The procedure for conducting diagnostics among preschoolers and younger schoolchildren. The "find the redundant" technique

The following word games and exercises help to activate the speech development of children. You can play these games with children in the kitchen, on the way from kindergarten, going for a walk, going to the store, in the country, before going to bed, etc.

1. "The word on the palm." Name the words that are in your pocket, on the ceiling, on your face, etc.
2. "What happens?". Match the adjective with a noun that agrees with it in gender, number, and case.
Green - ... house, tomato.
Winter - ... clothes, fishing.
Homemade - ... cookies, task.
3. Tongue twisters - tongue twisters necessary for the development of clear articulation and diction.
The raven raven crowed.
The weaver weaves fabric on Tanya's dress.
4. "General words."
1. The child must name fruits ..., furniture ..., birds ..., vegetables ..., clothes ...
2. The child is invited to name in one word: for example, pine, birch, maple - this is ...
5. "The fourth extra."
The child must name what is superfluous and explain why.
Nr: vase-rose-daffodil-carnation.
6. "Count" . We consider everything possible
count. For example: one apple, two apples, three apples, four apples, five apples_.
You can add an adjective: one red apple, two red apples ...
five red apples, etc.
7. "Say the opposite."
The adult calls a word, and the child picks up the “word on the contrary”.
Nouns: laugh-…, summer-…, day-…, cold-…, north-…, etc.
Verbs: came - ..., dived - ...
Adjectives: wide-…, small-…, rich-… etc.
Adverbs: far-…, high-…
8. "Pick a word"
The child is invited to pick up a word for any sound, first - any words, and then - on a lexical topic, for example: “Name a fruit whose name begins with the sound A” (orange, apricot, pineapple ...)
9. "Big - small."
The child is invited to call affectionately,
e.g., spoon-spoon, chair-stool, etc. In the topics “Wild and Domestic Animals”, these can be the names of cubs, or there can be affectionate words: a fox, a hare, a cow.
10. "Guess the riddle."
Riddles teach children to think figuratively. Encourage the children to guess them as often as possible.
N-r: “Round side, yellow side, a bun sits on a bed. What is it?" (Turnip).
Ask children descriptive riddles, for example: This is a vegetable, it grows in the garden, it is round, red in color, it tastes sweet, it is put in a salad. (Tomato)
11. "Name what ...". Formation of adjectives. For example, juice is made from apples, so it is apple, apple jam is apple, etc.
12. "Think and answer." Offer children verbal logical tasks.
N-r: Who is more in the forest: fir-trees or trees?
13. "Pick a word" . Bird - feathers. Fish - ... Cucumber - a vegetable. Chamomile - …
14. "Tell a poem."
Memorize poems with children, they develop memory and thinking.
"Tell me a story". Read fairy tales to children, talk about the content, role-play fairy tales, draw pictures according to fairy tales.

The ability to highlight the main thing is valuable not only in learning, but also in life in general. However, even such a seemingly natural action of the child must be taught. But first, it is worth diagnosing the ability to highlight the essential features of phenomena and objects. For these purposes, the technique "Exclusion of the superfluous" is used.

The essence of the technique "Exclusion of the fourth superfluous"

• generalize concepts and objects on the basis of certain features;
• to abstract from the material covered in order to concentrate on the new;
• highlight the essential qualities of concepts united by a common feature.

Stimulus material is presented in two forms: objective and verbal. In the first case, to conduct the test, you will need 7 sets of 4 cards with the image of 4 objects, among which one does not fit the rest in:

• Group I - simple generalizations (for example, 3 trees and a flower);
• Group II - standard generalizations (3 fruits and cheese);
• Group III - differentiated generalizations (3 items of outerwear and a bathing suit);
• Group IV - generalizations, complicated in name and essence (3 dairy products and bread);
• Group V - generalizations that require a detailed answer (3 things for a baby and a hammer);
• Group VI - tasks with two solutions (chicken, chicken, duck and egg);
• Group VII - provocative tasks (lemon, pear and pepper are yellow, and grapes are blue), solving which the child must rely on the essential features of objects, and not on external ones. Such cards help to test the experimenter's assumptions about the concreteness or inertness of thinking.

