Map of individual development of a preschooler. Map of the psychological development of a child with disabilities Sample of filling out an individual child development map

Date of: 12.01.2024

Important! At the end of the article, a video seminar is presented on the topic “Organization of the work of psychological and pedagogical services”

Sample of a child's individual development card
Download in.docx

In modern conditions, which require constant improvement in the quality of education, individualization of education and the ability to assess the individual preparation of a student become important.

This is a system of psychological and pedagogical influences of a teacher on a student, aimed at identifying the level of motivation and increasing the effectiveness of learning. It makes it easier for the student to study, so that he gets tired less, and achieves better results in accordance with his capabilities.

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This system involves improving the quality of education for each student thanks to: reliance on the personal and cognitive resources of students, i.e.:

updating them in the classroom;
creating conditions for the development of cognitive interest or personal qualities;
minimizing the consequences of cognitive and personal limitations of students.

Individual student development map

Personal and cognitive limitations are qualities that can prevent a student from learning at the level of his abilities and block his desire for high educational results.
Individualization of learning presupposes teachers' knowledge of the individual and cognitive style (ICS) of students.

IPS manifests itself in the following aspects:

the form in which the student operates with information (the language of cognitive processes - images, symbols, words);
the “path” by which information is processed (logic, intuition, associative connections);
information processing speed;
time and conditions for carrying out full-fledged cognitive activity;
the method and effectiveness of managing the process of cognitive activity;
distribution of productive and reproductive types of cognitive activity;
conditions and methods of overcoming failures and achieving goals;
conditions and factors influencing the increase or decrease in cognitive activity.

Individualization is carried out along three main lines: educational interaction, organization of students’ educational time and forms of educational tasks. Individualization of learning is necessary at all stages of the lesson - when questioning to check homework, explaining new material.

It is necessary to distinguish individualization from differentiation of training. The latter determines the difficulty or ease, the level of accessibility of the task. Different forms of tasks with differentiation are aimed at changing the level of difficulty, with individualization - at increasing the efficiency of completing educational tasks.

An individual development map of a student child is drawn up according to the following scheme:

1. An employee of the psychological service diagnoses the personal and cognitive characteristics of students, organizes information meetings with children, parents, and class teachers. Based on the information received, a map of the child’s individual development is drawn up in the prescribed form.

2. A psychological service employee and class teachers jointly prepare for the consultation, develop recommendations for the class and individual students.

3. At the consultation, subject teachers get acquainted with the recommendations for the class and individual students.

4. In case of learning and behavioral difficulties in the lesson for individual students, subject teachers turn to the recommendations presented in the student’s individual card.

If there is insufficient information in the individual development chart of a student child, subject teachers make a request to the educational psychologist asking:

find out the cause of these difficulties;
develop recommendations for optimizing training and educational interaction;
invite parents for joint consultation in order to coordinate actions;
find literature to improve the effectiveness of teaching in a given class;
help in establishing effective interaction with the student.

5. The class teacher and educational psychologist monitor how subject teachers organize an individual approach in the lessons.

It is convenient for subject teachers to use class cards rather than individual student cards.

How a child’s individual development map is compiled can be seen in the presented samples.

Last name, first name: Semenov Sasha.
Type of nervous system: weak.
left.
Pace of activity: at the beginning of the school day - a sharp maximum jump, in the middle of the first half of the day - a sharp decline in the pace of activity, by the end of the first half of the day - a slight rise, by the beginning of the second half of the day - a decrease, by the end of the day the pace of activity increases.
due to sudden jumps in the pace of activity, fatigue sets in quickly, the time of greatest performance is the first half of the day, sometimes self-preparation.
auditory, kinesthetic.
Motivation to learn: average.

The ability to follow instructions is a very low level.
Mathematical abilities (the ability to perform mathematical operations, identify patterns and, based on them, make predictions) - low level.
Verbal thinking (identifying connections between concepts, finding similar concepts, analysis and synthesis of concepts, structure of language) is below the norm.

Class position - neglected.
The level of anxiety at school increases in situations when Sasha experiences a strong feeling of loneliness, when he lacks the warmth and support of adults.

