List of methods of a teacher-psychologist for diagnosing children in preschool educational institutions

Directions of psychological diagnostics

1. Screening examination (monitoring) to analyze the dynamics of mental development, identifying people in need of psychological help.
2. Identification of the level of readiness or adaptation of children and students to new educational conditions.
3. Identification of features and possible causes of maladaptation in order to determine directions for providing psychological assistance.
4. Studying the interests, inclinations, abilities of children and students, prerequisites for giftedness.
5. Diagnostics of the socio-psychological climate of the team.
6. Diagnosis of intellectual, personal and emotional-volitional characteristics.

Based on these areas of psychological diagnostics, the educational psychologist selects methods and techniques that he will use in his work with children. You can find a list of some techniques below.

Methodological recommendations on the topic: “Methods of group work of a teacher-psychologist with a preschool educational institution team”

Methodological recommendations on the topic: “Methods of group work of a teacher-psychologist with a preschool educational institution team”

Teacher-psychologist Safonova T.A.

In order to increase the psychological competence of preschool educational institutions teachers, including orientation in the patterns of child development, in matters of education and conditions in preschool educational institutions for the development of personal formations, an educational psychologist can use a number of methods:

• lecture;
• workshop;
• group consultation;
• training;
• brainstorming method;
• business game;
• round table;
• conversation.

It is also necessary to include types of work that would help improve the emotional well-being of teachers, relieve tension and feelings of discomfort. The most effective are relaxation breaks.

Let's look at some methods.

1. Lecture

. This is a method of transferring ready-made knowledge by a lecturer to an audience. When working with teachers, it is rational to use it in combination with other methods of a more practical orientation, in connection with the characteristics of the audience and the target field of their activity. The structure of the lecture should include the key points of the problem and have a logical clarity of construction:

• introduction (relevance, practical significance of the topic or problem);
• main part (formulation of basic concepts, disclosure of structure and relationships, classification);
• conclusion (highlighting the main idea, summarizing).

There are several types of lectures:

Lecture-conversation.

It takes place in direct contact with the audience. With its help, the presenter has the opportunity to attract the attention of listeners to the key points of the lecture and indirectly use collective experience and knowledge. The negative point is that during a lecture-conversation it is impossible to involve all participants in the discussion.

Lecture-discussion.

It involves the use of a free exchange of opinions between the presenter and listeners between logically structured blocks of the lecture, which allows step-by-step control of the process of mastering the material. To effectively conduct a lecture-discussion, it is necessary to prepare questions. This method allows the presenter to control the opinion of the majority and change the negative attitudes of individual audience members.

Lecture-consultation.

It is most effective when presenting practical material. Involves the lecturer's answers to questions from listeners after presenting the topic. This takes up approximately half of the total lecture time. This method allows the presenter to track the effectiveness of the lecture, discover the problems of listeners, their professional and personal orientation.

These types of lectures can be used in work with both teachers and parents.

There are several other types of lectures (lecture with intensive feedback, lecture with analysis of micro-situations, etc.). At their core, they duplicate in some aspects the above, and therefore do not require detailed consideration.

1. Workshop.

   A type of lesson whose purpose is to provide the opportunity for the practical use of theoretical knowledge. It involves intensive independent work by the participants and the facilitator on the topic assigned to them. During the workshop, there is a direct exchange of experience, and options for solving certain problems are considered.

2. Group consultation. IN

   basically has the same structure as an individual consultation. Its psychological meaning is to help a person solve the problem himself, which presupposes the activity of all participants in the consultation and equal positions of the presenter and the audience. The content of the consultation should concern the most important and significant issues identified during observations or surveys. The goal of group counseling should be to help participants solve problems on their own.

4. "Brainstorming"

or brainstorming. This is a method of activating mental activity, designed to produce ideas or solutions to a particular problem. The use of this method must be carried out in accordance with the rules:

a) the group should consist of 7-10 people;

b) criticism of other people's ideas is prohibited; only respect can be shown towards other people's opinions;

c) someone else’s idea can be developed, or you can offer your own;

d) the chairs of the participants should be in a circle;

e) participants must be in a state of emotional and muscular relaxation;

f) All ideas from participants must be recorded. Any ideas can be proposed, even the most

fantastic, and they all have a right to exist. Further, during the accumulation of ideas, the most rational and effective ones in a particular situation are adopted. It is necessary to follow the rule of “4 analogies”:

• direct analogy

  (participants are asked to think about how problems similar to this one are solved);

• personal analogy

  (participants are asked to enter into the image of the object given in the problem and reason from its point of view);

• symbolic analogy

  (participants are asked to imagine solving the problem from the point of view of unreal fairy-tale heroes).

Fantastic analogy (participants are asked to imagine solving the problem from the point of view of unreal fairy-tale heroes).

There are other methods for activating the group’s thought processes:

• focal object method

  (the essence is that the characteristics of several randomly selected objects are transferred to the object in focus, resulting in unusual combinations, the development of which leads to the development of original ideas);

• test question method

  (involves the use of questions aimed at changing objects, weight, size, material, shape, direction, etc.).

  Read also:  Card index of cultural and hygienic skills (Early age group)

The brainstorming method stimulates the development of group dynamics, which should not be spontaneous; the task of the leader is to indirectly direct this movement, indirectly regulate it. It is important to catch the tension that has arisen in the relations of the participants in time and smooth it out.

5. Training.

An active method of group work, the use of which requires compliance with certain rules. The criteria for selecting training participants are as follows:

• voluntariness of joining the group, desire to participate in the training;
• approximately the same age of the participants (it was noted that after 45 years, participation in the training is not effective);
• the number of group members should not exceed 12 people;

— the training group should involve people who are strangers to each other;

• People with obvious physical defects and mental disorders should not participate in the training.

The facilitator must have a certificate indicating preparation for leading training groups.

In teaching teams, it is more effective to use elements of training, due to the fact that organizing full-fledged training groups is most often impossible. This is a consequence of a number of features: work hours, the overlap of personal relationships with business ones, wide age boundaries, etc.

However, if the situation in the teaching team meets the requirements for their participants in solving a number of problems, training seminars or workshops can be considered a fairly highly effective equivalent of training.

6. Business game.

Refers to gaming technologies in the educational process. This is a type of activity that involves solving any problems in a situation of artificially created conditions. A business game creates an emotionally positive mood for the participants, which allows them to avoid tension while solving a game problem. During business games the following are simulated:

• relationships;
• interactions;

— organizational and structural aspects. Before starting a business game, the participants must develop rules of interaction.

— discussion of what is happening in the group at the level of personal and business relationships should be “here and now”;

• all expressed ideas have the right to exist, since even the most implausible idea can positively influence the development of a group decision;
• statements must be on topic, empty ranting must be excluded;
• your opinion or position must be expressed in a concise form, saving the time of other participants;
• criticism of other people's ideas should be excluded; they can only be developed and supported.

Evidence of the effectiveness of group work during a business game is the appearance of so-called increments among the participants.

Conducting a business game requires a certain deployment logic. Before it starts, the presenter must prepare documentation required by the course of the game. The documentation also includes a dictionary of terms and concepts that ensures their unambiguous interpretation.

Next you need:

• highlight an object or process modeled in the game;
• prepare a game prospectus (disclose its content, conditions of use, in other words, explain what activity is modeled in the game, where the scope of its application is);
• develop a scenario that includes characteristics of the game object and the establishment of roles;
• organize a gaming environment that is closest to real conditions;
• establish regulations;
• appoint an administrator who will lead the group of game organizers;
• form gaming teams;
• distribute roles;
• create a group of experts to analyze conflicts that have arisen;
• select a counting group (if necessary);
• choose a person to create interference and accidents (if this is provided for by the rules of the game).

In the process of working with teachers, a psychologist can also use methods such as psychotechnical games1. They allow teachers to reduce mental stress, develop their internal potential, and effectively manage their internal state, which will ultimately have a positive impact on professional and personal growth. Such games do not require special organization or expense, and after training, teachers can use them in their daily lives.

Relaxation games.

Necessary for removing internal “clamps” and tension. Allows you to gain a sense of stability and relief from stressors. This is a kind of “psychological shower”, necessary for people whose professions involve stressful situations.

Adaptation games.

Designed to optimize the process of professional adaptation of young teachers and, above all, to develop the ability to manage themselves and control their emotional states.

Formula games.

These games are based on the method of verbal self-suggestion. The text of the formulas should be in the form of self-orders that are spoken to oneself. The effectiveness of such games will be quite high if you follow the rules:

• unshakably believe in the power of self-hypnosis formulas;
• when pronouncing the formula, you need to concentrate and concentrate;

• the formula must be repeated 5-7 times;

• the text of the formula should be short and concise;
• the beginning of the formula must include the following statements:

“I can…”, “I know that...”, “I feel that...”, “I am convinced that...”

Formula games can have the following orientation:

• mood for an active position during the day;
• attitude towards confident behavior;
• positive attitude towards work,

children, parents.

Thus, psychological science offers practical psychologists a fairly wide range of methods and forms of active group work with teachers. It is important to choose from them adequate to the goals and needs of a specific group of people - the teaching staff of a preschool institution. The psychologist needs to identify the potential capabilities of teachers, as well as determine the range of problems that exist for them, and based on their analysis, build further work.

Diagnostics of adaptation to preschool education

Monitoring a child during the adaptation period is an important diagnostic direction in the work of a psychologist. It allows you to collect data about the child and draw a conclusion about the degree of adaptation to kindergarten. There are many techniques with which you can carry out this observation. I suggest you get acquainted with the list of some of them.

• Ronzhina A.S. “Diagnostics of the level of adaptation of a child to a preschool institution.”
• Methodology of A. Ostroukhova “Studying the degree of adaptation of a child at a preschool educational institution.”
• Methodology of Vatutina N. D. “Determination of the degree of adaptation to preschool educational institutions.”

Psychologist's classes in kindergarten: areas of work

A teacher-psychologist at a preschool educational institution works with children and parents in several areas. One of them is psychological and pedagogical consultation.

Not only parents, but also preschool employees can consult. In his work plan, the psychologist outlines a plan for mandatory consultations for the year. Topics are selected based on current issues for a particular age group and population, as well as based on recommendations received from higher authorities.

Psychological consultations, as well as psychologist sessions in kindergarten, can be individual or group. Planned counseling is usually of a group nature. The teacher notifies parents about such consultations in advance, and attending them is the duty of every conscientious parent. It is especially important to attend such consultations if your child is just starting to go to kindergarten, because this period in the child’s life is accompanied by rapid changes and active social adaptation to new conditions. It is very important for parents to know many points related to the behavior of a child who is just beginning to adapt to a new social environment. Another critical time when parents need counseling most urgently is when they are about to attend school.

During the psychologist’s office hours, parents can always turn to him with any problem that interests them. But don’t forget that a psychologist in a kindergarten is responsible for a large number of people, he has a lot of responsibilities and things to do, so you shouldn’t fill every appointment day exclusively with your problems. If your case is special and requires careful consideration, classes with a psychologist in kindergarten may not be enough, and you may be redirected to the appropriate psychological and pedagogical centers and institutions where you will receive the necessary psychological help.

Another important area of ​​work in which psychologists conduct classes in kindergarten is diagnostics.

Not all parents show concern about their children’s problems; some simply do not see them and are in no hurry to seek help from a specialist. The task of a psychologist during diagnosis is to recognize whether the child has any problems in general psychological development, behavior, social adaptation, emotional-volitional, intellectual and other areas. In addition, psychological and pedagogical diagnostics are carried out, the purpose of which is to establish how children master the educational program in a preschool educational institution.

When a psychologist prescribes an individual consultation, or if the parents themselves insist on conducting it, it, as a rule, includes a simultaneous in-depth diagnosis of those aspects that are most relevant in a particular case. Group diagnostics of children, as well as parents and preschool employees, is also practiced.

To diagnose preschool children, projective techniques are most often used - analysis of drawings and other objects of children's creativity. When working with adults, psychologists often resort to tests and questionnaires.

Diagnosis of readiness for school

• Yasyukova L.A. Methodology for determining readiness for school.
• Semago N.N., Semago M.Ya. “Psychological and pedagogical assessment of readiness to start school.”
• Ekzhanova E.A. "Diagnostic and prognostic screening in the first grades of secondary schools."
• Varkhatova E.A., Dyatko N.V., Sazonova E.V. "Express diagnostics of readiness for school."
• Method of express diagnostics of intellectual abilities of children 6-7 years of age (MEDIS)
• Kern-Jirasek School Maturation Test.

Diagnostics of cognitive processes

Now there are many different diagnostic kits, which have already selected all the necessary methods for diagnosing cognitive processes in children of different ages. All you have to do is choose which one you like best. Below I have provided a list of the most popular ones.

