Title: Diagnostics of first graders: diagnostics of adaptation of first graders to school.
Year of publication: 2000 - 11
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Entering school is associated with the need to adapt the child to the changed conditions of life. Adaptation to an educational institution occurs at three levels: physiological, social, and proper psychological. Psychological adaptation is determined by the activity of the individual and presupposes not only the "embedding" of the younger student in the new social system, but also the transformation of some important elements environment in accordance with the needs and age and individual characteristics of the child.

The most important condition for successful adaptation is a combination of adaptive and adaptive activities, which varies depending on the situation. It is in the first months of children’s stay at school that new forms of the child’s relationship with the world and with himself are formed, sustainable ways of interacting with peers, adults, and the directions of personal self-realization at school are determined. During the period of adaptation to an educational institution, a social and intellectual foundation is laid for the further education and development of the child. The success of the adaptation of children to school conditions is largely due to the formation of educational motivation, a positive emotional attitude towards school, teacher and classmates, a high level of voluntary regulation of behavior and cognitive processes. Personal characteristics of students and relationships with parents also play an important role in the process of adaptation to school.

Presented selection " Diagnostics of first graders: diagnostics of adaptation»Contains materials aimed at diagnosing the adaptation of first-graders to school.

Contents of the collection "Diagnostics of first-graders: diagnostics of adaptation of first-graders to schooling":

Observation in the first class

• Observation as a method for determining the level of adaptation of students to school
• Observation card (form)

First grade survey

• Questionnaire for determining the school motivation of students primary grades
• Questionnaire "Is the child good at school?"
• Questionnaire for parents of first graders
• Questionnaire "Parental position regarding the child's readiness for school education" (Authors: O. N. Istratova, I. O. Kosyanenko
• Questionnaire "Identifying the reasons for school failure" (for teachers, parents)

Testing in first class

• "Conversation about the school" (authors: D.B., Elkonin, A.G. Venger)
• Methodology for studying the motives of teaching (Author M.Yu. Ginzburg)

Methods for studying the adaptation of first graders

Adaptation to school is the restructuring of the cognitive, motivational and emotional-volitional spheres of the child during the transition to systematic, organized schooling. A favorable combination of social external conditions leads to adaptation, a dysfunctional one - to maladjustment.

The main features of systematic schooling are as follows:

firstly, upon entering school, the child begins to carry out socially significant and socially appreciated activities - educational activities;

secondly, a feature of systematic school education is that it requires the mandatory fulfillment of a number for all of the same rules, which are subject to all student behavior during his stay at school.

We have proposed the following methods for studying the adaptation of first graders:

Methodology "House" (NI Gutkina);

Methodology "Studying intellectual readiness for school";

Methodology "Determination of the motives of teaching" (MR Ginzburg);

Methodology "Drawing up a story from a picture";

Drawing technique “What I like at school”;

Toulouse-Pieron test;

Test "Houses" (OA Orekhova).

Methodology "House" (N.I. Gutkina) is a task for sketching a picture depicting a house, the individual details of which are composed of elements of capital letters. The methodology is designed for children 5-10 years old and is used to determine the readiness of children for schooling.

Purpose of the study : to determine the child's ability to copy a complex pattern.

The task allows you to reveal the child's ability to orientate to the sample, to copy it exactly, to determine the features of the development of voluntary attention, spatial perception, sensorimotor coordination and fine motor skills of the hand.

Before completing the assignment, the child is given the following instruction: “In front of you are a sheet of paper and a pencil. I ask you to draw on this sheet exactly the same picture as on this sheet (a sheet with a picture of a house is placed in front of the subject). Take your time, be careful, try to make your drawing exactly the same as on this sample. If you draw something wrong, do not erase with either an eraser or your finger (you must make sure that the child does not have an eraser). It is necessary to draw on top of the wrong or next to it correctly. Do you understand the task? Then get to work. "

Methodology "Studying the intellectual readiness of the school."

Definition of concepts, explanation of reasons, identification of similarities and differences in objects are operations of thinking, evaluating which one can judge the degree of development of the child's intellectual processes. These features of thinking are established by the correctness of the child's answers to a series of questions. For each correct answer to each question, the child receives 0.5 points, so that the maximum number of points that he can receive in this method is 10.

Methodology "Determination of the motives of learning" is aimed at studying the formation of the motives of learning, identifying the leading motive.

For children 6-7 years old, the following motives are most characteristic: the educational-cognitive motive itself, which goes back to the cognitive need (educational); broad social motives based on an understanding of the social necessity of learning (social); "Positional" motive associated with the desire to take a new position in relations with others (positional); Motives “external” in relation to the study itself, for example, obedience to the requirements of adults, etc. The play motive, inadequately transferred to the new educational sphere (play); the motive for getting a high mark (mark).

The methodology is based on the principle of "personification" of motives. Children are offered a short story in which each of the investigated motives acts as a personal position of one of the characters. Children make three choices in sequence. From the answers-selections of first-graders, a conclusion is drawn about the essence of the leading motive for future educational activities.

Interpretation of motives:

External - the child does not show his own desire to go to school, he attends school only under duress.

Training - the child likes to study, likes to go to school.

Game - at school, the child only likes to play, walk, communicate with children.

Positional - the child goes to school not in order to master educational activities, but in order to feel like an adult, to increase his status in the eyes of children and adults.

Social - a child goes to school not to be educated, to learn something new, but because he knows: you need to study in order to get a profession in the future, - this is what the parents say.

Mark - the child goes to school to earn A's, for which the parents and the teacher praise.

Methodology "Drawing up a story from a picture." C spruce - evaluate active vocabulary, connectivity and grammatical structure child.

Drawing technique "What I like at school" allows you to determine the child's attitude to school.

Toulouse-Pieron test.

The purpose of the method: to identify the ability to voluntary concentration of attention

The increase in the mass fraction of mild cerebral disorders is a new reality of the last decade. 40-60% of modern children who enter school every year have functional disorders in the activity of the brain, in principle, reversible and normalized as the child grows and the brain matures. In our country, these disorders are called minimal brain dysfunctions (MMD). