"Surveying - teaching, teaching - researching"

Diagnostic card and application to the examination of the speech development of children 3-4 years old created on the basis of a modern approach to diagnosing the development of children of primary preschool age.

According to the Ministry of Education of the Russian Federation, over the past 10 years, the number of children who, for various reasons, are not able to master the kindergarten program in the allotted time and to the required extent has increased. They make up 30-40% of the total number of preschool children who need special forms and teaching methods.

Children with disabilities (HIA) fall into the risk group for all these indicators. The group of preschool children with disabilities is not homogeneous, it includes children with various developmental disorders, the severity of which may be different. One of these categories children with mental retardation (MPD).

Unfortunately, today such a diagnosis can often be found in a child's medical record. Over the past few years, there has been increased interest in the problem of ZPR, and there has been a lot of controversy around it. All this is due to the fact that in itself such a deviation in mental development is very ambiguous, it can have many different prerequisites, causes and consequences. The phenomenon, which is complex in its structure, requires close and careful analysis, an individual approach to each specific case.

Meanwhile, the diagnosis of mental retardation is so popular among doctors that some of them, based on the minimum amount of information and relying on their professional instincts, put their autograph under it with unjustified ease, often without thinking about the consequences.

The diagnosis of mental retardation appears in the medical record most often closer to the senior preschool age, at the age of 5-6, or already when the child is faced directly with problems in mastering the school curriculum. But with timely and well-constructed correctional, pedagogical and medical care, it is possible to partially and even completely overcome this deviation in development.

The problem is that diagnosing ZPR in the early stages of development seems to be quite problematic. His methods are based primarily on a comparative analysis of the development of the child with the norms corresponding to his age. And this fact is already quite enough to get to know the problem of ZPR better.

This category of children (ZPR) needs a differentiated diagnosis of developmental anomalies already at an early and preschool age. At present, it has been proven that the earlier purposeful work with a child begins, the more complete and effective is the correction and compensation of violations.

The problem of diagnosing disorders of the mental and cognitive development of children is reflected in the works of domestic defectologists: “Psychological and pedagogical diagnostics of the development of children of early and preschool age”, edited by Strebeleva E.A., Zabramnaya S.D. "Tasks for the primary psychological and pedagogical examination of the child", Boryakova N.Yu. “Steps of development. Early diagnosis and correction of mental retardation in children".

However, there are no answers to the following questions: how to conduct examinations of children of primary preschool age, what diagnostic material is appropriate to use, and how to determine the assessment criteria for determining the level of development of the child. It should also be noted that in many editions of the diagnostic cycle there is a listing of individual tests, tasks that do not allow us to give a qualified description of a particular violation.

In this work, we presented diagnostic card, which includes the main blocks of the study: medical (questionnaire of anamnestic information about the child), pedagogical, psychological and speech (presented as an application), developed by a speech pathologist teacher and a speech therapist teacher.

Questionnaire for collecting anamnestic data

Dear parents!

Fill out the questionnaire, highlighting the ready-made answers and filling in the missing ones..

Full name of the child _________________________________________________________________

Date of Birth___________________________________________________________________

Home address_________________________________________________________________

Nationality_________________________________________________________________

Mother___________________________________________________________________________

Father

(Full name, age of parents at birth)

Profession and place of work (before the birth of the child) _____________________________________

Hereditary diseases of parents _____________________________________________

The presence of neuropsychiatric, chronic somatic diseases in parents before the birth of a child ________________________________________________________________

Data on speech disorders in parents and relatives _____________________

Which births are ____________________________________________________________

From which, according to the account of pregnancy, the child __________________________________________

The child was born at ______________________________________ week of pregnancy (in N = 40)

Birth weight ____________________ Birth height ____________________

The course of pregnancy (toxicosis - 1st half, 2nd half of pregnancy, falls, injuries, psychoses, chronic somatic diseases, infections (flu, SARS), psychotraumatic situations, the threat of miscarriage: 1st half, 2nd half, reception drugs during pregnancy, physical overload, high / low blood pressure during pregnancy.) ________________________________________________________________

____________________________________________________________________________

Course of labor: labor lasted __________________ hours:

* labor stimulation (mechanical, chemical, electrical stimulation) _____________________

* rapid delivery (≈ 3 hours), early, term, dehydrated, caesarean section_____

* entanglement of the umbilical cord, breech presentation _______________________________________

When the child screamed: (immediately; after a slap; after resuscitation).

The nature of the first cry of a newborn: loud; piercing; hoarse; weak; didn't shout

__________________________________________________________________________

Was asphyxia observed (white, blue) ____________________________________________

Rh factor incompatibility (negative, positive, compatible)

________________________________________________________________________________

Breastfeeding: The baby was brought in to be fed on ___ ________ day:

(sucked actively; fed with expressed milk; lacked milk; sucked very lazily; “nibbled on the breast”; sucked only through a breast pump; quickly got tired and fell asleep; sucked milk from the nipple; refused to take the breast; demanded a bottle with a nipple) __________________

When feeding were observed: frequent regurgitation; choking; choking; leakage of milk through the nose; habitual vomiting

Breastfeeding up to ________ months; mixed with ______ months; artificial feeding from _______ months.