• Rudenko L.G., Pavlova N.N. Express diagnostics in kindergarten: a set of materials for educational psychologists in preschool educational institutions.
• Rudenko L.G., Pavlova N.N. Psychological diagnostics and correction at an early age.
• Strebeleva E.A. Psychological and pedagogical diagnostics of the development of children of early and preschool age.
• Kurazheva N.Yu., Kozlova I.A., Tuzaeva A.S. Diagnostic complex “Tsvetik-Semitsvetik” for children 3-7 years old.
• Zabramnaya S.D., Borovik O.V. Practical material for psychological and pedagogical examination of children

Main activities of a teacher-psychologist

Under psychological education

refers to the familiarization of adults (educators, parents) and children with psychological knowledge. Psychological knowledge is not sufficiently widespread in society; a psychological culture that presupposes interest in another person, respect for the characteristics of his personality, the ability and desire to understand his own relationships, experiences, and actions is not always expressed. In teaching teams, as well as in families, conflicts are possible, based on the psychological deafness of adults, the inability and unwillingness to listen to each other, understand, forgive, give in, etc. Therefore, it is important for a practical psychologist to increase the level of psychological culture of those people who work with children. The main meaning of psychological education is to familiarize educators and parents with the basic patterns and conditions for the favorable mental development of a child, to popularize and explain the results of psychological research, to create a need for psychological knowledge and a desire to use it in working with a child or in the interests of developing one’s own personality, and also to achieve an understanding of the need for practical psychology and the work of a psychologist in kindergarten and other educational institutions. Psychological education can take place in the form of lectures, conversations, and seminars.

Psychological prevention

- a currently poorly developed type of activity of a practical child psychologist. It is aimed at preserving, strengthening and developing the psychological health of children at all stages of preschool childhood. Unfortunately, this side of the activity of a practical psychologist is not yet developed in our country. But this does not diminish its role. Psychological prevention presupposes responsibility for observing in kindergarten (and other children's institutions) the psychological conditions necessary for the full psychological development and formation of the child's personality at each age stage. Also, psychological prevention involves the timely identification of such characteristics of a child that can lead to certain difficulties, deviations in intellectual and emotional development, in his behavior and relationships. The main difficulty that a psychologist may encounter is the lack of understanding by the teaching staff and parents of the importance of psychological prevention. Such a misunderstanding can be explained by the fact that there are many problems with individual children and groups that urgently need to be addressed and therefore educators and parents may not think about what might happen in the future. A psychologist should try to predict the possibility of problems arising and work towards their prevention. In psychoprophylaxis, the initiative comes entirely from the psychologist, this shows his creativity as a specialist. A psychologist develops and implements developmental programs for children of different ages, taking into account the characteristics of each age stage. It also identifies such psychological characteristics of the child that may subsequently lead to the emergence of certain difficulties or deviations in his intellectual and personal development. A practical psychologist must monitor the observance in kindergarten of the conditions necessary for the normal mental development and formation of the personality of children at each age stage, as well as prevent possible complications in the mental development and formation of the personality of children in connection with their transition to the next age level.

Psychological diagnostics –

psychological and pedagogical study of individual personality characteristics... with the aim of:

• identifying the causes of problems in learning and development;
• determining the strengths of the individual, his reserve capabilities, which can be relied upon during correctional work;
• early identification of professional and educational interests;
• determining the individual style of cognitive activity, etc.

It is carried out in the form of planned diagnostics or diagnostics upon request... of the administration, teachers, parents and is considered as an important preparatory stage of individual and group counseling, psychological and pedagogical consultation, teachers' council...

Psychological diagnostics of professional behavior... is carried out by a psychologist either within the framework of the strategy of his own professional activity developed by him, or upon request... and is carried out in the form of multi-position analysis... based on observations, video filming or other recording...

Advisory work

in kindergarten has a fundamental difference from that carried out by a psychologist in district or other consultations. The specificity of such counseling is that it focuses on solving professional problems. During the consultation process, only what is relevant to solving the main task of the educational psychological service is considered - to maximally promote the mental, personal development of each child. Kindergarten managers, teachers, parents and other people receive advice insofar as they are related to the child. Their problems are considered only in connection with the problems of children, and not in themselves. Educators often turn to a psychologist on the following issues: reasons for children’s difficulties in mastering educational programs (preparing for school), children’s reluctance and inability to study, emotional and personality disorders, conflictual relationships with other children. Parents often come to us with problems: how to prepare children for school, lack of expressed interests in children, poor memory, disorganization, lack of independence, aggressiveness, increased excitability or timidity, timidity; in other words, we mean everything that is usually denoted by the words “difficult child.”