For the verbal form of the test, a form with printed 12 lines of 5 words is used. The principle of operation is the same: you need to cross out a word that is not suitable for one of the 4 signs mentioned above, and then explain your choice.

The procedure for conducting diagnostics among preschoolers and primary schoolchildren

The test is carried out in an individual form, the child is given 3 minutes to work with all the cards. After this time, the adult enters into the pre-prepared protocol the card number, the word excluded by the child, as well as a brief explanation given by the subjects to their choice, or a leading question that led him to the answer.

Diagnostic instructions:

1. Together with the child, the experimenter looks at the pictures of the first card. The adult explains: “In these drawings, you see four objects. Three of them are similar, they can be called in one word, and one is inappropriate. Name the extra one and say what word can combine the remaining three.
2. The teacher analyzes the first card with the subject.
3. Then the child independently works out the remaining material in a set time. In case of difficulty, an adult can ask a leading question. For example, on the 2nd card of group I, trees with foliage and a Christmas tree are depicted. The subject can correctly exclude the object (Christmas tree), but give an explanation that is not entirely suitable: “These trees have leaves on the branches, and the Christmas tree has needles.” In this case, the teacher should praise the child, but say that there is a more correct explanation (some trees shed their leaves, and the Christmas tree is always green). However, for the objectivity of the data, you should not tell the subject whether he answered correctly or not, it is better to recommend thinking more.

The verbal version of the test can be carried out in groups, 3 minutes are given to work out the diagnostic form.

Instructions for organizing verbal testing:

Files: Stimulus Material Samples

Processing and interpretation of results

The evaluation of the thinking processes of the baby is carried out according to the tasks of which group of cards the child coped with:

• Group I - the subject can make simple generalizations;
• Group II - the child establishes the simplest causal relationships and is able to generalize;
• Group III - the baby differentiates generalizations in terms of the essence of objects;
• Group IV - the subject can independently analyze, look for a common feature and formulate it verbally;
• Group V - the child knows about the functions of simple objects, can make complex speech formulations and explanations;
• Group VI - the baby can find two solutions to one problem;
• Group VII - the subject shows non-standard ways of generalization.

A 3-year-old child with normal intellectual development copes with tasks of group I, 4 years old - categories I and II, at 5 years old, subjects can easily examine group III cards, as well as some items from IV and V. At 6 years old, a child is able to work with material I- VI categories, and at a later age, children successfully complete tasks from all groups.

For the correct diagnosis of verbal testing, a special scale has been developed that assesses attention. The number of points depends on the correctness of the task and the time spent on it.

According to the indicator of time spent on the test, one can judge the level of development of critical thinking:

• cinquain (creation of 5 line non-rhyming poems to define a concept), more about which can be found in the article "";
• INSERT (highlighting the main thing when reading or listening in a special table) - it is described in the material "INSERT in the classroom at school: what is a technique and how to use it";
• fishbone (drawing up a short causal chain of a particular issue) - you can learn about this technique from the article “Fishbone technique in school lessons”.

The technique "Exclusion of excess" allows you to identify errors in the construction of cause-and-effect relationships in a child and choose the right corrective program in time. Such measures will help prevent more serious deviations in the development of thinking of the emerging personality.

Initially, the technique was intended to study the features of the analytical and synthetic activity of adult patients, their ability to build generalizations. It is a typical example of modeling the processes of analysis and synthesis in thinking. It should be noted that in one form or another this technique is described in almost all manuals on psychological diagnostics and is present in the arsenal of almost all specialists.

Target. The study of the level of formation of generalization, conceptual development and the possibility of isolating essential, meaning-forming features, identifying the features of cognitive style.

The data obtained in the study using this technique make it possible to judge the features of the processes of generalization and abstraction, the ability (or, conversely, inability) to highlight the essential features of objects or phenomena. In its direction, it is similar to the method subject classification, in some teaching aids, this technique is even called a simplified version of the classification of objects. Method difference Exclusion of items from subject classification, however, consists not only in the fact that it reveals indicators of working capacity and stability of attention to a lesser extent and to a greater extent imposes requirements on logical validity, correctness of generalizations, rigor and clarity of formulations, but also that it is more rigidly and specifically structured material for the study of the process of generalization. It is widely used in the practice of psychological and pedagogical research of the analytical and synthetic activity of children, in particular, for the purposes of differential diagnosis. There are two versions of the exclusion methodology, subject and verbal (referred to in this guide as Exclusion of concepts).

