; desire to interact with peers; the ability to act and interact when organizing activities and performing them; the desire to use the same means on oneself that adults use on him.
An independent child organizes interaction with friends, correlates his skills and desires to act with the conditions of the environment. In older preschool age, independence becomes a qualitative acquisition of the child’s developing personality. Independence in joint activities with peers is manifested in the search for a common cause, in inviting a friend, in communicating a plan to him, in making suggestions, advice, value judgments, in the process of implementing a plan.
Developing Self Awareness
Most often, preschoolers tend to be biased a high self-evaluation, which is a consequence of the crisis of seven years. However, some preschoolers have unstable and sometimes even low self-esteem. This does not indicate intensive development of self-awareness, but that these children experience a lack of emotional security, support, love and attention from adults. Low self-esteem formed in a child in preschool age can cause him to fail at school. It gives rise to fear of failure, and in its extreme expression, refusal to do anything at all (A.I. Zakharov).
Play activity
We believe that if a child has not gone through all the stages of game development - from manipulative to playing according to the rules, then with a high degree of probability we can say that by the time he enters school, his mental development does not experience a seven-year crisis, which marks the emergence of educational motivation.
Educational motivation determines a new type of leading activity for the child - study. This type of leading activity occurs when the previous one - play, within which the psyche of a preschool child was predominantly formed - becomes obsolete.
By the time of the crisis of seven years, the game has exhausted its ability to form “zones of proximal development”, provided that the child has gone through all the stages of development of children's play. This is probably explained by the fact that (as L.S. Vygotsky noted) the process of game development is characterized by a gradual decrease in the significance of the imaginary situation in it and a significant increase in the role of the rule.
If a child played a lot during preschool childhood, fully communicated with peers and adults, if he was read books and encouraged to engage in children's creativity, then by the beginning of primary school age he will most likely have academic motivation.
The appearance of educational motivation indicates that the game has fulfilled its role in the development of the child and his further development will take place within the framework of educational activities.
BASIC ASSUMPTIONS
A child of senior preschool age demonstrates high levels of mental development within the framework of an obsolete type of leading activity. N.I. Gutkina suggests determining readiness for school by the level of mental development of the child, which he shows in play.
We subjected our approach to diagnostics, offered to readers in the form of a methodological development, to empirical testing. We conducted the study during 1999/2000 school year.
Two main assumptions were tested.
1) Children whose mental development corresponds to the parameters of preschool maturity successfully adapt to school and acquire educational knowledge and skills.
2) Diagnostics of the parameters of preschool maturity can be effectively carried out in the form of a holistic role-playing game, which will allow children “within the framework of an obsolete type of leading activity” to demonstrate the full level of mental development.
We compared the predictive value of the generally accepted diagnostic of a child’s psychological readiness for school and the diagnostic of preschool maturity we developed.
The following results were obtained.
Diagnostics of preschool maturity turned out to be more effective in predicting the success of learning and adaptation of a child than diagnostics of psychological readiness. Among the children who showed high preschool maturity, 100% successfully adapted to school and studied successfully; among children who showed high psychological readiness - only 71.4%.
Among the children who demonstrated a high degree of development of play activity techniques, 87.5% successfully adapted and studied successfully. But among children who demonstrated average levels of development of play activity techniques - only 45.5%.
Thus, the results of the research work confirmed the validity of our assumptions.
“Input” school diagnostics should reveal how fully the child has lived through the previous stage of development.
“Large” is most suitable for the purposes of such diagnostics. role-playing game with a plot, distribution of roles and rules.
We begin to describe it.
DIAGNOSTIC GAME “THE GOOD WIZARD’S ASSISTANTS”
The proposed game is about the good wizard Yum-Nom, who protects all children's sweets. The evil wizard Buzyaka stole the color, taste, smell from the ice cream... This ice cream was also guarded by the good wizard Yum-Nyam.
In the game, children are offered various tests, after passing which they save the ice cream. By completing tasks, children demonstrate the formation of those qualities and processes that are included in the working model of preschool maturity.
Children, together with the leader, travel around the map. Observers, without interfering with the game, fill out the observation card and help the leader if necessary.
Text and sequence of the game
Presenter's activities |
Diagnosable qualities and |
Leading. Hello, future first-graders! Imagine coming to us kindergarten(school) a letter arrived today. From whom do you think? From the good wizard Yum-Nom - he is a great friend of all children, he protects all children's sweets. Dulya. My name is Dulya, I know many secrets and I will also travel with you through the enchanted forest. And first, before you set off, you must decide what tests you are ready to undergo: difficult or easy. Here are the envelopes where you will collect the ice cream shards. Let each of you now take an envelope and write the letter “T” on it if he chooses difficult tasks, “C” for medium difficulty, “L” for easy ones. Dulya. Fine. We did it. Everyone gets a blue ice cream shard. The color is, of course, pale. But the further we go, the brighter our ice cream will become. Leading. Now, judging by the map, we have arrived at the Web Cross. And in order not to get confused, you need to grab the cord, follow the pictures and remember what is drawn on them. Dulya. Be sure to remember in what order the pictures are located. Otherwise, at the end of the path you will not be able to leave this enchanted forest. Well, how? Do you remember? Now be honest: who remembers well? ("shards" are heard) Dulya(whispers). And in the Valley of Silence we must hide, close our eyes and not peep. The local spirits must get used to us in order to let us pass further... Have you heard anything? What? Dulya. Yes, but there are still colored shards that need to be obtained, without them the ice cream will not come to life. By the way, we are now on the Hill of Revival. We need to revive the circles. You can add whatever you want to them. But you need to do this in such a way that you get some kind of picture or object. Each new drawing should be different from the previous one... So, how many circles did each person bring to life? Get colored shards. Leading. Oh! Guys! We are again in a trap, in a swamp. If we don't come up with something now, we'll be stuck here forever. Nobody knows what to do? Dulya. The good wizard thanks everyone and gives you sweets... You can check how we dealt with his request: if ice cream will be sold in kiosks on the street today, then we have really revived it... |
Speech (1) Speech, figurative memory (2) You get a card A toy appears (sits on the shoulder) (3) Level of aspiration (4) Whatman Individual leaflets with “Paths” are distributed Speech, auditory and visual attention (6) Situations, pictures Moral development (7) Coordination (8) Lanyard with pictures (9) Coordination (10) Lace Voluntariness, self-control (11) Imagination (12) Stripes with circles Thinking (13) Memory (control) (14) Self-esteem (15) Math skills (16) |
DIAGNOSTIC-CORRECTIONAL ASPECTS
The game has a measuring and testing orientation, due to which a quantitative and qualitative assessment of preschool maturity is achieved.
The game is an independent, integral structure. Therefore, it creates a holistic picture both for the child (at the beginning of the game he internalizes the idea that a “journey” awaits him, where he will be able to express himself in different ways) and for the adults conducting this game and observing the children. Presenters can improvise within the game's plot, weaving in fairy tales to explain a difficult issue.
Conclusions about the formation of certain parameters of a preschooler’s maturity are made on the basis not of any one procedure, but of the child’s behavior throughout the game.
A child, participating in this game, has the opportunity to demonstrate all the parameters of preschool maturity.
All parameters are divided into two types: a) observations tracked on the map according to criteria previously selected during the game; b) determined after the game based on the products of children’s activities. All parameters are entered into general map(See Observation Map).
Each child receives colored “shards” after completing tasks. They are needed for ease and simplicity of counting. They symbolize: for the presenter - the quality of the child’s passing the test; for a child - pieces of ice cream. At the end of the game, after individual counting, the “shards” are put together into a common ice cream - stuck on whatman paper.
The game must comply with all ethical standards and principles that apply to any diagnostic study. It is necessary to have an additional conversation with teachers, if they participate in the observation.
TECHNICAL PRINCIPLES OF THE GAME
During play, there should be a carpet on the floor, because children perform many tasks on the floor.
Each child should have a handle on the cord so that he does not lose it during the game. If the presenter wants to check attentiveness (in a sense, arbitrariness, etc.), then he can instruct the children to take their hands in their hands and not lose them during the game.
The colored “shards” that are given to children can be of different shapes; it does not define anything (except 6). They are issued depending on the quality of task completion (see Criteria for issuing colored “shards”). For each task, a different color is invented so that later, at the end of the game, it is possible to determine how the child completed the tasks without an observation table.
Participant and delayed observation of children in play is carried out. Participant observation is carried out by observers who are not directly involved in the game, using an observation card. The results of delayed observation are entered into the map after counting the “shards” received by the children.
The plot of the game may vary - the main thing is that the essence of the monitored parameters remains the same. The room can be decorated depending on the conditions and the imagination of the psychologists.
Game time: 1–1.5 hours.
Presenters: 1 person leads the game, 1-2 people fill out observation cards.
Location: a classroom or assembly hall, freed from furniture.
Non-replaceable materials: card on a lanyard; Dulya (3); a letter from a good wizard; a machine and a container with paint where the machine is dipped (5); confusion pictures (6); pictures on a cord (9); lace (10); Raven's "patches" (13); pictures (duplicate) (14); handles on laces for children.
Custom materials: envelopes (4); multi-colored “shards” (you can put them in a cellophane bag with pockets for different colors, or you can put plastic cups after each obstacle with “shards” of the desired color); strip of whatman paper (5); individual paths (5); caterpillar with fable sentences (6); stripes with drawn circles (12); a sheet of paper with a ladder and colored squares (15); a sheet of whatman paper with a drawn outline of ice cream (16); sweets (17).
GAME SITUATIONS
(See game text description fields)
(1) Children list sweets. Here, general awareness and the ability to construct a phrase or sentence are determined. Serves to introduce children to a sphere of interests and tastes that is understandable to them.
(2) What kind of ice cream is there? (Color, shape, size, tactile sensations, material, emotional assessment, aesthetic assessment.)
The signs children name are divided by level of complexity. Here we can highlight quantitative and qualitative indicators, whether children name words of any one category or can use different “definitions”.
(3) The toy helps depersonalize some tasks. For example, receiving “shards” of ice cream from Dooley’s hands makes a completely different impression on children than from the hands of the presenter.
The map is a colorful drawing on which all stages of the journey are marked (sheet A4). The card hangs on the leader’s chest (for ease of handling and to free up the leader’s attention and attract the attention of the children).
(4) The choice of tasks corresponds to the level of aspirations of the children. Children are told that there are difficult tasks, moderately difficult ones, and easy ones. The child’s individual choice is recorded on the envelope for greater clarity and a kind of “materialization” of this choice. As a result, everyone receives an envelope with a (leading) letter written on it. The child also writes his own name on the envelope. Later, the child puts “shards” of ice cream into the envelope: colored shaped pieces of paper received for completing various tasks.
(5) In front of the children lies a long wide strip of paper on which a road is drawn. At the beginning of the road there is a toy car. The track of the road is drawn a little wider than the distance between the wheels of the cars, so that the child, while “driving” the car, makes some effort, trying not to drive into the “ditch”. This test gives us information about the child's gross motor skills. Before this test, for training, everyone is offered an individual sheet of paper (A4 size) with a training track (see Appendix 1) to obtain information about the fine motor skills of the child’s hand. At the beginning of “their” path, children write the first letter of their name or their entire name. And after that they begin the Great Path. In turn, each child takes the car in his hand, dips it in diluted gouache paint and “drives” along the painted road, trying not to go over the edge. Having reached the point marked by the leader (the trail is divided in advance by some bushes into equal sections), he hands the car to another. And so on until everyone has completed their own path. At this time, one of the observers records the sequence in which the children walk along the Great Trail. The analysis (for children's tracks) is entered into the general observation map after the game.
Here the children receive the first “shards” of ice cream - blue triangles (the criteria for receiving “shards” are described below), which they put in their envelope.
(6) There is a “caterpillar” on the floor, which is a paper accordion, with an absurdity written on each “page” (see Appendix 2). The number of absurdities is equal to the number of children. As soon as the child solves the absurdity, his piece of paper is torn off. It can be given to the child in an envelope (as a symbol of personal conquest and victory). Then the children move on to absurd pictures (see Appendix 3). Each child receives one picture in which he must find a mistake.
The tasks are aimed at identifying speech development, auditory and visual attention and memory. Information about this is recorded by observers according to criteria. And the presenter gives the children yellow “shards” - circles and squares.
(7) Here observers receive information about the social motives and moral development of the child, about his desire and ability for cooperation and empathy.
The presenter corrects the letters on individual envelopes with a bright felt-tip pen. In fact, the tasks do not become more difficult; they are not even differentiated. It’s just that later you can use the fact of this choice, if something doesn’t work out for someone, in the form of help and support for another child (but any changes, for example help, are recorded by observers).
(8) A task on coordination and motor development, on control of one’s body. The execution is recorded by observers.
Skittles or small chairs are placed along a certain line. The children's task is to jump between them without knocking over obstacles. When finished, they receive purple squares.