To even out the pace of activity, it is necessary to avoid high loads at the beginning of the school day. At the same time, this is the best time for tests. It is necessary to teach work according to instructions: ask the boy to repeat, draw up an algorithm or work plan. Additional classes to develop thinking are useful. Motivation to learn can be increased by appealing to the boy’s maturity, as well as demonstrating confidence in his success.
It is necessary to show interest in Sasha’s successes and celebrate his achievements both in school and in other areas not related to it, especially in the presence of his parents. In cases of emotional breakdowns, switch attention, for example, ask the boy to wash the blackboard or go get chalk. It is useful at such moments for an adult to talk to him quietly or use humor.

Amount of homework. Due to rapid fatigue, it is necessary to teach the boy to carefully plan his homework.
Oral items. It is useful for Sasha to use visual images when answering.
Written items. Due to weak internal control, the boy requires external control from adults.
Taboo (strictly prohibited). You cannot ignore any of Sasha’s behavior; it is important to understand what exactly he wants to say with this behavior.
“Storm harbingers” are behavioral signs of a subsequent emotional explosion. In situations of strong emotional arousal, he may scream loudly, fight, refuse to fulfill any requests, and swear.

Sample 1
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Individual development card for a student child: sample

Last name, first name: Ivanov Grisha.
Type of nervous system: average.
Dominant hemisphere of the brain: right.
Pace of activity: at the beginning of the school day there is a maximum sharp jump; by the middle of the first half of the day there is a sharp decline in pace, which lasts until the end of the day.
Fatigue and performance: performance is maintained in the first half of the day.
Leading representative system: visual.
Motivation to learn: average.

Level of formation of cognitive processes:

Ability to follow instructions is below normal.
Mathematical abilities (the ability to perform mathematical operations, identify patterns and, based on them, make predictions) are below normal.

Personal and communicative features:

The level of anxiety at school is normal, but can increase in situations of presenting oneself in front of the class and is expressed in aggressive behavior towards classmates.

It is necessary to teach work according to instructions: ask the boy to repeat, draw up an algorithm or work plan. Additional classes to develop thinking are advisable. It is useful to increase educational motivation by demonstrating the boy's successes to the class and eliciting approval from his peers for his educational achievements.
Support Grisha's endeavors, celebrate successes in front of the class, hold him responsible for completing a task, and support manifestations of masculinity.

Amount of homework. Able to perform its full volume, but individually (without the help of friends) and with the careful supervision of an adult.
Oral items. When preparing them, it is necessary to speak out loud several times what you read to an adult (teacher).
Written items. It is necessary to teach the boy to plan tasks and reward what he does correctly.
Taboo (strictly prohibited). Ignore vulgar jokes addressed to girls (it is important to show Grisha what he looks like at this moment from the outside).

Sample 2
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Child individual development map: sample

Last name, first name: Petrov Vasya.
Type of nervous system: medium-weak.
Dominant hemisphere of the brain: ambidextrous (left-right).
Pace of activity: the maximum jump at the beginning of the school day is replaced by a decline in the pace of activity until the middle of the second half of the day, then there is a slight rise and then a final decline in the pace of activity.
Fatigue and performance: Despite the sharp rises and falls in the pace, severe fatigue is not observed during the day.
Leading representative system: auditory.
Motivation to learn: very high.

Level of formation of cognitive processes:

Ability to follow instructions is normal.
Mathematical abilities (the ability to perform mathematical operations, identify patterns and, based on them, make predictions) are normal.
Verbal thinking (identifying connections between concepts, finding similar concepts, analysis and synthesis of concepts, structure of language) is normal.

Personal and communicative features:

Position in the team - popular.
The level of anxiety at school increases in situations in which Vasya needs to defend his dignity and the right to his own opinion, as well as when answering at the blackboard in front of the class in class.

The cognitive sphere does not require additional influences.
It is useful in lessons to, if possible, give the boy creative tasks, the result of which must be presented in front of the class. You can involve him in participating in class activities related to drawing or decorating the office, that is, give him tasks where he can show his creative abilities.

Amount of homework. Able to perform full volume after prolonged active rest.
Oral items. The boy needs to practice before giving public oral answers, for example, to reproduce the material covered in the presence of other people (teachers, classmates).
Written items. Give the opportunity to complete tasks in your own way.
Taboo (strictly prohibited). Say in front of your classmates: “You, Vasya, are great, as always, you did the best job!”
“Storm harbingers” are behavioral signs of a subsequent emotional explosion. Not observed.