Early development

When he began to hold his head

When he began to sit ________________________________________________________________

When did you start walking?

When did the first teeth appear?

Early speech development

Cooing ________________________________________________________________ (2m., 3m.,4m.,5m.)

Babble ___________________________________________________________ (6m., 7m., 8m., 9m.)

The nature of babbling ________________________________________________________________

First words

The first phrases ____________________________________________________________ (2y., 2y.6m., 3y.)

Past illnesses

(severe somatic diseases, infections, bruises, injuries, convulsions at high temperature)

Up to a year ____________________________________________________________________________

After a year:

Up to 3 years _____________________________________________________________________

after 3 years __________________________________________________________________________

Data on the neuro-psychological, somatic state, the state of hearing and vision of the child at the present time (in accordance with the data of the medical record).

Attitude towards the child in the family and the nature of upbringing at home (whether the parents limit the child's verbal communication or, conversely, stimulated him)

____________________________________________________________________________

Did you work with a speech therapist, speech pathologist at what age ___________________________

Results of corrective work ________________________________________________

All information provided will be strictly confidential.

Thanks for the help!

Map

examination by a defectologist of a child admitted

to a compensatory institution

(younger group from 3-4 years old)

Full Name____________________________________________________

Date of Birth____________________________________________________________

Date of examination __________________________________________________________

Defectologist ______________________________________________________________

Directions of the survey	Knowledge, skills, skills	home	final
representation	1.Name
	2. Surname
	3.Age
	4. Family members
Average score
Development of the state of motor functions
II. General motor skills	1. Throws a big ball
	2.Catches a big ball
	3. Throws a small ball
	4. Catches a small ball
	5. Climbing stairs
	6. Going down the stairs
	7. Jumps on two legs
Average score
III. fine motor skills .	1. Collects fingers into a pinch.
	2. With two fingers "walks" on the table.
	3. Waving in the air only with fingers.
	4. Rolls small beads, balls with each finger
	5. Launches small tops with fingers.
	6. Puts the pyramid detail on the pin.
	7. Squeezes the fingers of the teacher: - does not squeeze - squeezes weakly - squeezes strongly
constructive praxis	8. Builds a tower of 4 cubes.
	9. Folds a split picture (2-3 parts).
	10. Designs from sticks according to the model (track, hammer, fence).
Graphic praxis.	11. Can hold a pencil (dominant hand).
	12. Draws a circle.
	13. Draws vertical and horizontal lines.
Average score
Features of speech development
IV. Speech development (look at the application)	1. Execution of a single-step instruction
	2. Execution of a two-step instruction
	3. The state of impressive speech
	4. The state of expressive speech
	5. State of phonemic perception
	6. The state of phrasal speech
Average score
Development of elementary mathematical concepts
V. Sensory development.	1. Differentiation of objects that are contrasting in size.
	2. Stringing rings according to size.
	3. Correlation of homogeneous objects by color.
	4. Color selection according to the instructions (self-naming)
	5. Choosing a form according to the instructions (independent naming).
	6. Working with the form box.
Average score
VI. Spatio-temporal representations.	1. Top - bottom
	2. Front - rear
	3. Orientation in the scheme of one's own body, subject material.
	4. Understanding prepositional-case constructions with prepositions:-on-in-under-behind
	5. Determining the time of day on stimulus material - day-night
Average score
VII. Account basics.	1. Differentiation of the concepts of "one - many"
	2. Differentiation of the concepts "many", "few", "none".
Average score
Features of mental processes
VIII. features of attention.	1. Finds two identical pictures
	2. Names (or shows) drawings partially superimposed on each other.
Average score
IX. memory features.	1. Shows (or names) the changes. D / game "What's gone?"
Average score
Features of the emotional-volitional sphere
X. Features of the child's behavior during the examination.	1. Contact: - active - passive (formal) - does not enter
	2. Behavior: - corresponds to the situation - does not correspond to the situation
	3. Criticality: - critical - criticality reduced - not critical
	4. Switching from one type of activity to another. - switches - switchability is reduced - does not switch

The conclusion of the defectologist teacher based on the results of the examination

_______________________________________________________________________________

1 point - the child does not accept and does not understand the terms of the task.

2 points - the child accepts the task, but does not understand the conditions of the task, the answers are inadequate, in the conditions of training he answers adequately, but after training he cannot cope with the task on his own.

3 points - the child accepts and understands the conditions of the task, independently performs tasks only after training.

4 points - the child understands and accepts the conditions of the task, independently copes with its implementation.