T. V. Egorova (1973) created a version of the methodology that made it possible to systematize tasks into groups of homogeneous concepts, as well as provide strictly dosed three-level assistance and then check the possibility of transferring the learned principle of activity.

An important condition for the application of the methodology is the verbal justification of the choice. With regard to children with speech disorders, a one-word answer with explanatory gestures is acceptable if this gives the specialist the opportunity to understand the principle that guided the child. When examining children who, due to speech defects, cannot explain their choice, the use of this method is of limited value.

Age range of use. This modification of the methodology is used for children from 3-3.5 to 13-14 years of age.

Material. The test material of the methodology is a set of images, where each task is 4 images of different objects, united by a common frame. Three objects belong to the same category (they can be united by some property or feature common to all), and the fourth differs from the rest by some essential feature that does not coincide with the "conceptual field" of the other three depicted objects. The image sets were arranged according to the degree of complexity (Figure 9.5).

In our version, the set of stimulus material is divided into 5 series (4 tasks in each series), where each series assumes the formation of a certain level of conceptual development. The new series of tasks is more complex than the previous one in relation to certain essential, meaning-forming features that serve as the basis for isolating an “extra” concept, developing a level of abstraction, etc. For example, in one of the images of the fourth series (passenger car, * airplane, balloon, steamer) it is necessary to abstract from the concept transport and isolate the presence or absence of such a significant detail as a motor that moves a given object.

To analyze the performance of each task, each child's response is expected to be correlated with one or another category of responses (see below) that are characteristic of a certain level of formation of mental operations or a specific cognitive style.

The proposed modification of the analysis of the results involves the use of ideas about the level of conceptual development. The authors built the tasks in a logic corresponding to the ontogenesis of concepts in children, and distributed the test images accordingly.

The advantage of the proposed assessment system is that each choice of a child assigned to one or another category allows both to determine the level of conceptual development in general and to identify specific features of conceptual development for children older than 3-3.5 years of age. Below is a list of image sets for each series.

1. Yellow circle; green oval; red triangle (all the same size); larger pink circle.

2. Three different triangles of different colors, a blue square.

3. Three different flowers, a cat.

4. Elephant, goose, butterfly, bucket.

1. Boot, shoe, shoe, leg.

2. Bird, table, hammer, glasses.

3. Steamboat, cart, car, sailor.

4. Wardrobe, bed, chest of drawers, whatnot.

1. Chicken, swan, owl, hawk.

2. Comb, toothbrush, tube, faucet.

3. A pair of skates, a soccer ball, skis, a skater.

4. Spool of thread, smoking pipe, scissors, thimble.

1. Thread spool, button, fastener, buckle.

2. Umbrella, cap, pistol, drum.

3. Plane, steamer, car, balloon with gondola.

4. Watches, glasses, pharmaceutical scales, thermometer.

1. Light bulb, kerosene lamp, candle in a candlestick, sun.

2. Balalaika, radio, telephone, letter in an envelope.

3. Sets of black circles of various configurations (3,4, 5 circles).

4. Different shapes from solid, solid and dotted, dotted lines only.

When analyzing the results of the implementation of the methodology, we highlight the following options for combining three items in relation to the fourth: K - association on a specific basis; CS - association on a specific situational basis; f - association on a functional basis; P - association on a conceptual (categorical) basis; L - association on a latent basis.

Specific category (K) is determined by the child's choice of an object (its image) as superfluous based on specific and at the same time essential features (features) that distinguish this object from the other three. For example: "A cat with a mustache, and flowers without a mustache" or "The cat is fluffy, but this is not fluffy." When assigning a feature to category K, it should be taken into account that this feature is essential in all cases and does not depend on the situation in which the child singles out the object as superfluous.