Diagnostics of personal and emotional-volitional characteristics

• Methodology “Emotional faces” (N.Ya. Semago) (Goal: assessing the possibility of adequate recognition of the emotional state, the accuracy and quality of this recognition.)
• Anxiety test (Temml R., Dorki M., Amen V.) (Purpose: determining the level of anxiety).
• Test for identifying children's fears A.I. Zakharov and M. Panfilova “Fears in houses” (Goal: identifying and clarifying the prevailing types of fears in children over 3 years old).
• Eight-color Luscher test (Purpose: study of the child’s emotional state).
• “Ladder” technique. Modified by S.G. Yakobson, V.G. Shchur. (Purpose: self-esteem research).
• “Locomotive” technique (S.V. Velieva) (Goal: determining the characteristics of the child’s emotional state).
• Methods for studying children's self-awareness (N.L. Belopolskaya) (Purpose: to study the level of formation of those aspects of self-awareness that are associated with the identification of gender and age).
• Graphic technique M.A. Panfilova “Cactus” (Goal: identifying the state of the child’s emotional sphere, identifying the presence of aggression, its direction and intensity).
• Methodology “Magic Land of Feelings” (Purpose: study of the psycho-emotional state of the child).
• Makhortova G.Kh. Projective methodology for personality research “Tell a story.” (Purpose: personality research).

Diagnosis of parent-child relationships

In the standard “Teacher-psychologist (psychologist in the field of education)” such an area as diagnosing child-parent relationships is not highlighted, but I felt that it needed to be voiced. After all, we must work with the child in conjunction with all participants in educational relations. Therefore, it is very important for us to understand what kind of relationships a child has in his family and how this can affect his behavior and development.

• Projective technique “Family Drawing”. This technique is aimed at diagnosing emotional well-being and the structure of family relationships.
• Test “Diagnostics of emotional relationships in the family” Authors E. Bene and D. Anthony (under the general editorship of A.G. Leaders and I.V. Anisimova). This test is aimed at studying the emotional relationships of a child in the family.
• Rene Gel's projective technique. Research into the sphere of a child’s interpersonal relationships and his perception of intrafamily relationships
• Children's Apperception Test (CAT) (Authors: Leopold and Sonya Bellak)

Cheat sheets for educational psychologists at preschool educational institutions

Cheat sheets

educational psychologists of preschool educational institutions

Toolkit.

Part 1.

.

This methodological manual was written based on documents of the Russian Federation and general requirements for organizing the activities of educational psychologists in educational institutions. The manual provides a detailed description of the main reporting documentation of a preschool educational institution psychologist, its structure and samples of completion. The first part describes the step-by-step preparation of an annual plan, cyclogram, specialist journals, programs and analytical report. This manual contains both standard forms and the psychologist’s own developments in maintaining documentation, which, in the author’s opinion, are more rational and convenient.

The manual also contains the Code of Ethics for Psychologist and the order of the Ministry of Education and Science on the distribution of working time, which is an important normative support for specialists.

The manual is addressed to psychologists working or studying in this specialty, as well as methodologists and heads of preschool educational institutions for assistance and monitoring the work of educational psychologists.

It is recommended for use in the activities of educational psychologists of preschool educational institutions.

From the author.

When I started working as a psychologist, I encountered great difficulties and differences of opinion regarding the organization of work, maintaining documentation, using certain diagnostics, and finding programs for work. Most novice psychologists encounter this. Perhaps it is the lack of models and a proper system for organizing work that leads to “turnover” of personnel in educational institutions. Young specialists do not have time to cope with their work, and they also have to carry out various additional assignments and social burdens. Taking into account all these difficulties and my experience in overcoming them, this manual was written.

Theoretical and practical materials will be useful not only for beginners, but also for experienced psychologists to search for new ideas, improve organizational and methodological skills and directions for their work. The manual will also be useful as a reference for preparing for certification.

The manual is addressed to psychologists working or studying in this specialty, as well as methodologists and heads of preschool educational institutions for assistance and monitoring the work of educational psychologists.

The manual consists of several parts.

The first part reflects the documentation of psychologists and examples of how to fill it out.