Sample 3
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Group map of individual development: psychological profile of class 9 "B"

1. Type of nervous system (NS) and performance

The class is dominated by medium-weak (35%) and weak (35%) types of NS. A significant part of the class (47%) is able to withstand the load only in the first half of the day. To prevent premature fatigue in students with a moderate-weak type of nervous system, do not allow unexpected changes in the daily routine. It is necessary to strictly follow the routine moments and inform in advance about changes in the daily routine.
Students with a weak type of NS (35%) are characterized by rapid fatigue and decreased performance throughout the entire period. For such students, a positive relationship with the teacher is very important. Negative evaluation can cause a psychosomatic reaction to learning difficulties. To prevent rapid exhaustion and psychosomatic manifestations, it is advisable to ask students at the beginning of the lesson, school day, week. Create a calm environment and avoid overexcitation if possible. If possible, encourage and provide emotional support during control activities.

Students with the average type of NS (7%) are able to work productively only for one part of the day (the first or second half), then their performance decreases to a minimum.
With an even distribution of the load throughout the day, 20% of students are able to maintain working capacity throughout the entire school day.

It must be taken into account that in 20% of students, performance decreases by the middle of the first half of the day; in 7%, the first half of the day is effective, and severe fatigue occurs in the middle of the day.

2. Cognitive sphere

Type of representative system (RS).
The leading system of information perception (64% of students) is analytical. This category of students is characterized by proving, arguing, convincing, arguing, and debating. Material is absorbed more effectively if it is logical, has an evidence base, and is well-reasoned.

Kinesthetic type - 42%. This category of students is characterized by a desire for physical activity during the lesson (twisting a pen, leafing through a notebook, moving a stand, etc.). It must be allowed within acceptable limits. They learn the material more effectively when they do something: build, draw, draw, etc.
Auditory (perception of information in the form of signs) and visual (perception of information in the form of visual images) MS are leading in 28 and 7% of students, respectively. With auditory MS, repetition aloud, reading aloud, pronouncing words, discussing a topic, etc. are effective. With visual MS, it is effective to use visual materials (diagrams, tables, pictures, films, etc.) in teaching.

72% of students are able to clearly follow instructions and act according to the instructions of the teacher (textbook); 28% have difficulty completing tasks according to instructions.

Verbal thinking is normal in 85% of students. Low level - 16%. To develop verbal thinking, it is effective to use diagrams and graphs; To solve problems, it is advisable to use algorithms and spell out the conditions of the task.

3. Social sphere

Characteristic features are demonstrativeness, desire for showiness, unusualness, competition in self-expression and attracting attention to oneself.
The strength of the class is high creative potential and the desire to realize it.
- good intuition. Students clearly divide adults into sincere and insincere. Sometimes it is better to tell them something sharply and openly than to talk about morality. The class reacts vividly to examples of adults from their own lives or other life examples. It is useful to hold disputes and discussions in a team.

The emotional background of the class is characterized by instability, a high level of sensitivity, and acute emotional reactions to situations that are perceived as unfair.
There are many leaders in the classroom competing for influence, which leads to frequent changes in social roles and restructuring of relationships.

The authority for this team is a consistent, clear, fair, balanced adult who is not infected by violent emotions transmitted from the class. Summary map of individual 9th grade for the subject teacher.

Authorized users can download the map in higher resolution at the end of the article.

Organization of the work of the psychological and pedagogical service

Olga Donichenko, director of the district MPP support center

Attached files

Summary map of individual psychological parameters.doc

MAP OF INDIVIDUAL DEVELOPMENT OF A PRESCHOOL CHILDREN

Surname

Name

Surname

Date of Birth

Information about educational institutions attended by the child:

1. Name of the OS

receipt date

Date of deduction

2. Name of the OS

receipt date

Date of deduction

EXPLANATORY NOTE

The result of students mastering the content of the educational program of preschool education (hereinafter referred to as OPDO) is their achievement of the necessary and sufficient level of readiness to master the basic general education programs of primary general education. The assessment of the results of mastering OPDO is carried out with the aim of optimally designing the educational process of a preschool educational institution. The individual development map of a preschooler allows you to track the child’s development and identify problem areas in the educational process that require the participation of an adult, to ensure continuity between preschool and primary general education and to help support parents’ positive attitude towards the performance of their duties as participants in the educational process in the context of the implementation of the Federal Law No. December 29, 2012 No. 273-FZ “On Education in the Russian Federation” and the Federal State Educational Standard for Preschool Education.