The results of the psychological and pedagogical examination of children

The first group (9-12 points) are children who in their actions are not guided by instructions, do not understand the purpose of the task. They are not ready to cooperate with an adult, they act inadequately. The indicators of the children of this group testify to the lack of well-being in their intellectual development.

Second group (13 - 20 points) includes children who cannot complete the task on their own. They hardly come into contact with adults, act without taking into account the properties of objects. In the nature of their actions, there is a desire to achieve a certain result, they are characterized by chaotic actions, and in the future - a refusal to complete the task. Tasks on imitation and after training cannot be performed independently. At the same time, they are indifferent to the results of their activities.

Third group (21-29 points) are children who are interested in cooperating with adults. They immediately accept the task, accept its conditions and strive to complete it. However, on their own in many cases they cannot find an adequate way to perform and often turn to an adult for help. After showing the teacher how to complete the task, many of them can independently cope with the task, showing great interest in the result of their activities.

Fourth group (30-36 points) are children who have an interest in cognitive tasks. When performing them, they use mainly visual orientation. They have a persistent interest in productive activities, they independently cope with the proposed tasks. They reach a good level of cognitive development.

Application to the map examinations of the child's speech development

with mental retardation

in the younger group (3-4 years old)

F.I. child _______________________________________________

Direction of research	points
Studies of vocabulary and grammatical structure of impressive speech.	N.g.	K.g.
1. Passive dictionary: a). Understanding specific nouns: Instruction: “Show me where (doll, table, chair) body parts (on yourself, on the doll): head, legs, arms ____________ machine parts cabin, wheels, body, steering wheel:__________________ parts of the house roof, window, door b). Understanding general words: Instruction: "Choose a picture where": toys (cubes, bear, pyramid, doll, ball, car,) ____ V). Understanding Actions: Instruction: "Show where the girl sleeps, plays, eats, draws, walks, drinks." Run orders according to verbal instructions: Give me a doll. Feed the doll. Plant the doll.
2. Understanding the singular and plural forms of nouns: Instruction: “Show me what I will name” (in the pictures): ball - balls ball - balls doll - dolls table - tables
3. Understanding nouns with diminutive - affectionate suffixes: -Instruction: "Show me what I will call" (in the pictures): house - house table - table ball - ball chair - chair
3. Understanding prepositional - case constructions with prepositions (on, in, under, for): Instruction: "Put the ball (in the box, on the table, under the table, near the table)".
Average score
The study of vocabulary and grammatical structure of expressive speech
1. General characteristics of speech(there is speech or is absent, babble speech, speech in separate words, phrasal speech).
2. Active Dictionary:a) Nouns Name each object drawn in the picture (by topic): toys_________________________________________________ dishes__________________________________________________ cloth_________________________________________________ Pets______________________________________ wild animals__________________________________________
b) Generalizing concepts. Name, in one word, all these objects: toys clothes crockery animals
c) verb dictionary - Name what the boy is doing (according to the pictures): eats, sleeps, plays, draws, drinks, walks _______________________
3. The state of the grammatical structure of speech (in the presence of phrasal speech). a) agreement of adjectives with singular masculine and feminine nouns: Instructions: Name what color: ball - red _______ car - red ______ pencil - blue______ cup - blue_______
b). The use of prepositional - case constructions with prepositions (on, in, under, for): Instruction: Name what .... (in a box, on a table, under a table, near a table).
V). The use of nouns with diminutive - affectionate suffixes: Instruction: Name a small object (from the pictures). table - nose table - ________________ house - ______________ spoon -_______________ doll -_____________ bed -_____________
d) Formation of the names of baby animals: Instruction: Name the baby animals. The cat has a kitten __________ the fox has ______________ For a hare - ____________ for a bear - ______________	-
Average score
4. Studies of the phonemic side of speech. A). Didactic game "What sounds?" (bell, rattle, tambourine) Instructions: “Guess what it sounds like?
b) Show on the pictures the objects called the defectologist: Instruction: Show what I will call: table - chair father - woman dot - daughter of a braid - goats bowl - bear
Average score
4. The state of coherent speech (examined in the presence of phrasal speech). Instructions: Listen to the fairy tale "Ryaba the Hen". Try to repeat it. Retells on his own With the help of an adult Not up to the task
Average score

The study of sound pronunciation

Sounds	The nature of the pronunciation of sounds
	in isolation		in words		in phrases
	N.g.	K.g.	N.g.	K.g.	N.g.	K.g.
a-o-u-i-s
(b)-(p)-(m)
(c)-(f)
(e)-(t)-(n)
(d)-(k)-(x)
(th)
(I)
(e)
(yo)
(Yu)
(With)
(With')
(h)
(h')
(c)
(w)
(and)
(sch)
(h)
(l)
(l')
(R)
(R')

When drawing up the survey scheme, we were guided by the recommendations of the above mentioned authors. We used survey methods and adapted them taking into account the purpose of the study and the contingent of the examined children. Studying the cognitive and speech development of children, we took into account its development in ontogeny in accordance with the current federal state requirements.