The second is devoted to diagnostics, conclusions, protocols, diagnostic kits, a review of methods and programs for working with all participants in the educational process.

Areas of activity of a teacher-psychologist at a preschool educational institution.

Chapter 1. Where to start?

A teacher-psychologist must begin work by completing documents and becoming familiar with his job descriptions. Knowledge of job responsibilities, rights, functions and responsibilities allows you to resolve controversial and conflict situations. You must be able to justify your refusal to fulfill certain requirements or unwanted work, and know when and who to turn to for help.

It is very important to monitor orders issued at the federal, regional and city levels in order to promptly respond to changes in activities and take the necessary measures. To do this, you can use the Internet or periodicals.

The documents required for each educational psychologist and subject to verification by higher authorities are:

1.
Annual plan
2.
Cyclogram (work schedule).
3.
Consultation journal
4.
Card of psychological examination of the pupil.
5.
Conclusion based on the results of the psychodiagnostic examination.
6.
Journal of correctional work.
7.
Program of correctional and developmental classes.
8.
Analytical report on the work of a teacher-psychologist for the academic year.
Additional documentation:

Logs of work performed, by area.

1.

Journal of group forms of work with parents and teachers (trainings, seminars, Schools for parents, group consultations). It reflects the dates, topics, category of participants (teachers, parents, psychologists), and their number.

2. Journal of group correctional, developmental and preventive work with children. The names of the children in this working group, the dates of classes, their topics and attendance are reflected here.

3. Diagnostic work log indicating

- dates of examination,

- last name and first name of the child (group of children of parents, teachers),

- treatment code - the purpose of diagnosis (determination of the level of current development - U, assessment of the emotional and volitional sphere - E, behavioral problems - P, learning problems - O, educational problems - B, readiness for schooling - D),

- the nature of the diagnosis - indication of specific methods, questionnaires.

These journals are convenient for reflecting current activities, compiling statistical reports throughout the year and for the annual report.

It is recommended to draw up a Monthly Plan, and for novice specialists a Weekly Plan or keep a work diary, where all specific activities are planned or recorded by hour and area of ​​activity.

Work plan for ___________ month.

(it is recommended to expand the sheet)

In the second column, the activities are indicated, for example, Group classes according to Kataeva’s program, with whom it is held - children of the preparatory and senior groups, put + under the specific date and the lesson number according to the thematic plan - No. 7.

Work plan for October 12 – 16.

It is convenient to hang this plan on the office door or corner so that parents, teachers and managers can learn about your work.

To systematize accumulated materials, it is recommended to create a number of folders, each of which should have a list of materials contained in it:

1 Normative documents

the UN Convention on the Rights of the Child
must be present Constitution of the Russian Federation, Regulations on the service of practical psychology of education in the Russian Federation; Code of Ethics for Educational Psychologists (Appendix 1). 1 Organizational and methodological
documentation
containing
the annual plan;
work schedule; job descriptions; photocopies of documents on completion of advanced training courses; Order of the Min. Education and Science dated March 27, 2006 No. 69 “On the peculiarities of working hours and rest time for teaching and other employees of educational institutions” (or an extract from it) - see Appendix 2; Forms 1-10 (depending on the type of preschool institution); document on the approximate distribution of the working time of a teacher-psychologist - see Appendix 3, thematic plans for workshops, trainings, group preventive and correctional and developmental classes with children. 1 Advisory, educational and preventive work

, where to enter all
photocopies of interesting materials, sources of literature on this topic, titles of journal articles with a source mark... You can systematize the material into three categories: children, parents, teachers
.

1 All this will allow you to quickly find information on the desired topic, easily prepare consultations, meetings, leaflets, classes for all categories of the educational process.

1 Implementation of the annual plan,

where to put all the seminars held, parent meetings, trainings, leaflets, etc., which will help track the volume and quality of your work, and take this into account when planning your work for the next year.

1 List of methods used.

This folder allows you to quickly find the necessary diagnostics, reduce the time required to maintain a diagnostic log, where the number of the technique is simply written down, and not its name, author and nature. It is presented in the form of a table. The columns indicate the method number according to the list, name, its purpose category (children, parents, teachers), author, year of publication or modification, literary source.

1 List of developmental, correctional, preventive programs used.

The number of the program in the list, the name of the program, focus, author, and literary source are indicated. It will allow, depending on the diagnostic results, to select appropriate preventive and correctional and developmental material.