The individual development card of a preschooler is provided for entering information about a child studying under OPDO, developed in accordance with:

Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education”;

With the main provisions of the methodology for diagnosing a child’s readiness for school, edited by N.E. Veraxes;

With the main provisions of the methodology for diagnosing the development of a preschool child in the educational process (in conditions of variability in the forms and content of preschool education), N.A. Korotkova, P.G. Nezhnova.

At the request of the parents (legal representatives) of the pupils, this card can be provided by them as a portfolio of the child upon admission to a general education institution (hereinafter referred to as the educational institution), in order for the educational institution specialists to obtain complete information about the physiological and intellectual characteristics of the child who attended the preschool institution, about the level of development him OPDO and the formation of his prerequisites for educational activities.

The frequency of filling out a preschooler’s individual development card is twice a year (September, April).

When filling out a preschooler’s individual development card, a three-point rating scale is used, where each level rating corresponds to a qualitative characteristic.

1 - low level (L);

2 – sufficient (average) level (D);

3 – optimal (high) level (O).

Legend:

n.g. – beginning of the year

k.g. - the end of the year

II. GENERAL INFORMATION

(1.5-2 years)

Early age

Health group

Degree of adaptation to OS conditions (filled in the cell corresponding to the age of admission to the educational institution)

Leading hand

III. SUMMARY INFORMATION ABOUT THE CHILD'S ACHIEVEMENT OF THE PLANNED RESULTS OF DEVELOPING OPDO

(INDIVIDUAL DYNAMICS (TRAJECTORY) OF A CHILD’S DEVELOPMENT) - clause 2.11.1., clause 3.2.3. GEF DO

EDUCATIONAL ACHIEVEMENTS

Educational area OPDO

(1.5-2 years)

Early age

Junior preschool age (3-4 years)

Middle preschool age (4-5 years)

Senior preschool age (5-6 years)

Senior preschool age (6-7 years)

Social and communicative development

Cognitive development

Speech development

Artistic and aesthetic development

Physical development

Indicators of physical fitness (physical qualities):

Rapidity

Endurance

Flexibility

Speed force

Signature of teachers

INTEGRAL INDICATORS OF CHILD DEVELOPMENT* (intellectual and motivational characteristics of activity)
Areas of initiative (the nature of self-realization in different types of cultural practice)	Junior preschool age (3-4 years)	Middle preschool age (4-5 years)	Senior preschool age (5-6 years)	Senior preschool age (6-7 years)

Creative initiative (in a story game)
Initiative as goal setting and volitional effort (in productive activities)
Communication Initiative (in joint gaming and productive activities)
Cognitive initiative - curiosity (in cognitive-research and productive activities)
Motor initiative (in various forms of motor activity)
Signature of parents (legal representatives)

*evaluated by the child’s parents (legal representatives)

DIAGNOSTICS OF A CHILD'S READINESS TO MASTER PRIMARY GENERAL EDUCATION PROGRAMS
	Senior preschool age	Senior preschool age

Health and physical activity
Capabilities:
Sensory
Intelligent
Creative
Communication
Regulatory
Ability to construct a speech utterance
Ideas about the spheres of reality
Activities:

Construction
Visual activities
DIAGNOSTICS OF A CHILD'S READINESS TO MASTER PRIMARY GENERAL EDUCATION PROGRAMS (continued)
	Senior preschool age	Senior preschool age

Prerequisites for educational activities:
The presence of cognitive and social motives for learning
Ability to fantasize and imagine
Ability to independently perform tasks based on visual perception of a sample
Ability to navigate a given system of requirements
The ability to consciously obey the rule
The child’s ability to generalize
Ability to listen carefully to the speaker and reproduce tasks offered orally
Ability to communicate with adults and peers
Signature of teachers
Date of review and signature of parents (legal representatives)

Recommendations_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

Signature, transcript of the signature of the educational psychologist ___________________________________

Signature, transcript of the deputy’s signature. head according to water management ________________________________

Signature, transcript of the signature of the head of the educational institution ________________________________

F.I. child: Student's name, age, class

1. General information about the child

Girl from 4th pregnancy, 1st birth.