To specific situational category (CS) can be attributed to the association of objects on the basis of their situational proximity, when the child singles out the object (object) as superfluous, guided either by some essential feature of the object (group of three objects) that distinguishes it from the rest, or by the presence of some situation in which this attribute acquires an important distinction. So, highlighting the bird, because "she has wings to fly, and the rest do not fly" can be categorized as CS. At the same time, the selection in this example of a distinguishing feature in the response "there are wings, but other (objects) do not have wings"(regardless of what these wings are for) puts the child's answer into the category of a specific category (K). Quite often, it is difficult to distinguish between answers of a specific and a specific-situational type - sometimes the only criterion for distinguishing is a thorough clarification in the child of the reasons for this or that allocation of an “extra” object.

To functional category (F) the answer is attributed in the case when any specific function of a given object (group of objects) that distinguishes this object from the other three acts as a generalizing feature. An example is the selection of a bird in the case already being analyzed, "because it flies and everything else doesn't." An important difference between a functional category and a specific situational category is the presence in the latter of specific features of this feature, which are also associated with a given situation. For the same example, selecting a group whose "there are wings to fly, and the rest- No", refers such an answer to the category of specific situational (CS) rather than functional (F), since in the answer there is a sign of selection associated with a specific situation.

Conceptual category (P) is defined in the case when the main distinguishing feature that distinguishes one object (or several objects) is a concept that characterizes a certain level of development of generalization. Definition “These are all shoes, but the foot- part of the body"(another variant: "All- shoes, and a foot is not a shoe") can be considered conceptual (truly categorical).

Latent response category(L) appears when the sense-forming is some insignificant, secondary or random feature, which becomes the basis for highlighting the “extra” object. For example, the response should be classified as latent: “All this (boots, boots, shoes) has all sorts of devices for fastening, but the leg does not”(Possible answer - “... and at the foot- fingers only). For images: glasses, hammer, table, bird - the response of the latent category can be considered “Everyone has a pointed or beak-like (glasses, hammer, bird- explanation of the author), but there is no table.

It should be noted that association on an insignificant (latent) basis (L) can occur at any age. But if up to a certain age such a category of answers can be considered conditionally normative (see. Analysis of results), then a significant increase in the number of answers in this category in older children may indicate certain features of conceptual development, cognitive style. At the same time, it should be remembered that such conclusions must be confirmed by data obtained from other sources (the results of other similar methods).

The procedure for conducting and recording the results

The instruction is given on the example of the first set of images of objects of the series, which, in the opinion of the specialist, is (for a child of a given age and developmental variant) accessible. The child is shown the first task from a suitable series. Everyone knows the instructions.

Instruction 1A. “There are four objects in each drawing. Three of them can be combined with each other, can be called in one word, and the fourth item does not fit them. Find which one?

In a situation where the child does not understand such an instruction, he is given an additional explanation.

Instruction 1B. “Find this unsuitable object, explain why it does not fit the others, and tell me how you can name the other three objects with one word?”

If the child's answer shows that he does not understand the proposed task, the specialist together with him analyzes the first picture of this series, gives a designation to three objects and explains why the fourth object should be excluded (help option). The following is the second picture of the same series.

A particularly anxious and insecure child can be told that there are no wrong answers: as he thinks, it will be right, only it will be necessary to explain why, as it seems to him, one subject does not fit.

In the registration form, the object chosen as “extra” and the child’s explanation of why it is “extra” are noted, and then a generalizing word is written that the child gives to three other objects of this image. In the column "Category of answer" the type of category is fixed, to which the child's explanations can be attributed. The “Score” column contains an assessment that determines the availability of this task for the child.

OPTION 1.

Source: Zabramnaya SD "From diagnostics to development". - / Materials for the psychological and pedagogical study of children in preschool institutions M .: New school, 1998 - 144 p.

Research objectives
Analytic-synthetic activity in visually perceived objects (first and second options) and on the basis of mental representation (third option) is investigated. Ability to make generalizations. Logical validity and purposefulness. Clarity of representations. Use of help.