(9) This task is related to the task described in paragraph 14 and is aimed at studying the child’s memory. Here children must remember a sequence of five pictures (see Appendix 4), and then, delayed, build this sequence in the Swamp (see paragraph 14).
The pictures on the laces are laid out in a web, and each child chooses one lace.
The child’s self-esteem and criticality are also noted here: pink “shards” are given to those who say that they remember the sequence of pictures well (the presenter explains all the “fairy-tale” consequences of dishonesty).
(10) Using a string, a circle is made on the floor - Round Emptiness. The children’s task is to jump over it and make “Lilliputians” (steps - toe to heel). Here, the guys receive blue “shards” for completing the task. Observers record execution.
(11) The task is aimed at obtaining information about the child’s self-control. Children close their eyes (which seems difficult for many at this age), and the leader places white “shards” next to the children who were sitting “well.” Behavioral reactions are recorded by observers.
(12) The task is aimed at exploring imagination. The Hill of Revival consists of accordion-folded pieces of paper piled in a heap. Each accordion strip has circles of different sizes on both sides (see Appendix 5). Children must complete them by including them in any image to get a finished drawing. The child signs his strip. The presenter walks around with Dulya and asks the guys about what they are drawing (you can even write captions for the drawings). When assessing the development of imagination, a quantitative and qualitative analysis of the depicted scenes is carried out (criteria - below). If someone is unable to complete the task, then those who have already completed it can help. Observers record this. After completing the task, children receive burgundy “shards”.
(13) The task is aimed at studying the development of thinking. The clearings are pictures from Raven's matrices (see Appendix 6). Each child receives three pictures of varying complexity. The presenter walks with Dulya and checks the correctness of execution. As a result, children receive green “shards”.
(14) This task is related to the task described in paragraph 9 and is aimed at diagnosing memory development.
Scattered around the swamp are pictures that are no longer strung on a string (this is a duplicate), as well as several extra pictures (8-12 pieces). Children must guess that their task is to collect their sequence and follow it, like a path, further. The presenter has a difficult task: he walks around and checks the correctness of execution using a cheat sheet. For this task, children receive red “shards”.
(15) This task reveals children's self-esteem and their initial mathematical skills.
Each child receives a piece of paper. On one side of it there are pieces of paper pasted in the colors that were used in the game, and on the other side a ladder is drawn ( see Appendix 7). The sheet is signed. Children pour out the resulting “shards” from their envelopes and, counting their number by color, put this result opposite each pasted color.
After that, they turn over the piece of paper and place themselves on one or another rung of the ladder, thereby assessing their success in the game. This cannot be explained to children in words; they themselves must understand the meaning of the task.
(16) There is a sheet of Whatman paper on the floor with a faint outline of ice cream on it. The plane in the contour is filled with glue (stationery or liquid PVA). Children, having counted their “shards,” “revive” the ice cream by gluing the colored “shards” onto whatman paper. The result is multi-colored, “animated” ice cream.
(17) From the bag, children take out various small sweets (chocolates, medals, nuts, etc.).
CRITERIA FOR ISSUING COLOR “SHARDS”
Blue (5)
Everyone receives one “shard”; only in as a last resort the child is not given anything if he walks the Trail very poorly or plays pranks and disturbs everyone.
Yellow (6)
This is the only task where the shape of the “shards” is set in advance: children receive circles for completing auditory tasks and squares for completing visual tasks. After looking at the number of “shards” on the child’s individual form at the end, you will be able to remember why he received them.
1 “shard” - completed correctly, independently;
0 - incorrect;
1 - for helping someone (for each type of task separately).
Purple (8)
1 - didn’t hit anything, passed carefully;
0 - knocked down obstacles.
Pink (9)
1 - if the child says that he remembered everything well;
0 - if he says that he did not remember or did not ask for a “shard” (not confident in himself).
Blue (10)
2 - given only to one person who jumped the furthest;
1 - for everyone else.
White (11)
1 - gets the one who sat quietly, did not disturb anyone, did not open his eyes;
0 - the one who whispered, made noise, disturbed others.
Burgundy (12)
Each child receives as many “shards” as the number of circles he “revitalized” (maximum number - 8).
Green (13)
1 - for each correct picture.
Each child can receive one more “shard” - for the speed of completion (the maximum number for one child is 4).
Red" (14)
2 - gets the one who built the correct sequence and found his pictures;
1 - who just found the pictures, but forgot about the sequence;
0 - who did everything wrong.
SURVEILLANCE MAP
Options Criteria for evaluation |
Children's surnames |
||
|
Explicit expression of emotion, rich facial expressions AUDITORY ATTENTION see Edge of Confusion (6)
VISUAL ATTENTION see Edge of Confusion (6) Correctly found mistakes and “correct” help to other children LEVEL OF CLAIMS see. description of tasks (4, 7) Chose difficult tasks COORDINATION see Nora-Snake, Round Void (8, 10) Coordination is normal, dexterous, movements are smooth, good posture FINE MOTOR SKILLS see Great Trail (5) The hand is well developed, the child holds the pen confidently, the lines are clear, smooth, and do not go beyond the boundaries of the “path” SPEECH (0-10 points) see Edge of Confusion (6) - answers to questions correct pronunciation (+ ± –) ARBITRATIBILITY see Valley of Silence (11) The child completes all tasks, is included in the game, understands the conditions of the game; in the Valley of Silence sits quietly, following instructions COMMUNICATION SKILLS see (7) The child behaves normally in a group, communicates with all members of the group; if necessary, helps in completing tasks; changes the difficulty of tasks performed IMAGINATION (0-16 points) see. Hill of Revival (12) Quantitative assessment: total number of filled “circles” (0-8) SELF-ASSESSMENT see (15) The child puts himself at the top level THINKING see Forest Hospital (13) All three “patches” are correctly selected MEMORY see Web Cross (9, 14) Correctly found sequence and pictures |
|||
The observation map can reflect the development of gaming activity techniques. Observe how involved the child is in the game, whether he helps his friends, and whether he accepts the rules and instructions of the leader.
DATA PROCESSING
For ease of processing, you can convert the icons into points:
3 points,
+ - 2 points,
± - 1 point,
– - 0 points.
The maximum number of points a child can receive is 51.
Based on the results, the children are divided into three groups.
Second group- children with high preschool maturity who received 75–100% of the possible number of points: 38–51 points.
First group- children with average preschool maturity who received 50–75% of the possible number of points: 26–37 points.
Zero group- children with low preschool maturity who received 0–50% of the possible number of points: 0–25 points.
Children from the second group have the most favorable prognosis for learning and adaptation at school. According to our data, of this group, 76.5% of children were successful in learning and adapting to school in the first year of study.