The novelty of the proposed diagnostic tools is that it is designed for an integrated approach to the study of the personality of a child with mental retardation. The diagnostic manual includes detailed recommendations, and a quantitative assessment scale developed by leading specialists in correctional pedagogy E.A. Strebeleva, S.D. Zabramnaya. The presented development helps to determine the level of development of children of primary preschool age and plan the first stage of an individual development route.

Practical value lies in the fact that the presented diagnostic materials correspond to the motivation of the survey and practical use in the field of education. The diagnostic manual does not require additional information, it contains material that allows you to study the level of cognitive development of preschool children aged 3-4 years and determine the main parameters of the child's cognitive development: accepting a task, how to solve it, learning during monitoring, attitude to the result of their activities.

The versatility of monitoring the cognitive development of children of primary preschool age makes it possible to detect deviations and determine a strategy for corrective action in full for a given period of preschool age.

1. Arkhipova E.F. Screening methodology for examining the psycho-motor development of children // Speech therapist. – 2005.
2. Boryakova N.Yu. On the problem of psychological and pedagogical support for children with mental and speech retardation. // Correctional pedagogy. - 2004. - No. 6.
3. Boryakova N. Yu. Steps of development. Early diagnosis and correction of mental retardation. - M., 1999.
4. Vygotsky L.S. Thinking and speech. / L.S. Vygotsky. - M. Labyrinth - 1996.
5. Drobinskaya A.O. A child with mental retardation: understand to help. –M: School press, 2005
6. Diagnosis of speech disorders in children and the organization of speech therapy work in a preschool educational institution: Sat, guidelines / Ed. Balobanova V.P. and others. - St. Petersburg: Detstvo Press, 2001.
7. Zabramnaya S.D. Psychological and pedagogical diagnostics of mental development of children. - M., 1995.

In the past few years, the practice of conducting psychological diagnostics of children has been gaining momentum in the system of preschool education. Not a single child who goes to kindergarten can do without it. Let's see why it is needed.

Psychological diagnostics of preschool children

Psychological diagnostics of preschool children was created and developed in order to help parents and psychologists build the right communication with the child. All psychological processes that occur with your child are very changeable and mobile. The development of a child's abilities directly depends on the conditions that teachers and parents create for him. The form of psychological diagnostics is also important. It can be done in a group or one-to-one session with your child, in the form of oral conversation or written tasks and tests. Most often, psychologists conduct all these tests in the form of a game.

In no case should the results of the diagnosis be labeled as "Label" on your child, especially if they are not reliable. It is important to determine the individual characteristics of your child so that this is the basis for the further development of his abilities. After all, each child has certain “inclinations”, for example, some gravitate toward mathematics, others toward music or sports.

Remember that psychological diagnosis of preschool children is never carried out without the consent of the parents. Your child is not a guinea pig and no psychologist or educator has the right to unceremoniously arrange checks or tests for him. Also, no one can talk about the results of the diagnostics to third parties, since this information is confidential.

Let's now look at the types of diagnostics that psychologists carry out.

1. Screening diagnostics. It implies the first stage, the selection from the entire group of children of those who have a certain set of qualities and characteristics, psychological properties.
2. In-depth diagnostics is carried out for children who need additional psychological help and work. Most often, such a diagnosis is already carried out individually with each child.
3. dynamic survey. It helps to monitor the development and effectiveness of corrective actions.
4. Final diagnosis. She evaluates the final state of the child after a course of work by a psychologist.

When conducting psychological diagnostics, the psychologist is guided by certain principles. It maximally takes into account all the features of the character and behavior of your baby, takes into account every little thing. Systematically monitors the activities of the child and his relationship with others. Also, the psychologist has the right to involve parents and caregivers to study and evaluate the development of the baby. In order for the results of the diagnosis to be as accurate as possible, the psychologist takes into account the general condition of the child, physical abilities, the ability to talk, listen, his performance and the peculiarity of motor skills and movements.

The earliest age at which any testing is carried out is approximately 3 years. At this age, the child already knows how to speak well and understands a lot. Consider an example of how psychological diagnostics of children 3-4 years old can be carried out:

• The psychologist evaluates the correctness of the child's perception in various ways: color, shape, size of an object. For this age, these can be pictures with figures of various colors, pyramids, beads, rugs.
• Next comes the process of studying whether the child understands the meaning of words correctly, in other words, the development of speech.
• Then visual memory, when the psychologist offers your child to look at the picture for a while, which shows various details, and then remove it and ask them to list everything that was on it.
• Role-playing games. Adults can also be involved in the game. The psychologist carefully observes the sequence of actions and evaluates each step taken by the child.