1 Thematic lesson plans.

For example, according to the programs used with children. They allow you to quickly prepare the necessary materials for the lesson and reflect its content. You can use the columns lesson number, topic or title, content (listing of exercises used), materials. If you plan to use the program for more than one year, then specific dates of classes can be written in pencil under the topic in accordance with their cyclicity. When working with teachers, this can be a group work plan, indicating goals, objectives, listing

content and forms of work, responsibilities and deadlines.

1 Thematic folders.

They collect material on topics (aggressive children, hyperactive children, anxious children, memory, attention, imagination, perception, thinking, children 2-3 years old, 3-4, 4-5, 5-6), various activities, consultations, information materials.

1 Archives.

When a new group is formed in a kindergarten, an archive folder is created for it, where all materials for this group will be stored until graduation (questionnaires for parents, children's drawings, protocols...). These folders are kept for another 5 years after the children are released from the preschool educational institution.

Chapter 2. How to properly maintain documentation.

1. ANNUAL PLAN.

When drawing up an annual plan, it is necessary to use the recommended form (Form 1), which is mandatory for all preschool institutions. We also present 2 acceptable modifications of this form, dictated by the convenience of working with them. (Form 1A and 1B).

When starting to write a plan, it is necessary to study the goals and objectives of the preschool institution for the school year, the program according to which the kindergarten operates, and reflect this in an explanatory note

to your annual plan.
Based on these data, the psychologist determines his goal and work objectives for the year. If you have work experience
, then it is necessary to determine priorities in work based on last year’s results, analysis of the psychological climate in the preschool educational institution, children’s problems, requests from parents, teachers, and administration. In the explanatory note, it is advisable to briefly indicate the relevance of the chosen goal and objectives of the work used in the work of the program.

In order not to waste time on drawing up several overlapping plans, it is recommended to draw up a detailed annual plan indicating specific activities, diagnostics, consultations and classes.

Target.

One of the proposed formulations may be chosen.

— Psychological support of the educational process in preschool educational institutions.

— Creating conditions for preserving and strengthening the psychological health of participants in the educational process.

Tasks
(according to various sources).
Depending on the characteristics of the preschool educational institution and the orientation of the educational psychologist, various tasks can be set:

— Timely identification of children in need of psychological help and creation of conditions for their harmonious development.

— Promoting the full mental and personal development of children.

— Study of individual characteristics of children’s development in the unity of the intellectual, emotional and volitional spheres of their manifestation.

— Providing psychological assistance to children, parents and teachers at all stages of the educational process (adaptation, interaction, preparation for school).

— Promoting the improvement of the psychological competence of preschool teachers and parents in matters of training and education of preschool children.

— Teaching preschoolers ways to overcome difficulties, ways to regulate their emotions and behavior.

— Establishing interaction and mutual understanding between participants in the pedagogical process.

— Promoting the introduction of... an approach into the educational process (depending on the tasks of the preschool educational institution, the city, the development of innovative projects, the availability of experimental sites. For a sample of psychologist support for similar work, see the journal Preschool Education No. 9, 2000, p. 42)

— Development and implementation of group preventive and correctional development programs.

— Development and implementation of individual psychocorrection programs.

— Selection of psychological literature for self-education of parents.

- other

Plan.

The annual plan should reflect:

1.

All areas of activity of a teacher psychologist:

— psychoprophylactic work

— psychodiagnostic work

— correctional and developmental work

— advisory work and psychoeducation

— organizational and methodological work

The implementation of these directions is carried out through various types of activities and with all participants in the educational process (children, parents, teachers).

Psychoprophylactic, advisory work

and
psychoeducation
can be presented:

o preventive classes with children of all ages once a week (for example, Khukhlaeva O.V., Khukhlaev O.E., Pervushina I.M. Program of psychoprophylactic classes for children 3-4, 4-5, 5-6 years old) ;

o speeches at parent meetings on preschool plans, requests and your wishes;

o organizing clubs and schools for parents on current topics, assigned work tasks, and requests;

o conducting ongoing seminars and workshops for teachers (for example, Typical problems of preschool children, Overcoming stress and emotional burnout of teachers...);

o training work with children, parents (for example, Lyutova E.K., Monina G.B. Training in communication with a child), teachers (for example, Monina G.B., Lyutova E.K. Communicative training and the program of activities of a teacher-psychologist in an educational institution to preserve the psychological health of teachers - newspaper School Psychologist, ), psychological games;

o a periodically updated corner, a newspaper, a stand with information (for example, Why a psychologist in kindergarten, How to teach a child to put things in order...);

o individual consultation reflected in the cyclogram (based on diagnostic results, upon request to solve current problems and issues);

o It is mandatory to highlight your activities at teachers’ councils (at the beginning of the year about tasks and plans, at the end of the year about achievements).