Children of the first group have a lower prognosis for success - from this group, 23.5% of children were successful in learning and adaptation.
Children from the zero group show low adaptation (disadaptation) and need psychological and pedagogical help.
In a qualitative analysis, you need to pay attention to such parameters as the formation of methods of gaming activity, the development of speech, the development of imagination, the development of memory, the development of visual-figurative thinking. It is also necessary to look at whether the child changes the difficulty of the tasks (see (7)). These parameters are the most predictive of a child's success in school.
MONITORING CHILDREN'S FREE PLAY ACTIVITIES
This is a separate observation that a psychologist can carry out on a walk or in class. To study the formation of gaming activity techniques, this diagnostic approach uses structured observation. This method is described by the English child psychologist D. Lashley, who widely uses it in her work with preschoolers. She uses cards with structured rubrics.
We use an observation map. Particular attention is paid to the list of points for each area of development. These points are usually placed approximately in the order in which the child should develop the corresponding neoplasms. We relied on this provision, as well as on the criteria that were developed based on the concept of D.B. Elkonina.
Scheme for monitoring the formation of gaming activity techniques
Criteria for evaluation |
Game as a whole |
Full name 1 |
Full name 2 |
Full name 3 |
|
Stability of the game plan (planning) |
a - active participation of the child
n - passive participation of the child
+ - presence of an observable sign
– - absence of an observable sign
? - icon used to mark an observed characteristic
During the game or immediately immediately after its end, the presenter and his assistants fill out this diagram.
The “Game as a whole” column allows you to assess the readiness of a children’s group for joint gaming activities (including as part of training). The following columns show the maturity of play activity techniques in specific children.
The processing uses the same approach as in the diagnostic game. In total, a child (after converting the icons into points: 1 and 0 points) can score 12 points.
Children are divided into three groups.
Second group - 75-100%: 9-12 points.
First group - 50-75%: 6-8 points.
Zero group - 0-50%: 0-5 points.
LITERATURE
1. Bityanova M.R. Child adaptation at school: diagnosis, correction, pedagogical support. M., 1997.
2. Bityanova M.R. Where does childhood go? School psychologist, No. 12, 1999.
3. Wilson G., Grylls D. Find out the intellectual capabilities of your child. M.: Kogito-center, 1998.
4. Vygotsky L.S. Thinking and speech. Collection op. in 6 vols. T.2. M., 1982.
5. Gutkina N.I. Psychological readiness for school. M., 1996.
6. Diagnostics and correction of mental development of a preschool child / Ed. Ya.L. Kolominsky, E.A. Panko. Minsk, 1997.
7. Diagnostics of educational activity and intellectual development of children / Ed. D.B. Elkonin and A.L. Wenger. M., 1981.
8. Donaldson M. Mental activity of children. M., 1985.
9. Dyachenko O.M. Preschooler's imagination. M., 1986.
10. Zakharov A.I. The emotional world of a preschooler. M., 1988.
11. Silvestre A.I. On the issue of the development of self-esteem in preschool age. New research in psychology, No. 2, 1978, p. 80-84.
12. Subbotina L.Yu. Development of imagination in children. Yaroslavl, 1997.
13. Tsyrkun N.A. Development of will in preschool children. Minsk, 1991.
14. Elkonin D.B. Psychology of the game. M., 1978.
ANNEX 1
APPENDIX 2
"NONSANE"
- In the summer, girls and boys put on warm hats and fur coats and go sledding.
- In spring, all animals prepare for a long hibernation.
- In autumn, bright green leaves bloom on the trees.
- In winter we swim and sunbathe, grow flowers and pick berries.
- Vasya wanted chocolate. He went to the store and took it.
- In the morning we eat soup for dinner, and in the evening we have breakfast at school.
- The dogs sleep in the bed, and in the morning they get up and walk the girls and boys.
- To cross the road, you must first look to the right and go through the red light.
- The cup is boiled in a saucepan, and the dishes are washed by mother.
- The little girl draws a house and sings songs.
- To keep it warmer in the summer, children wear mittens on their feet.
- Adults get up in the morning and go to school and kindergarten, where they study and play.
APPENDIX 3
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APPENDIX 4
Images
Boots - mushroom - bottle - goat - shovel
Pig - books - fish - ship - bow
Fish - table - lily of the valley - dove - ladle
Car - butterfly - bear - scissors - watermelon
Beet - comb - apple - globe - horse
Swan - plane - carrot - bed - cat
Bicycle - pear - fox - bell - glass
Rooster - cup - plum - dress - beetle
Pan - dog - broom - swallow - jacket
Sofa - goose - trolley - cherry - elephant
APPENDIX 5
Circles
APPENDIX 6
Assembling "patches" Ravena (standard numbers of the "Ravena Progressive Matrices" are given)
A1 - AB7 - B1A2 - AB5 - B2
A3 - AB10 - B3
A4 - AB4 - B4
A5 - AB3 - A11
A6 - AB8 - B1
A7 - AB2 - B2
A8 - AB2 - AB9
A9 - AB1 - AB11
A10 - AB1 - B3
According to M.R. Bityanova, the main meaning of the activity of a practical psychologist is psychological support of the child at all stages of the educational process (M.R. Bityanova. Organization psychological work At school. - M.).
The concept of “accompaniment,” on the one hand, is closely combined with health care. On the other hand, with the consequences that follow from this, firstly, a dynamic assessment of the child’s adaptability in the educational environment and, secondly, with the maintenance of his optimal adaptation in this environment. In addition, an understanding of the tasks of support should proceed from the general humanistic goal of education, which can be formulated as: “Maximum disclosure of the potential capabilities of the child’s personality, promotion of his full development in personal and cognitive terms, creation of conditions for the full and maximum manifestation of the positive aspects of the child’s individuality, conditions for the maximum possible and effective amplification (enrichment) of his educational influences.”
In a situation of a significant increase in educational loads, the protection of the rights of the child and his support should be carried out as a dosage of these loads. They must be optimal and sufficient for full development, but not go beyond what is feasible for a given child.
Considering any child as a subject of the educational environment with disabilities adaptation, you can specify the goals and objectives of support:
continuous maintenance by all specialists - participants in the educational process - of an equilibrium situation between the child’s real capabilities for amplifying educational influences and the volume and dynamic indicators of these educational influences.