Pathology - partial placental abruption, born at 7 months. Weight: 2.900. Started sitting at 8 months, walking at 1 year and 2 months. She started speaking individual words at the age of 2.5 years.

General physical development:

Height and weight correspond to her age, motor activity is low, the girl has no dexterity of movement, and is slow.

Health status:

Vision: 0.6\0.7, astigmatism. Hearing is normal. Past illnesses: frequent acute respiratory infections, bronchitis, pneumonia. Health group: special.

1.Composition and characteristics of the family: a girl from a single-parent family, lives with her mother. Doesn't know his father.

2. Features of a child’s life in a family: up to 2 years old (child's full name) was in an orphanage due to poor housing and material conditions in the family. The girl’s mother studied at a secondary school of the VIII type, has a primary vocational education, and works as a cleaner. The family is low-income and currently lives in a communal apartment.

3. Features of educational activities: The girl duplicated her studies in the 1st grade of a public school. From the characteristics of 1st grade: “Unconfident, timid. Perception is not age appropriate. Attention is not stable, memory is short-term. Concrete thinking." After PMPC she was sent to class 2 C(K)OU VIII type. Diagnosis: F -70 according to ICD - 10.

From the characteristics of the 8th grade class teacher: “(child’s full name) copes satisfactorily with the program material of this school. Treat teachers and adults with respect. Relations with peers are not always good, there are conflicts, although the girl is among the “accepted” in the class team. The child herself (full name) does not provoke conflict situations and tries to avoid them. Loves to do handicrafts and draw. He performs the work efficiently, but very slowly, is often distracted, “flies in the clouds,” and gets tired quickly. The gait is not confident, he often stumbles and falls. At home he spends all his free time watching TV.

4. Performance: low, gets tired quickly, looks distantly at one point.

5. Formation of social and everyday orientation: The girl lives not far from the school, so she attends it on her own, but she doesn’t know her way around the neighborhood and the city. Not sufficiently independent and socialized. Household skills are developed at a sufficient level. Easily influenced, the family is registered in the SOP (socially dangerous situation).

Gross and fine motor skills: fine motor skills of the hands are developed at an above average level. General motor skills are at an average level.

6. Cognitive processes:

Sensory development: on the Middle level. In the ways of performing actions, irrational and unproductive manipulations are observed. The independent ability to transfer knowledge to new conditions is difficult or absent.

Perception: distorted and in some cases there is a lack of integrity of perception.

Attention: Schulte Table methodology - work efficiency - 3 points; workability - high (0.78); stability - low (1.33). Result: instability of attention.

Memory: Method “10 words” (Luria) - auditory 40% - low level; visual (table with geometric shapes) 7 out of 9 - above average.

Thinking: technique “Simple analogies”, “Indirect memorization”. Result: concrete thinking, average level. Forms bonds slowly, i.e. disruption of the dynamic side of thought processes.

Speech not expressive, tempo is slow; in speech he uses nouns more often. Average level of narrative independence. In speech he uses simple, uncommon sentences. Difficulties in constructing phrases. Inaccurate use of some words. The vocabulary is small.

Formation of ideas about spatio-temporal relations: can navigate in space, knows the concepts of “right - left”, “up-down-down”, “closer-further”. He is able to tell the time on a clock, but his understanding of the duration of time has not been formed.

Emotional-personal and motivational-volitional characteristics Temperament: (Eysenck, teenage version of the questionnaire) extraversion -15, neuroticism - 14. Emotionally limited type, not prone to empathy.

Socio-psychological status: (sociometry) - “accepted” (5 choices);

Character accents:(according to Shmishek) stuck (20), affectively exalted (24);

Level of aspiration: (“motor tests” by Borozdina) - an inadequately low level of aspirations.