Equipment
Three drawings of different complexity.
There are three squares in the figure (APPENDIX 1), each with four figures, one of which does not fit on one basis (size, color, shape). Offered to children from 5 years old.
In the figure (APPENDIX 2) there are three squares, each with four objects: three of one generic group, and the fourth of another generic group. Offered to children from 6 years old.
In the figure (APPENDIX 3) there are three squares, each with four words-concepts, one of which does not fit. Offered to children from 7 years old.

Procedure
APPENDICES 1, 2, 3 are offered alternately.

When working with APPENDIX 1, the instruction: "Tell me what does not fit here?".
When working with APPENDIX 2, they are first asked to name what is drawn, and then they ask: "What does not fit here?". Help: "There are three objects (pictures) here that are somehow the same, but one does not fit. Which one?".
When working with APPENDIX 3, the researcher reads the words himself, and then asks the child to name a word that does not fit the rest. If the answer is correct, they are asked to explain the choice.

Analysis of results

Children with normal mental development understand the purpose of the task and independently identify a feature that distinguishes the figure from the rest. They give a speech justification for the principle of highlighting a figure. In working with pictures, they are also able to make an independent generalization and justify the selection of an inappropriate picture. When highlighting words-concepts, re-reading is sometimes required. Leading questions are sufficient for correct execution. It must be borne in mind that the level of development of generalization at this age in children is different. Some immediately highlight the essential features, while others pay attention to side features. This testifies to the insufficient formation of the higher levels of generalization. Nevertheless, in children with normal mental development, there are no cases of inadequate performance of this task.

Children are mentally retarded They do not understand instructions and do not complete tasks on their own. By the age of 6-7, they visually highlight the size, color, but find it difficult to give a speech generalization even with leading questions. The task (APPENDIX 3) is not available to them at this age.

Children with mental retardation understand the instructions, perform tasks (APPENDIX 1). The task (APPENDIX 2) to establish generic groups and their justification causes difficulties. Organizing assistance is effective. Work with the selection of words-concepts (APPENDIX 3) is carried out with leading questions, repeated readings, explanations. Children find it difficult to explain the principle of selection. They have the greatest difficulty in verbal substantiation.

ATTACHMENT 1.

APPENDIX 2

APPENDIX3.

OPTION 2.

Source: Nemov R.S. "Psychology in 3 volumes". - M.: VLADOS, 1995. - Volume 3, page 148.

This technique is intended for children from 4 to 5 years old and duplicates the previous one for children of this age. It is designed to explore the processes of figurative-logical thinking, mental operations of analysis and generalization in a child. In the methodology, children are offered a series of pictures (APPENDIX 4), which represent different objects, accompanied by the following instructions:
“In each of these pictures, one of the four objects depicted in it is superfluous. Look carefully at the pictures and determine which item and why is superfluous.
You have 3 minutes to solve the problem.

Evaluation of results

10 points- the child solved the task assigned to him in less than 1 minute, naming the extra objects in all the pictures and correctly explaining why they are superfluous.
8 -9 points- the child correctly solved the problem in time from 1 min to 1.5 min.
6 -7 points- the child coped with the task in 1.5 to 2.0 minutes.
4 -5 points- the child solved the problem in 2.0 to 2.5 minutes.
2 -3 points- the child solved the problem in 2.5 minutes to 3 minutes.
0—1 score- the child did not cope with the task in 3 minutes.

Conclusions about the level of development

10 points- very tall
8 -9 points- high
4 -7 points- average
2 -3 points- short
0 - 1 point - very low

APPENDIX 4 A.

APPENDIX 4 B. Additional materials to the methodology "What is superfluous?"

OPTION 3.

Source: Almanac of psychological tests - M.: KSP, 1996 - 400 p.

To conduct the study, forms of the “Exclusion of the superfluous” methodology will be required, which allow assessing the ability of the subject to generalize and highlight essential features. The technique consists of series, in each series - 4 words. (2 options are offered). The experimenter must have a stopwatch and a protocol for recording responses.

Material: Form with printed series of four to five words.

Instruction and progress: I present the form to the subject and say: “Here, in each line, five (four) words are written, of which four (three) can be combined into one group and give it a name, and one word does not belong to this group. It needs to be found and eliminated (deleted).