According to M.R. Bityanova support as a holistic activity of all subjects of the educational process is determined by three main interconnected components:
1) systematic monitoring of the child’s psychological and pedagogical status, the dynamics of his mental development in the learning process;
2) creation of socio-psychological conditions for the development of the personality of each child, the success of his education (basic educational component);
3) creation of special socio-psychological conditions for support and assistance in the learning and development of children with special educational needs (in accordance with the Belarusian pedagogical vocabulary - children with special needs of psychophysical development).
In accordance with these components of the support process, the specific forms and content of the specialists’ work are determined:
comprehensive diagnostics, developmental and correctional activities,
consulting and education of teachers, parents, and other participants in the educational process,
expert activities to determine and adjust the individual educational route,
social-dispatching activities (within the framework of interaction between individual specialists and services to help the child and his family).
Each direction is included in a single process of support, acquiring its own specificity and specific content.
At the same time, the implementation of such goals and objectives requires the development of criteria for creating and maintaining optimal and effective support as an equivalent component of the educational process as a whole.
According to L.M. Friedman The main goal of the school psychological service is scientific psychological support for the educational process on a scale, i.e. organization, construction and implementation of this process on the basis of modern psychological and pedagogical theories of education and personality development of students. (Friedman L.M. On the concept of school psychological service. - Questions of psychology. - No. 1. - 2001. - P. 97–106).
According to L.M. Friedman, the types of work of a school psychologist are as follows:
· organizing the admission of children to school and staffing student classes;
· establishing friendly, partnership relationships between teachers and parents;
· studying the process of personal development of students;
· assessment of students' education;
· work of a school psychologist with teachers;
· work of a school psychologist with the school administration and class teachers (teachers).
1 page
"Practical psychology in education"
M. R. BITYANOVA
Organization
psychological work
PUBLISHING HOUSE
PERFECTION
In the book of a candidate of psychological sciences, before
cent M.R. Bityanova presents a holistic author
what model of organizing psychological services
At school. The publication introduces the reader to the plan
nization of the work of a school psychologist during
solid filling of the main directions of its development
bots: diagnostic, correctional and developmental,
advisory, etc. Particular attention is paid to
issues of interaction between psychologist and teachers
children's community, school administration
The book will be of interest to school psychologists, pe-
dagogs, heads of educational organizations
tions and methodologists.
ISBN 5-89441-007-Х
M.R. Bityanova, 1997.
"Perfection", 1997.
PREFACE
INTRODUCTION
SECTION 1. OPERATION MODEL
SCHOOL PSYCHOLOGIST
CHAPTER 1. THE CONCEPT OF PSYCHOLOGICAL-EDUCATORY-
CZECH ESCORTS
CHAPTER 2. MAIN DIRECTIONS
CHAPTER 3. ORGANIZATION OF ACTIVITIES
SCHOOL PSYCHOLOGIST
SCHOOL PSYCHOLOGIST
CHAPTER 1. PSYCHOLOGICAL AND PEDAGOGICAL
STUDENT STATUS AND ITS CONTENT
AT DIFFERENT STAGES OF SCHOOL
TRAINING
ACTIVITIES OF A SCHOOL PSYCHOLOGIST
CHAPTER 3. ORGANIZATION AND CONDUCT
PSYCHOLOGICAL AND PEDAGOGICAL CONSILIUM
CORRECTIONAL AND DEVELOPMENTAL
ACTIVITIES OF A SCHOOL PSYCHOLOGIST
ADVISORY ACTIVITIES
SCHOOL PSYCHOLOGIST
SECTION 3. SCHOOL PLANNING
PSYCHOLOGICAL ACTIVITY
CHAPTER 1. CRITICAL TECHNOLOGIES
PSYCHOLOGICAL AND PEDAGOGICAL
ESCORTS:
CHAPTER 2. PLANNING APPROACHES
PSYCHOLOGICAL AND PEDAGOGICAL
ESCORT AT SCHOOL
CHAPTER 3. WORK PLAN
PSYCHOLOGIST DURING THE SCHOOL YEAR
SECTION 4. PSYCHOLOGIST AT SCHOOL -
INTERACTION PROBLEMS
CHAPTER I. PSYCHOLOGIST AT SCHOOL:
PROBLEMS OF BUILDING RELATIONSHIPS
CHAPTER 2. PSYCHOLOGIST AND SCHOOL:
PROBLEMS OF SUBMISSION
CHAPTER 3, SCHOOL AND PSYCHOLOGIST:
THERE IS SAFETY IN NUMBERS
CHAPTER 4. PSYCHOLOGIST AT SCHOOL: PROBLEM
PROFESSIONAL READINESS
AFTERWORD
LITERATURE
PREFACE
Dear school psychologist!
With this book we open the series
in education>, in which we intend to present to your
We would like to bring to your attention the experience we have accumulated in practical psychological
what work at school.
Our first book in this series is scientific and practical
character. This is a certain theory of school practice, containing
asking for answers to three fundamentally important questions:
millet of school practical psychology: Why? What? How?
Why do we need a psychologist at school, what is its purpose and tasks?
activities? What exactly can and should he do within the framework?
what are these goals and objectives? How, by what means can he
implement your activities?
We tried to build some holistic model
work of a school psychologist, in which all directions, all
the types of his activities would be linked into a system by a common idea
and would meaningfully ask specific methods and techniques
current daily work. We tried to find a place
school psychologist in the general educational system
schools. A place that matches its original
noble role, professional opportunities, but not
would turn him into the main figure, would not enslave him over-
specific requirements and expectations.
We paid a lot of attention in this book to issues of professional
professional interaction between a school psychologist and pedagogical
gami and administration, schoolchildren and their parents.
Our second book, which is already being prepared for publication, will be
purely practical. It contains a system of school psycho-
Togical work in parallel primary classes - from the moment
that of admission and before the transition to middle management, set out in detail
all the operating technologies we offer are diagnostic
Coy, correctional and developmental, advisory, etc.
And after it, we plan to release books dedicated to it!
issues of constructing a system of psychological activity]
ity in the parallels of middle and senior management.
The first book presented to your attention is
This is a monograph - it was conceived and written by one author. It's me -
M. R. Bityanova. But throughout almost the entire book
I'll speak. And this is not a tribute to the usual scientific article)
liu. In developing the model and creating the basis for this npi book
took part, often without knowing it, many of my KOJ
laid down and students, practical psychologists of Yakutia, Stavropol;
Many specialists who have connected their professional
fate with school activities, I remember the time when per-
new shoots of psychological knowledge began to push their way through
gu on the fertile soil of secondary education. Happened
this is relatively recent - a decade ago - and gave rise to
there are many hopes for serious changes both in the education system
teaching and raising children, and in psychology itself. When ac-
social support institute of school practical
psychology began a rapid and intensive development: everything is new
great legions of hastily retrained, quickly baked
psychologists joined the public education system. In all
training and scientific support centers have emerged in large regions
personnel support. No less important is the fact that it began to take shape
a certain social stereotype of a school psychologist, then
there is its role and meaning entrenched in some social
ideas and attitudes, became part of the domestic community
knowledge. Today we can confidently say that
purely empirically, by trial and error, with minimal
little scientific and theoretical support has developed in the country
our own, Russian system of school psychological practice.