Know that only a qualified psychologist can conduct a psychological diagnosis of your child. Do not try to use different methods to study the characteristics of your baby yourself, because with a high probability all the results will be inaccurate.

The activity of the cognitive development of the child is different for everyone, someone is a bright theorist, and someone is easy in practice. This is due to the individual characteristics of the development of cognitive processes, the acquired knowledge and skills. At the same time, each age is characterized by its own degree of intensity and severity, integrity and direction of cognitive content.

Game diagnostics for children 3-4 years old "Who does what"

General requirements

For children 2-3 years old, the object of knowledge is the surrounding objects, sounds, actions. Thanks to the manipulation with them, the emerging gaming activity, observations of people, animals, natural phenomena, the accumulation and assimilation of cognitive information occurs.

Preschoolers 4 years old are attracted not only by objects and actions, but also by their signs and properties (color, shape, size). And this contributes to their ability to conduct a comparative analysis in some categories, to combine objects into groups according to one attribute, etc.

By the age of 5, speech is the main means of cognition for preschoolers. Children of this age easily perceive information, remember well and can apply it in practice.

High-quality diagnostics allows you to make adjustments to the development of children

In a child of senior preschool age, the features of cognitive development are the emerging skills to analyze, draw conclusions, generalize, classify.

Based on these age characteristics of children, diagnostics are carried out. For younger children, games and tasks are necessarily selected, older preschoolers need to be set up in a working mood.

Evaluation criteria are being developed, they can be as follows:

1. Low level - the child does not understand or does not complete tasks even with the help of an adult.
2. Intermediate level - the child understands well what is required, performs the tasks correctly and answers questions with a little help from an adult. He tries to explain his choice on his own.
3. High level - the child with pleasure, correctly independently performs the proposed tasks, competently answers questions. Makes a simple analysis of his actions, explains his answer.

Tasks for diagnostics and assessment results

It is necessary to talk with the child in a calm, trusting tone, to praise for successes, to cheer if something does not work out. The results of the diagnostics will show the level of cognitive development of children, the adult will see what issues cause difficulties and require additional attention.

Diagnostic examination of children 2-3 years old

Since visual-figurative thinking prevails in children of this age, all tasks are supported by illustrative material.

Knowledge of objects in the immediate environment

"What do you mean where?". In front of the child are objects (4-5 pieces each), united by one lexical topic “Toys”, “Dishes”, “Furniture”, “Clothes”, “Shoes”. An adult points to each of them and asks: "What is this?", or to find one from a number of objects, for example, "Show me a cup", you can ask: "What is the fabric or glass skirt made of?"

"Orders". Prepare a large and small hares, a nesting doll, a typewriter, red and green cups, large and small cubes. Ask the child to list objects, determine their color and size, and complete tasks of this type:

• treat the big hare with tea from a green cup, what else can you drink from?
• put the machine on a big cube. Where should cars be stored after the game? Etc.

Knowledge of family members

The child examines the plot picture "My family" and answers the questions:

• who is in the picture? Who do you live with?
• what does mom do? And what is your mother's name? What is your mom doing at home?
• what is grandma doing? Etc.

At the end of the conversation, it is advisable to ask: “Do we need to take care of each other? How?"

« Living and non-living." Before the kid illustrations of various objects, you need to decompose the pictures into two groups "living" and "non-living". For example, an airplane and a bird; fish and boat, etc.;

"Who has whom?" In front of the child are figurines of wild and domestic animals. An adult asks “What animals are in front of you? Where do bear and fox live? Horse and dog? Then he asks to find and name their cub and put it next to an adult animal.
"Where is whose house?" For the game, it is desirable to make layouts or a collage of the yard with outbuildings and forests. An adult shows the child pictures of wild and domestic animals and asks him to find their home: put wild animals next to the model of the forest, domestic animals in the yard. Then the child says who settled where.

"Who is moving?" Figures of animals, birds, insects are selected in advance for the child, the adult calls one of them, and the child finds him and says how he moves (the grasshopper jumps, the fish swims).

By analogy, tasks are carried out to identify other knowledge and skills, namely:

• grasses and trees (3-4 species);
• poultry;
• wild birds (2-3 species);
• vegetables and fruits (5-6 types);
• some properties of sand and water;
• labor activities of adults and children;

Diagnostic examination of children 3-4 years old

For diagnostics, you will need games similar to games for children 2-3 years old.

Knowledge of the immediate environment

"The Fourth Extra". Knowledge on the lexical topics "Toys", "Furniture", "Shoes", "Clothes", "Utensils", "Transport" is consolidated. The host lays out 4 subject pictures, the child needs to choose the extra one and explain the choice, for example, a table, chair, cup, sofa.

"Everything has its place." Prepare small pictures (clothes, shoes, dishes, toys) and large ones with the image of a wardrobe, shelves for shoes, a drawer, a cupboard. An adult lays out large pictures in front of the child, and showing small ones in turn, asks: “Where is the place for a cup, boots, cubes, etc.”.