Personal characteristics:(Ketell's multifactor personality questionnaire) - sociable (A-4), insecure (C-2), low intelligence (B-2), inhibited (D-3), frustrated (Q-9).

(projective technique “Non-existent animal”) Result: egocentrism, self-affirmation, emotional immaturity, dependence on the environment, “outward” focus.

School anxiety level:(Phillips) 25% - low anxiety.

Professional self-determination:(according to Klimov) “Ch-P” - 8, “Ch-H” - 4, “Ch-XO” - 4; (according to Holland) “K”-10. Conclusion on self-determination: awareness of the world of professions is low, a professional plan has not been formed, the choice of profession is not conscious. A profession related to nature, in a structured activity (according to a plan, point by point), is recommended.

Conclusion:

Disturbed, concrete thinking. Attention is unstable. Memory is short-term, visual - normal, auditory - below normal. Performance is average. Self-esteem is adequate. The level of aspirations is not adequately low. Uncommunicative, lacking self-confidence, dependent on the environment. Emotionally immature, prone to frustration. Anxiety is low. Socio-psychological status is normal. Sensitive to insults and grief. Inertia in the manifestation of affects, in mental operations, in motor skills. Responsible enough, knows how to give in, timid, neat, disciplined. Cannot be an organizer. A professional plan has not been formed.

Theoretical information

Psychology is an amazing science. At the same time, it is both young and one of the most ancient sciences. Already the philosophers of antiquity reflected on problems that are also relevant for modern psychology. Questions of the relationship between soul and body, perception, memory and thinking; questions of training and education, emotions and motivation of human behavior and many others have been raised by scientists since the emergence of the first philosophical schools of Ancient Greece in the 6-7 centuries BC. But the ancient thinkers were not psychologists in the modern sense. The symbolic date of birth of the science of psychology is considered to be 1879, the year of the opening of the first experimental psychological laboratory by Wilhelm Wundt in Germany, in the city of Leipzig. Until this time, psychology remained a speculative science. And only W. Wundt took upon himself the courage to combine psychology and experiment. For W. Wundt, psychology was the science of consciousness. In 1881, on the basis of the laboratory, the Institute of Experimental Psychology was opened (which still exists today), which became not only a scientific center, but also an international center for the training of psychologists. In Russia, the first psychophysiological laboratory of experimental psychology was opened by V.M. Bekhterev in 1885 at the Kazan University clinic.

INDIVIDUAL DEVELOPMENT CARD OF A PRESCHOOL CHILDREN

SurnameZavarzin_______________________________________

NameStepan_____________________________________________

SurnameIvanovich _______________________________________

Date of Birth_07/21/2008.________________________________

Parents' full names:

motherZavarzina Natalya Ivanovna____________________________

fatherZavarzin Ivan Semenovich ______________________________

Information about the educational institution:Municipal autonomous preschool educational institution “Kindergarten of a combined type No. 41 “Beryozka”, Balakovo, Saratov region

Individual child development chart

Last name: Stepan Zavarzin

Date of birth: 07/21/2008

Information about educational institutions attended by the child:

Name of the OS MADO kindergarten No. 41

Date of admission 08/08/2011

Date of deduction 05/29/2015

GENERAL INFORMATION

Last name: Stepan Zavarzin

Group No. 7 preparatory to school

	Early age (2-3 years)	Junior preschool age (3-4 years)	Middle preschool age (4-5 years)	Senior preschool age (5-6 years)	Senior preschool age (6 - 7 years)

Height (cm)
Weight, kg)
Health group
Family (complete, incomplete)					plump, two children
The degree of adaptation to the conditions of preschool educational institutions ( filled in the cell corresponding to the age of admission to the preschool educational institution)
Leading hand

Physical development(filled out by physical education instructor)

Group _No. 7 preparatory to school

Physical education instructor S.A. Kukushkina

Diagnosed parameters	2014-2015 beginning of the year		2014-2015 end of year
Diagnosed parameters	result		result
		Doesn't monitor breathing		high level
		The pushing force has not been worked out		high level
		Doesn't follow flight path		high level
Medicine ball throw		No power in the throw		high level
Flexibility		Not formed		average level
Equilibrium		Weak static balance		Above average level
Endurance		Interest in physical education has not been formed		studies with interest
		inadequate		high level
		physical qualities in the formative stage		physical qualities are formed
		improve physical qualities: flexibility, balance, strength qualities		continue to build flexibility

3. Mental development

Last name first name Zavarzin Stepa

Teachers: Denisova N.D., Rastrepina L.V.