Form for verbal option

1 OPTION.
1. Table, chair, bed, floor, wardrobe.
2. Milk, cream, lard, sour cream, cheese.
3. Boots, boots, laces, felt boots, slippers.
4. Hammer, pincers, saw, nail, ax.
5. Sweet, hot, sour, bitter, salty.
6. Birch, pine, tree, oak, spruce.
7. Plane, cart, man, ship, bicycle.
8. Vasily, Fedor, Semyon, Ivanov, Peter.
9. Centimeter, meter, kilogram, kilometer, millimeter.
10. Turner, teacher, doctor, book, astronaut.
11. Deep, high, light, low, shallow.
12. House, dream, car, cow, tree.
13. Soon, quickly, gradually, hastily, hastily.
14. Failure, excitement, defeat, failure, collapse.
15. Hate, despise, resent, resent, understand.
16. Success, failure, luck, gain, peace.
17. Bold, brave, resolute, angry, courageous.
18. Football, volleyball, hockey, swimming, basketball.
19. Robbery, theft, earthquake, arson, assault
20. Pencil, pen, drawing pen, felt-tip pen, ink .;

OPTION 2.
1) book, briefcase, suitcase, wallet;
2) stove, kerosene stove, candle, electric stove;
3) watches, glasses, scales, thermometer;
4) boat, wheelbarrow, motorcycle, bicycle;
5) plane, nail, bee, fan;
6) butterfly, caliper, scales, scissors;
7) wood, whatnot, broom, fork;
8) grandfather, teacher, father, mother;
9) frost, dust, rain, dew;
10) water, wind, coal, grass;
11) apple, book, fur coat, rose;
12) milk, cream, cheese, bread;
13) birch, pine, berry, oak;
14) minute, second, hour, evening;
15) Vasily, Fedor, Semyon, Ivanov.

INTERPRETATION:

SCALE FOR ASSESSING THE LEVEL OF DEVELOPMENT OF THE GENERALIZATION OPERATION

If the subject copes with the first three to four tasks and makes mistakes as they become more difficult, or he solves the task correctly, but cannot explain his decision, choose a name for a group of objects, then we can conclude that his intellectual
insufficiency.
If the subject explains the reason for combining objects into one group not according to their generic or categorical characteristics, but according to situational criteria (that is, he comes up with a situation in which all objects somehow participate), then this is an indicator of concrete thinking, inability to build generalizations according to essential features.

APPENDIX.

In the second part of our game from the "The Fourth Extra" series, we will look for an object that is inappropriate in meaning. And if in the first part we were looking for something superfluous among geometric shapes, then this time the objects will be completely different. It can be toys, clothes, animals, birds, plants and flowers. And your task is to find one of the four items that does not fit the rest. The reasons can be very different - a different color or size, different seasons, different properties and behavior. It is very difficult to explain in words - you need to play and try. In order to select an inappropriate item - click on it with the mouse, or with your finger if you play on a tablet or smartphone. And if you guessed right - go to the next level. By the way, there are only 30 levels in this educational game, and we tried to make each subsequent one more difficult than the previous one. And even if you didn't make it, it's okay. You can't lose in this game for kids. Just choose another item. By the way, if you do not agree with our opinion - write in the comments. Let's make a children's website together!

Information for parents(How to help your child play games from the series "The Fourth Extra")

Detailed instructions are given on the example of the first task, which, in the opinion of an adult, is accessible and interesting for a child. Moreover, we tried to do tasks in these games in ascending order. The first ten should not cause difficulties and it is on them that examples should be analyzed together.

Instruction. "Each drawing shows 4 objects. Three of them can be combined with each other, can be called one word, and the fourth object does not fit them. Find which one?"

If the child cannot immediately understand such an explanation of the task, he is given an additional explanation. “Find this unsuitable object, tell me why it does not fit the others. How can you name the other 3 objects with one word?

If the child still finds it difficult to answer, the adult analyzes the task independently and in as much detail as possible, gives a designation to all three objects (figures) and explains why the fourth object (figure) should be excluded.

A good indicator of successful, meaningful completion of tasks is the independent choice of an "extra" object (figure) and generalization of other objects (figures) according to a common feature, for example; toys, clothes, dishes, quadrilaterals, furniture, shoes, etc.

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