Ability to establish the simplest connections between objects and phenomena

"What is man-made, what is nature?" It is necessary to prepare envelopes, one depicts a person, the other shows the sun; subject pictures depicting objects of nature and natural phenomena (bush, river, rain, clouds); objects made by people (trousers, cup, chair, car). The facilitator asks the child to put in an envelope with the image of the sun, pictures with natural objects, and a person - those made by people and explain why.

"When does this happen?" An adult gives the baby pictures depicting various actions that a person performs (sleeping, having lunch, getting ready for bed, brushing his teeth, doing exercises, having dinner) and asking questions: “What do we do at night? In the morning? During the day? In the evening?". The preschooler must show the corresponding picture.

Knowledge about objects and natural phenomena

"Great bag." The host puts vegetables and fruits (apple, orange, banana, cucumber, garlic) in the bag in advance. The child must choose one item at a time and determine by touch what he found.

The game "Wonderful bag" - guess the fruit by touch

"Find out the description." Cards depicting wild and domestic animals are laid out in a chaotic manner on the table. An adult lists the characteristic features of one of them, the baby must find out who they are talking about. For example, he lives with a person, grazes in a meadow, lows, gives milk and meat.

Diagnostics can be arranged in a table.

Knowledge and skills	Criteria for evaluation
Ability to determine the state of the weather: cold, warm, hot, windy, rainy
Knowledge of the characteristic features of the seasons (in autumn - leaves turn yellow, in spring - streams run ...)
Knowledge of 3-4 indoor flowers, their parts. Understanding that water and light are necessary for their growth, human care.
Identification of vegetables and fruits, recognizing them by taste.
Initial ideas about wild and domestic animals: names, places of residence, cubs.
Names of family members, their household duties
Name of the city, streets, some features of the area.
Professions (3-4 types)

Diagnostic examination of children 4-5 years old

For this age, games are also offered to reinforce lexical topics with some complication.

Knowledge about objects in the immediate environment

"Types of transport". For the child, pictures with types of transport are selected. In one version, he needs to divide it into special, passenger, cargo; in the other - water, ground, air.

"What of what?" On the table are objects made of different materials: a plastic ball, wooden and glass glasses, plastic and wooden cubes, a wooden spoon, a glass ball, a plastic spoon. An adult asks the child to divide objects into groups of glass, plastic, wood, talk about the quality of materials (hard or soft, fragile or durable, what else can be made from these materials).

"School of traffic". For this age, it is necessary to conduct games to familiarize yourself with the rules of the road . It is useful to make a model of the street, which is also suitable for this game, the road signs are located separately “Pedestrian crossing”, “Underground crossing”, “Elevated crossing”. First, the adult talks:

• What is the name of the people walking down the street?
• Where should pedestrians walk?
• Where can you cross the street? Fill in the missing signs.
• What do the colors of traffic lights mean?

"Causes of the Fire". The child is offered plot pictures (the Christmas tree is decorated with burning candles, the boy has matches in his hands, the children feed deeper, a fire is lit next to the dry leaves, etc.). You need to choose situations that can cause a fire, and explain your answer.

"Who needs what." Illustrations of people of different professions and toy tools have been prepared for children. An adult asks to put tools to the right pictures.

"What is hidden?" In advance for preschoolers, lay out 4-5 items of clothing. An adult describes a thing, but does not name it, you need to guess what it is about. For example, “This thing is long, red, warm, there is a belt, white square buttons, a collar. What is this?"

Knowledge about objects and natural phenomena

"Children from the branch." Prepare cards with images of spruce, pine, birch, oak, mountain ash and their fruits in advance; it will be more useful for children if they are real - cones, acorn, rowan catkin, rowan berries. The facilitator asks if all the trees are familiar and asks to pick up their “children” for each tree.

"What's good, what's bad." The game will be more interesting if several children take part. It is necessary to prepare a round playing field with an arrow in the middle, divided into sectors, each with an image of negative and positive human behavior (feeding birds, loosening the soil, a sawn tree, a plucked flower, etc. Children take turns turning the arrow and explaining the behavior that has fallen out.

"Who eats what?" For preschoolers prepared cards with the image of animals and food. The host shows a card with the image of food, and the child shows a card with the corresponding animal (banana - monkey, nuts - squirrel, cabbage - goat, etc.).

The results of diagnostics of cognitive development can also be entered in the table.

Knowledge and skills	Criteria for evaluation
Name of plant parts: root, trunk (stem), branches, leaves
Names of trees (5-7 species)
Names of garden flowers (5-6 types)
Seasons
Wintering and migratory birds (4-5 species each)
Domestic birds, cubs
Insects
Some properties of water, sand
Professions (5-7 titles). Tools
Possession of generalized concepts: dishes, furniture, shoes, clothes, hats.
Transport (land, underground, water, air)
Names of the country, capital, recognition of symbols of the state.
Names of the native city (village), streets, sights, 1-2 famous countrymen.
State holidays.