It developed... and found itself in a situation of deep crisis.
The manifestations of the crisis are many-sided and, it seems,
are visible. This includes the departure of professional psychologists from school, and
yesterday ready to work practically on the same enthusiasm, this
and misunderstanding by many teachers and school administrators
tors of the role and significance of school psychological work, this
and lack of state socio-economic support
live The crisis manifests itself in attempts to create new, related
"Professions. Thus, social pedagogues, psychological teachers appeared
VDlogs and even social educational psychologists. In print and with
Syzran, Tula, Bryansk and many other cities with which
I was lucky enough to work and communicate.
I am very grateful to those with whom I started my practice!
activities at school and continue to cooperate, - T. V. Azar
howl, T.V. Zemskikh, N. Borisova; to my graduate students and course students!
Special thanks to my husband and colleague, A.F. Shadura, who endured(
to a new listener and a strict editor. In the book I use va1
experience, your findings, that’s why I’m speaking from our common
At lectures, conferences, in private scientific conversations
often asked:
from many that already exist?> And although, you, dear crazy
log, we just started getting acquainted with the book, ahead of events
I will answer. In theoretical terms, there are a lot of differences, and you
You won’t be able to notice them as you become familiar with the concept itself. M
you may like the theoretical approach and be closer
in terms of value, meaning, and perhaps it will seem alien1
and far-fetched. But from the point of view of practice... it has nothing to do with it.D
depends on those approaches that also work. And if you
reader, there is something to compare with - choose an approach according to
dealing with your professional and personal passions
yami. I wish you success and satisfaction from your work
nicknames of the psychological-medical-social center "Interaction
and its director E.V. Burmistrova for assistance and assistance
preparation of this book.
INTRODUCTION
M. Bityanova
from the high stands, opinions began to be heard that the school psychologist (
psychologist) is not needed in principle, it is significantly important1
introduce rates for social workers (note in parentheses, h
and the institute of social workers at school is not experiencing
difficult, crisis times, and social workers
occupied mainly by the distribution of material assistance and b
paid meals for children). As a result, many people
di of which the majority sacrificed their bases!
education for the sake of the psychological profession, turned out to be i
materially unprotected, theoretically and methodologically 6eci
powerful in a sea of socio-psychological problems, with
which they have to face every day in interaction
vii with schoolchildren, their parents and teachers.
What are the most important reasons for this situation? I
many, they have both socio-economic and scientific
ny roots, and in general can be conditionally divided into d
groups: in relation to school psychological
what practice and crisis events;
nia. Among the external reasons, we will name, first of all, the following
schuyu: the main results of school PS
has not developed any chological activity to date
an adequate and clear system of expectations regarding possible
responsibilities and tasks of a school psychologist. So, it is typical
as a situation of their broad interpretation - translation)
giving the psychologist responsibility for pedagogical work
transferring methodological functions to him, delegating a
ministerial and managerial duties and so on
refusal to cooperate due to belittling of his professional
regional opportunities. Experience of communication with teachers and IUKOJ
local administrations of various regions of Russia show
It means that the overwhelming majority of them are not ready!
to equal cooperation with psychologists, even ecj
sincerely declare this on a conscious level. Mark
what is unconscious rejection of school psychologist
is clearly visible on higher floors of the system
we are of public education, which is expressed, in particular,
conceptual approaches to tariffs for school psychotherapy
gov, the regulatory framework that regulates their work, etc.
pedagogical publications complained that schools
These psychologists did not live up to the teachers’ hopes and turned out to be
Introduction
capable of solving current problems facing society
temporary education. Such complaints are supported by
fight on a certain ground, this will be discussed below. I wanted
just to note that such pedagogical sentiments are not
are associated, most often, with an understanding of the real difficulties
school psychology. They are the result of a failed
fortunately, attempts were made to shift onto her fragile shoulders
Chi responsibility for the pressing problems of the school itself
training and education.
Others can be named external reasons, however, before
it becomes more important to discuss the difficulties clearly indicated by
that began within the school psychological system itself
activities. They are, in our opinion, to a large extent
responsible for the crisis. Let's look at a number
the most important points.
First. Today's institute of national school
psychology functions without a developed methodology
the logical basis of its activities. Ideally, such a concept
The real model must not only be worked out in detail;
on, it must be unified and form the basis
work of all existing psychological services of the system
public education. What will it give? First of all, it will allow
compare the results obtained in different
schools and different regions of the country. School psychologists
will understand each other better. There will be certainty
in drawing up training and advanced training programs -
tions of specialists for the school.
The model of activity of a school psychologist should be fully and
convincingly answer the question why school exists
a psychologist and what exactly he should do at school,
clearly identify such a specialist in
school, create a picture of a holistic vision of school psycho-
logy as a special type of scientific and practical activity. We
we take the liberty of asserting that such a model today
neither the methodological nor individual contents have been worked out
ny aspects, but a holistic approach has not yet been proposed,
organically linking theoretical foundations with content
nal and organizational-methodological components of the activity
qualities of a school psychologist-practitioner. That is, the institute of school-
M. BITYANOEL
psychology functions without a clear answer to questions
prosy: Why? What? How? In addition, the place i is not indicated
the role of his activities in a unified educational system
instead of this or that institution. Principles not defined, H(
which should be built between the psychologist i
school administration, psychologist and teachers, as well as
parents and students themselves. These principles should
determine, for example, what nature the recommendations are!
for what reason and in what form can a psychopath appeal?
log to parents, how days and times are determined)
examinations of schoolchildren - based on the schedule
lessons or in accordance with a pre-made plan
nom. Also of fundamental importance is the question of
how a psychologist’s work plan is drawn up - or spontaneously, i
in accordance with the current requests of teachers and parents
or in accordance with a strategy previously developed by a psychologist
activity tag.
Second. School psychological practice in greater
In most cases, it exists separately from other socio-psychic
chological services of the public education and health system
defense Hence the illegal expansion of the function!
psychologist working at the school. Obviously th
his work will become much more effective if he is in school!