Diagnostics:

Basic rule:

there should not be too much diagnostics, it should have a purpose and result. Those. The survey conducted should be analyzed quantitatively and qualitatively, and correctional and developmental work should be carried out based on the results.

˚ At the beginning of the school year (August-September or September-October), cognitive development is diagnosed

children using diagnostic kits for each age group.
Based on its results, psychological development cards are filled out for each child. The emotional and volitional development
is also monitored (during the year, depending on work priorities). For this purpose, observations of various routine moments, special testing, conversations, and surveys of teachers and parents are carried out. Based on the diagnosis, RISK and DEVELOPMENT groups are formed, and children are identified for individual and subgroup work.

˚ In the middle and at the end of the year, interim

and
final
diagnostics of children attending psychologist classes to monitor the dynamics of corrected and developed processes.

˚ At the end of the year, a study of the level of readiness for schooling

children of the preparatory group in blocks (intellectual, personal, motivational readiness). Based on the results, medical records are filled out and recommendations are given to parents.

˚ In the summer and throughout the year, as children enter kindergarten, adaptation

, questionnaires and conversations with parents about the child’s readiness to enter kindergarten, collecting information about the new child, assistance in adaptation.

group and individual diagnostics of teachers and parents can be planned throughout the year

to solve current problems and increase interest in psychological knowledge (for example, to conduct a “Carrot and Stick” meeting, an anonymous questionnaire is conducted to identify the prevailing methods of influence in education, or to assess the psychological atmosphere in a team).

˚ If conditions exist, computer testing can be organized, which arouses more interest and trust, because It’s not a psychologist who processes the results, but a computer.

Corrective and developmental work:

o For group correctional and developmental work with children, you can use ready-made programs (for example, Kataeva L.I. Program of correctional and developmental classes for children of senior preschool age (6-7 years), or you can independently develop a system of classes, recording it according to Form No. 9 (Appendix 4) This will be considered an author’s development, which during certification is rated higher than the use of ready-made programs and lesson developments.

o For individual work, the program is compiled for each child individually. It is possible to work using notebooks (for example, with homework for working with parents on the development of motor skills), games with sand, water, dolls - depending on the experience, priorities of the psychologist, and the child’s problems.

o Working with the family (joint activities with the child and parent)

o Workshops, meetings, trainings with parents and teachers on ready-made or compiled programs.

Organizational and methodological work.

˚ Drawing up an annual plan, annual report, cyclogram, maintaining journals and other reporting documentation.

˚ Compilation of questionnaires, diagnostic complexes, selection and production of materials for diagnostics, processing of diagnostic results, summarizing, writing certificates and reports.

˚ Preparation for classes with children, selection of content, materials, preparation of correctional and developmental programs.

˚ Preparation for individual and group consultations, seminars, meetings with parents and teachers.

˚ Filling out cards of psychological development of children, individual development routes, documents for the Risk group.

˚ Visit to the library, city methodological office, GMO psychologists to improve scientific and psychological-pedagogical qualifications.

˚ Preparation of information leaflets for parent corners.

˚ Practical work to develop the educational and methodological base of the office.

˚ Mutual visits.

The plan must necessarily reflect all 12 months of work, because It is not always possible to take vacation time into account; the summer months can be combined (if planning is monthly) or spelled out in detail in the organizational and methodological block.

2.

Types of activities (events) must be specific. For example (see sample plans for details):

3.

Object of activity and conditions (specific group of children - junior 1-2, middle, senior, preparatory, parents, teachers and form of work - individual, group).

4.

Not only an educational psychologist, but also educators (for example, when questioning parents or identifying the characteristics of a group), a methodologist (when preparing a workshop seminar or pedagogical council), and specialized specialists (when conducting joint events) can be responsible.

5.

Dates, frequency (during the year, May, once a month)

6.

Expected result (formulations like: formation..., filling out a psychological development card, assessing the level of development..., identifying children at risk...)

Form 1

.