Diagnostic examination of children 6-7 years old

To identify the level of cognitive development of preschoolers of this age, tasks can be carried out in the form of a conversation, since children already have some knowledge that allows them not to rely on illustrations.

Knowledge about national culture

Older preschoolers have an initial acquaintance with the history and culture of Russia. For the development of cognitive interest, broadening of horizons, education of patriotic feelings, children of this age must be taken to museums, exhibitions, and entertainment of an educational nature should be prepared.

"Dress the doll." It would be better to play the game for two children, then it will have not only an educational, but also a competitive character. Prepare paper dolls (a boy and a girl), images of modern clothes and national costume (sarafan, kokoshnik, scarf, apron, shirt-shirt, sash, caftan, bast shoes). Children need to dress dolls in national costumes, the one who does it quickly and correctly wins.

Test in a playful way for knowledge of the Russian national costume

"Russian customs". Narrative pictures depicting holidays that have long been celebrated in Rus' (Christmas (Kolyada and Christmas time), Maslenitsa, Easter, etc.). An adult asks the child to name the depicted holidays, remember the national holidays and talk about them, based on the questions:

• When is Christmas celebrated?
• On what holiday are pancakes baked?
• When are eggs dyed?
• Why are the effigies burned?

Knowledge about objects and natural phenomena

"Chain of food". A game for developing skills to establish cause-and-effect relationships. cook subject pictures based on which the child will make up the food chain (for example: fox, mouse, grain; algae, polar bear, fish; apple, bird, caterpillar, etc.).

"Who lives where?". The host offers to consider pictures depicting animals, birds, insects. Frames of different colors are prepared in advance. The child needs to place the inhabitants of the air in a white frame; in blue - water inhabitants, in green - inhabitants of the earth.

"What grows where?". Models or collages of forests, meadows, gardens, kitchen gardens, fields. Object pictures depicting trees and shrubs, garden, field, meadow flowers, mushrooms, vegetables and fruits, berries. The child needs to name the plants, place them in their places of growth and explain their choice.

"Run to the tree!" The game is played outdoors, preferably in a park or forest. The host gives the command: “One, two, three to the birch - run!”, And the child fulfills it.

"Inanimate nature". In front of the child are three vessels with sand, clay, water; empty vessels, funnel, paints.
An adult asks to name the contents of the vessels and talks about:

• What is sand made of?
• Where do people use sand?
• Is it possible to sculpt with dry sand? Why? What needs to be done to be able to blind?
• Which is better water permeable sand or clay? Prove it.
• Name the properties of water.
• Can living beings survive without water?

Knowledge and skills	Criteria for evaluation
Vegetables and fruits, ways of care.
Berries
Trees and shrubs
Garden, meadow, field, medicinal plants
Seasons, distinguishing features
Wintering and migratory birds
Domestic birds, cubs
Fish. Marine life. aquarium fish
Wild and domestic animals, their cubs
Animals of the north and south
Insects
Properties of water, sand, clay, air, paper, fabric
Professions. Tools
Possession of generalized concepts: dishes, furniture, shoes, clothes, hats, household appliances.
Transport (ground, underground, water, air). Traffic Laws.
Family. Names of family members, their professions, household duties.
Country names, capitals, state symbols.
Public holidays, traditions and customs
Famous architectural monuments
Famous Russians (writers, poets, artists, composers, scientists)
Names of the native city (village), streets, sights, names of famous countrymen.
Some types of troops, military equipment

The first cognitive questions are “Why? For what? ”, characteristic of the age of children 3-4 years old. This is a very important stage for the development of preschoolers, which means that they are ready to learn, learn new information. Parents need to make an effort to make this time last as long as possible. Gradually, the desire to ask questions in the child decreases, and may even disappear if he does not have support from adults.

Summing up the diagnostic examination of the cognitive development of preschool children, adults should understand that this is not the end result, but a step for the further development of the child's personality.

Child of early preschool age from 3 to 5 years

The development of self-awareness and the allocation of the image of "I" stimulate the development of the personality and individually; The kid begins to clearly realize who he is and what he is. The inner world of the child begins to be filled with contradictions: he strives for independence and at the same time cannot cope with the task without the help of an adult, he loves his loved ones, they are very significant to him, but he cannot help being angry with them because of the restrictions of freedom. In relation to others, the child develops his own internal position, which is characterized by awareness of his behavior and interest in the world of adults.

The activity and tirelessness of babies at this age are manifested in constant readiness for activity. The child already knows how to be proud of the success of his actions, to critically evaluate the results of his work. The ability to set goals is formed: he can more clearly present the result, compare with the sample, highlight the differences. At this age, the child perceives the object without trying to examine it. His perception acquires the ability to more fully reflect the surrounding reality.