Practical activities will be considered as a link, when
than the primary, multi-level system of psychological under
support of education with its tasks and responsibilities
its limitations and even professional taboos (17)
It is no secret that not all socio-psychological pro
problems existing in the school system can be solved
we through the efforts of a school psychologist, both due to ethical issues
tov, and because of their complexity. School practitioner before
must be sure that he has someone and where to send the child
and his parents or teacher, limiting himself to what is available!
himself through professional actions (psychologically
support, primary assistance in adaptation, etc.).
Develop a model of multi-level psychological service
how to support school education, distribute the functions
tions between its levels, prescribe a system of inter-level communication
connections - such work, although it does not have direct
Introduction
application to school psychological activities, with the need
Diligence must be carried out to resolve the internal
them the last problems.
Finally, third. The established tradition of preparing practical
psychological psychologists cannot be considered as satisfactory
worthy. And the point here, it seems, is not only a matter of
established terms of study, about which enough has been said. It's a matter of co-
maintaining courses, in the view of their creators, why and how
We need to train specialists of this kind. The reason for the weak support
cooking lies, in our opinion, in an attempt to train practitioners
under facilitated academic programs, imposing on them
theoretical principles, often unnecessary and not even applicable
nimnye in real work. The solution seems to be the development of a new
theory - theory of practice based on effective
methods and approaches of practical activity itself, generalized
learning and analytically processing her positive experience.
Thus, we not only identified the most important, with
our point of view, the internal causes of the crisis, but also the intention
style in the very general view ways to eliminate them. In this job
We will dwell in detail only on those issues that
are associated with the activities of school psycho-
ha. However, their discussion, in our opinion, allows for a new
B 66 Bityanova M.R. Organization of psychological work at school. - M.: Perfection, 1998. - 298 p. (Practical psychology in education). Second edition, revised.
In the book of candidate of psychological sciences, associate professor M.R. Bityanova outlines the author’s holistic model of organizing psychological services in schools. The publication introduces the reader to the scheme for planning the work of a school psychologist during the school year, provides the author's options for the content of the main directions of his work: diagnostic, correctional and developmental, advisory, etc. Particular attention is paid to the issues of interaction between the psychologist and teachers, the children's community, and school administration. . The book will be of interest to school psychologists, teachers, and administrators. educational organizations and methodologists.
Published with the participation of LLC "Humanitarian Book" and JSC "Econompress"
| ISBN 5-89441-015-0 |
M.R. Bityanova, 1997. "Perfection", 1998.
PREFACE 5
INTRODUCTION 7
SECTION 1. MODEL OF ACTIVITY OF A SCHOOL PSYCHOLOGIST
CHAPTER 1. THE CONCEPT OF PSYCHOLOGICAL-EDUCATORY
CZECH ESCORTS 12
CHAPTER 2. MAIN AREAS OF ACTIVITY
SCHOOL PSYCHOLOGIST 31
CHAPTER 3. ORGANIZATION OF ACTIVITIES
SCHOOL PSYCHOLOGIST 60
CHAPTER 1. PSYCHOLOGICAL AND PEDAGOGICAL
STUDENT STATUS AND ITS CONTENT
AT DIFFERENT STAGES OF SCHOOL
TRAINING 69
CHAPTER 3. ORGANIZATION AND CONDUCT OF PSYCHOLOGICAL AND PEDAGOGICAL CONSULTIUM 154
CORRECTIONAL AND DEVELOPMENTAL
ACTIVITIES OF A SCHOOL PSYCHOLOGIST 174
ADVISORY ACTIVITIES
SCHOOL PSYCHOLOGIST 198
SECTION 3. PLANNING SCHOOL PSYCHOLOGICAL ACTIVITIES
CHAPTER 1. CRITICAL TECHNOLOGIES
PSYCHOLOGICAL AND PEDAGOGICAL
ESCORTS 214
CHAPTER 2. APPROACHES TO PLANNING PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT AT SCHOOL
CHAPTER 3. WORK PLAN
PSYCHOLOGIST DURING THE SCHOOL YEAR 235
SECTION 4. PSYCHOLOGIST AT SCHOOL: PROBLEMS OF INTERACTION
CHAPTER 1. PSYCHOLOGIST AT SCHOOL:
PROBLEMS OF BUILDING RELATIONSHIPS 267
CHAPTER 2. PSYCHOLOGIST AND SCHOOL:
PROBLEMS OF SUBMISSION 287
CHAPTER 3. SCHOOL AND PSYCHOLOGIST:
ALONE IN THE FIELD IS NOT A WARRIOR 289
CHAPTER 4. PSYCHOLOGIST AT SCHOOL: PROBLEM
PROFESSIONAL READINESS 292
AFTERWORD 294
LITERATURE 297
PREFACE
Dear school psychologist!
With this book we open the series “Practical Psychology in Education”, in which we intend to present to your attention the experience we have accumulated in practical psychological work in school.
Our first book in this series is of a scientific and practical nature. This is a certain theory of school practice, containing answers to three fundamentally important, “painful” questions of school practical psychology: Why? What? How?
Why do we need a psychologist at school, what is the meaning and tasks of his activities? What exactly can and should he do within the framework of these goals and objectives? How, by what means can he realize his activities?
We tried to build some kind of holistic model of the work of a school psychologist, in which all directions, all types of his activities would be connected into a system by a common idea and would meaningfully set specific methods and techniques for current daily work. We tried to find a place for a school psychologist in the general educational system of the school. A place that would correspond to his original noble role and professional capabilities, but would not turn him into a main figure, would not enslave him with inflated demands and expectations.
In this book, we paid a lot of attention to the issues of professional interaction between a school psychologist and teachers and administration, schoolchildren and their parents.
Our second book, which is already being prepared for publication, will be purely practical. It contains a system of school psychological work in parallel to the primary grades - from the moment
Before admission and before moving to middle management, all the work technologies we offer are described in detail - diagnostic, correctional and developmental, advisory, etc.
And after it, we plan to release books devoted to the issues of building a system of psychological activity in parallels of middle and senior management.
The first book presented to your attention is a monograph - it was conceived and written by one author. It's me - M. R. Bityanova. But throughout most of this book I will say “we.” And this is not a tribute to the usual scientific style. Many of my colleagues and students, practical psychologists from Yakutia, Stavropol, Syzran, Tula, Bryansk and many other cities with whom I was lucky enough to work and communicate, took part in developing the model and creating the basis of this book, often without knowing it.
I am very grateful to those with whom I began my practical activities at school and continue to collaborate - T. V. Azarova, T. V. Zemskikh, N. Borisova; to my graduate students and course students. Special thanks to my husband and colleague, A.F. Shadura, a patient listener and strict editor. In the book I use your experience, your findings, which is why I speak from our common “we”.