Teacher-psychologist: Ivannikova N.V.

Diagnosed parameters	2014 - 2015beginning of the year		2014 - 2015 end of year
Diagnosed parameters	development	Development parameters	development	Development parameters
MENTAL PROCESSES:
Thinking:
Visually effective		prevails		prevails
Visual-figurative		age appropriate		age appropriate
Boolean		In the formative stage		age appropriate
Attention:		scattered		involuntary attention prevails
Memory
Auditory		Prevails Remembers quickly		age appropriate
Visual				is being formed
Imagination
Speech		inhibited
PERSONAL QUALITIES
Self-esteem		adequate		adequate
Strong-willed quality		Tries to get things done		Able to finish what he started with everyone else
Temperament		phlegmatic person		phlegmatic person

With adults		Keeps in touch
With peers		Not in contact with all children		Tries to be friends
Status in group		Often quarrels		trying to be a leader
General conclusion		At the stage of formation, memory, thinking, communication skills		The development of mental processes corresponds to age
		Develop mental processes: memory, thinking: teach interaction skills with other children		Mental processes are formed. the child comes into contact with children and adults

Legend: low level 1b), below average (2b), average (3b), above average (4b), high (5b)

4. SUMMARY INFORMATION ABOUT THE CHILD’S ACHIEVEMENT OF THE PLANNED RESULTS OF MASTERING EP DO BY EDUCATIONAL AREAS

Last name, first name of the child: Stepan Zavarzin

Group No. 7 preparatory to school

Teachers: Denisova N.D. Rastrepina L.V.

Date: September-May

DIAGNOSTICS OF ACHIEVEMENT OF PLANNED GOALS BY A CHILD RESULTS OF MASTERING OOP BEFORE (EDUCATIONAL ACHIEVEMENTS)
EDUCATIONAL AREA				2014-2015 beginning of the year		2014-2015 end of year
EDUCATIONAL AREA				(1-5 points)		(1-5 points
Speech development	Lexico-grammar				finds it difficult to compose stories based on the picture		makes up a related story based on the picture
					does not determine the place of a sound in a word		has a rich vocabulary
	Active dictionary,				Weak vocabulary		selects words synonyms
	Connected speech				is in a hurry, does not express his thoughts consistently		loves to retell fairy tales
	Preparation for literacy training (preparatory group)				The ability to distinguish by ear and in works all the sounds of the native language is not sufficiently developed		can do sound analysis of a word
	Perception of fiction				loves to listen and tell stories		reads poetry with expression
Cognitive development	The world	Getting to know social media peace			Confused about the names of city businesses		consolidated knowledge about his hometown
		Familiarization with the subject. peace			Doesn't classify items		has ideas about generalizing words
		Introduction to the natural world			has little understanding of wildflowers		understood the classification of plants
		Moral patriot. education			treats elders with respect		ideas about the patriotism of our people in the Second World War have been formed
	FEMP	Quantity and account			Does not have direct and reverse counting,		loves solving and composing problems
		Orientation in space and time			finds it difficult to determine the position of an object in space		determines parts of the day, days of the week, seasons.
		Shape, size			compares objects by size		distinguishes and names geometric shapes
	Pozn-study. activities	Sensory development			confuses color shades
	Pozn-study. activities	Logical thinking, games			likes to make up tall tales		age appropriate
Social and communicative development	Socialization				the child does not have contact with all children		trying to be a leader
					independently maintains order in the group		helps with pleasure
					complies with basic rules of conduct in kindergarten		knows and follows basic rules in nature
Artistic and aesthetic development	Visual activities		Drawing		paints objects not neatly, work on painting technique		distinguishes between genres of fine art
			Modeling		masters sculpting techniques, but does not put any effort into it		loves to sculpt according to plan
			Application		weak with scissors		loves to create images by design
			Applied creativity		prefers natural materials		creates crafts from natural materials
	Construction-modeling activity				happy to build from any construction set		creative imagination developed
	Music				develop an ear for music		knows and names musical instruments
Physical development					to teach oneself to organize outdoor games
OZOZH					pay attention to the peculiarities of his health and body (I need to wear glasses)		familiar with TB in the gym
conclusions					Attention is not developed, the ability to determine the place of sound in a word is not formed, not sociable		Attention is more stable, speech is formed, and the child is trying to be friends
					Continue to shape speech development		development corresponds to age
Signature of teachers