On the basis of the visual-effective, by the age of 4, visual-figurative thinking begins to form. In other words, there is a gradual detachment of the child's actions from a specific object, the transfer of the situation to "as if". As at an early age, at 3-4 years old, the recreating imagination prevails, that is, the child is only able to recreate the images drawn from fairy tales and adult stories. Of great importance in the development of the imagination is the experience and knowledge of the child, his horizons. Children of this age are characterized by a mixture of elements from various sources, real and fabulous. The fantastic images that arise in the baby are emotionally saturated and real for him.

The memory of a 3-4-year-old preschooler is involuntary, characterized by figurativeness. Recognition prevails, not memorization. Only that which was directly connected with his activity, was well remembered, was interesting and emotionally colored. Nevertheless, what is remembered, remains for a long time.

The child is not able to keep his attention on one subject for a long time, he quickly switches from one activity to another.

Emotionally, the same trends persist as in the previous stage. Characterized by severe mood swings. Emotional state continues to depend on physical comfort. Relationships with peers and adults begin to influence the mood, therefore; The characteristics that a child gives to other people are very subjective. Still, an emotionally healthy preschooler is inherently optimistic.

At 3-4 years old, children begin to learn the rules of relationships in a peer group, and then indirectly controlled by adults.

The age of 3 years is characterized as "difficult".! His "difficulty" lies in the fact that, starting to separate himself from close adults, the child shows ever-increasing obstinacy.

“Crisis of 3 years” is a conditional definition, since the time frame of the crisis is much wider. In some children, it can begin at 2 years 10 months, while in others it can begin at three and a half years.

The first indication of the beginning of the crisis may be the appearance negativism, when a child ceases to unquestioningly fulfill the requests of adults. On the one hand, attempts to separate one's "I" and the formation of one's own desires are a progressive trend. But on the other hand, in the absence of an objective ability to express their opinion, the baby chooses the most accessible way: opposing himself to adults. The only goal of the child is to let others know that he has his own point of view and everyone should reckon with it.

2nd junior group of kindergarten (3-4 years old)

cognitive activity : imagination, memory, attention, perception, mathematical ability, logic.

Emotional-volitional sphere : gender and age identification, boy - girl.

Activity- story game, development of motor skills, communication skills in communicating with peers.

After 4 years, the child begins to be interested not just in any phenomenon in itself, but in the causes and consequences of its occurrence. Therefore, the main question for a 4-year-old child is the question “why?”.

The child develops, becomes more resilient physically. This stimulates the development of psychological endurance. Fatigue decreases, the background of the mood evens out, it becomes more stable, less prone to fluctuations.

At this age, a peer becomes more significant and interesting. The child strives for partnership in games; he is no longer interested in playing “nearby”. Gender preferences begin to take shape. Game associations become more or less stable.

The actively developing need for new knowledge, impressions and sensations, manifested in the curiosity and curiosity of the child, allows him to go beyond the limits of what is directly felt. In other words, the child, with the help of a verbal description, can imagine what he has never seen. A big step forward is the development of the ability to build inferences, which is evidence of a separation of thinking from the immediate situation.

The dependence of attention on emotional saturation and interest in them remains. But stability and the possibility of arbitrary switching develop.

Decreased sensitivity to physical discomfort.

Fantasizing continues to develop actively, during which the child includes himself and his loved ones in the chain of the most incredible events. Proper use by adults of these abilities of the child will contribute to his moral; nomu and cognitive development. It is necessary to discuss his fantasies with the child, to be included in them, to offer plot twists, to give moral assessments to the actions of the characters.

It should be noted that at the age of 4-5 years, the shortcomings of raising a child begin to gradually take root and turn into stable negative character traits.

Middle group of kindergarten (4-5 years old)

Cognitive activity: imagination, memory, attention, perception, mathematical abilities, logic.

Emotional-volitional sphere : self-awareness, self-esteem.

Activity- game, motor skills, communication skills in communicating with adults.

If you want to diagnose your child, then you can do it via the Internet (with a webcam) by contacting me, a psychologist

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Dear moms and dads! The first year of your baby's life is coming to an end. This is the most important year, the most surprising and impetuous in comparison with other age stages. In the first year of life, a child every day rises one more step in his development, overcomes a new frontier, surprises himself and his family with new successes. During this period, as in no other, it is important to understand whether the level of its development corresponds to the norm, which of the areas is ahead of the norm or behind it.

5 to 6 years old

In the sixth year of life, children for the first time begin to feel like the oldest among other children in kindergarten. At this age, children are able to independently set a goal, think about the way to achieve it, implement their plan, evaluate the result. Creative abilities, cognitive activity of older preschoolers develop. It is important to form in the child an understanding of the role of the book as a source of knowledge, to encourage the emergence of interest in problems that go beyond kindergarten and personal experience.