At lectures, conferences, and in private scientific conversations, I am often asked: “How, in fact, does your approach differ from many that already exist?” And although you, dear psychologist, have just begun to get acquainted with the book, ahead of events, I will answer. In theoretical terms, there are a lot of differences, and you cannot help but notice them when getting acquainted with the concept itself. You may like my theoretical approach, it may be close in terms of value and meaning, or it may seem alien and far-fetched. And from the point of view of practice... it is no different from those approaches that also work. And if you, the reader, have something to compare with, choose an approach in accordance with your professional and personal preferences. I wish you success and satisfaction from your work.
Sincerely, M. R. Bityanova
INTRODUCTION
Many specialists who connected their professional destiny with school activities remember the time when the first sprouts of psychological knowledge began to make their way on the fertile soil of secondary education. This happened relatively recently - a decade ago - and gave rise to many hopes for serious changes both in the system of education and upbringing of children, and in psychology itself. With active social support, the Institute of School Practical Psychology began rapid and intensive development: more and more legions of hastily retrained, quickly trained psychologists poured into the public education system. Centers for training and scientific support of personnel have emerged in all major regions. No less important is the fact that a certain social stereotype of a school psychologist began to form. That is, its role and significance have become entrenched in certain social ideas and attitudes and have become part of the national consciousness. Today we can confidently say that purely empirically, by trial and error, with minimal scientific and theoretical support, the country has developed its own Russian system of school psychological practice. It developed... and found itself in a situation of deep crisis.
The manifestations of the crisis are many-sided and, it seems, obvious. This includes the departure of professional psychologists from school, who just yesterday were ready to work almost entirely on enthusiasm; this is the lack of understanding by many teachers and school administrators of the role and significance of school psychological work; this is the lack of state socio-economic support. The crisis manifests itself in attempts to create new, related professions. Thus, social pedagogues, educational psychologists and even social educational psychologists appeared. In print and with
M. Bityanova
Introduction
opinions began to be heard from high stands that a school psychologist (a “pure” psychologist) in principle is not needed, it is much more important to introduce rates for social workers (let’s note in parentheses that the institute of social workers in schools is going through no less difficult, crisis times, and social workers are mainly engaged in the distribution of material assistance and free meals for children). As a result, many people, most of whom sacrificed their basic education for the sake of the psychological profession, found themselves financially unprotected, theoretically and methodologically helpless in the sea of socio-psychological problems that they have to face every day in interaction with schoolchildren, their parents and teachers.
What are the most important reasons for this situation? There are many of them, they have both socio-economic and scientific roots, and in general can be conditionally divided into two groups: “external” in relation to school psychological practice and “own, internal” crisis phenomena. Among the external reasons, we will name, first of all, the following: the main “consumers” of the results of school psychological activities currently do not have an adequate and clear system of expectations regarding the capabilities and tasks of a school psychologist. Thus, a typical situation is their broad interpretation: shifting responsibility for pedagogical marriage onto the psychologist, transferring methodological functions to him, delegating administrative and managerial responsibilities, etc.; and refusal to cooperate due to the belittlement of his professional capabilities. The experience of communicating with teachers and school administrators in various regions of Russia shows that the overwhelming majority of them are not ready for equal cooperation with psychologists, even if they sincerely declare this on a conscious level. Let us note that such an unconscious rejection of the school psychologist is clearly visible at higher levels of the public education system, which is expressed, in particular, in conceptual approaches to the tariffs of school psychologists, the regulatory framework that regulates their work, etc. Complaints have appeared in pedagogical publications about the fact that school psychologists did not live up to teachers’ hopes turned out to be
capable of solving current problems facing modern education. Such complaints have a certain basis; this will be discussed below. I would just like to note that such pedagogical sentiments are most often not associated with an understanding of the real complexities of school psychology. They are the result of a failed, fortunately, attempt to shift responsibility for the pressing problems of school education and upbringing onto her fragile shoulders.
Other external reasons can be mentioned, but it seems more important to discuss the difficulties that have clearly emerged within the system of school psychological activity itself. They, in our opinion, are largely responsible for the crisis. Let us dwell on a number of the most important points.
First. Today's institute of domestic school psychology functions without a developed methodological basis for its activities. Ideally, such a conceptual model should not only be worked out in detail, it should be unified and form the basis for the work of all existing psychological services in the public education system. What will it give? First of all, it will allow you to compare the results obtained in different schools and different regions of the country. School psychologists will understand each other better. There will be certainty in drawing up programs for training and advanced training of specialists for schools.
The model of activity of a school psychologist should fully and convincingly answer the question of why a school psychologist exists and what exactly he should do at school, clearly identify the “ecological niche” of such a specialist in school, and create a picture of a holistic vision of school psychology as a special type of scientific and practical activity. We take the liberty of asserting that such a model does not exist today. In various author's concepts, methodological or individual substantive aspects have been worked out to one degree or another, but so far no holistic approach has been proposed that organically links the theoretical foundations with the substantive, organizational and methodological components of the activities of a practicing school psychologist. That is, the institute of school-
2. Zak. 5574 O
M. Bityanova
No psychology functions without a clear answer to the questions: Why? What? How? In addition, the place and role of its activities in the unified educational system of a particular institution is not indicated. The principles on which the relationship between the psychologist and the school administration, the psychologist and teachers, as well as parents and the schoolchildren themselves should be built have not been defined. These principles should determine, for example, what nature the psychologist’s recommendations to teachers are - recommendatory or mandatory, for what reason and in what form the psychologist can contact parents, how the days and times of examinations of schoolchildren are determined - based on “gaps” in the lesson schedule or in in accordance with a pre-drawn plan. Also fundamentally important is the question of how a psychologist’s work plan is drawn up - either spontaneously, in accordance with the current requests of teachers and parents, or in accordance with an activity strategy previously developed by the psychologist.
Second. School psychological practice in most cases exists separately from other social and psychological services of the public education and health care systems. Hence the unlawful expansion of the functions of a psychologist working in a school. Obviously, his work will become much more effective if school practical activities are considered as a link, and the primary one, of a multi-level system of psychological support for education with its own tasks and responsibilities, its own limitations and even professional taboos (18). It is no secret that not all socio-psychological problems that exist in the school system can be solved by a school psychologist, both due to ethical issues and because of their complexity. The school practitioner must be sure that he has someone and where to refer the child and his parents, or a teacher, limiting himself to professional actions available to him (psychological support, primary assistance in adaptation, etc.).