Legend: low level 1b), below average (2b), average (3b), above average (4b), high (5b)

5. Map of the formation of prerequisites for educational activities at the stage of completion of preschool education

Last name, first name of the child: Zavarzin Stepan

Group No. 7 preparatory to school

Teachers: Denisova N.D. Rastrepina L.V.

	2014-2015 beginning of the year		2014-2015 end of year
	(1-5 points)		(1-5 points)
Health and physical activity		observes basic rules of eating		observes hygiene rules
Targets
Sensory		cannot be oriented on a checkered sheet		skills developed appropriate for age
Intelligent		in the formative stage
Regulatory		Doesn't keep in touch with everyone		communicates equally with peers
Creative		shy		enjoys playing leading roles at holidays
Communication		Doesn't always know how to negotiate		maintains contact with adults
Ability to construct a speech utterance		finds it difficult to find words for definitions		corresponds to age norm
Idea about yourself, about the world around you		Knows family members, lacks knowledge about hometown, symbols		Loves his city, knows the address, his ancestry
		the child is not sociable, has not developed an interest in fiction, has a poor vocabulary		knowledge and skills are formed
		develop the eye, the ability to orientate yourself on a checkered sheet, form speech, teach, build relationships with children		ready for school

Legend: low level 1b), below average (2b), average (3b), above average (4b), high

6.Individual educational route of the child

for the first half of the 2014-2015 academic year

Last name, child's first name: ZavarzinStepan

Group No. 7 preparatory group for school

Educators : Denisova N.D..Rastrepina L.V..

Relevance: has an average level of development in the educational field: “Speech development”, “Artistic and aesthetic development”, communicative qualities are not formed

Target: Increase the level of mastery of the program in the educational field “Speech Development”, “Artistic and Aesthetic Development”, status in the group

Tasks:

Develop an interest in fiction

Develop and enrich the phonemic and lexical and grammatical structure of speech Develop productive activities (drawing, modeling, appliqué)

Introduce to fine arts

Build communication skills, develop memory

Implementation of an individual route

Time spending		Result of work	Note
daily	D/i “Find out who’s talking”, “Guess what’s in the bag” (“Magic bag”), “Guess what I’m doing”, “Say what it sounds”, “How the bell rings”, “Guess and say” who is screaming." Conversations on the topics of the week and consolidation of the material covered. Reading fairy tales by Pushkin A.S. , Zhukovsky V.A. and other writers.	Positive dynamics in development are observed. At the middle of the year, the level of development is above average. He became more interested in works of art, his lexico-grammatical and phonemic structure developed and enriched, and he began to paint objects neatly and evenly.
2 times per week	Experimenting with water, sand and snow, natural and household materials.
Daily optional	Games: “Who can finish the sentence correctly”, “choose the right picture”, “Guess the riddles”, “Close the chain”,
2 times per week	Modeling objects using pinching techniques (cat ears) and pulling. Game exercise “Touch and blind”, “Cut straight”. Reinforce techniques for cutting out symmetrical objects from paper folded in half. Practice smooth turns of your hand when drawing rounded lines and curls in different directions.
daily	Outdoor games (“Hunter and the Hares”, “Sly Fox”, “Traps”) In games, give leading roles, practice the strength of throwing a medicine ball
daily	Board games (small construction set).
daily	Didactic, outdoor games of choice In role-playing games, give leading roles.
Educational psychologist	Did. Attention games, relaxation, fairytale therapy, attention exercises	The level of development of attention, concentration and switching has increased. The child copes with tasks of a mathematical nature and logical problems.
Teacher speech therapist	Did. Exercise “Caterpillar”, “Whose house?” learning pure sayings with the sound “Ш”	Sounds are correct, speech development is normal

Level of readiness for schooling

.(For groups of preparatory age for school)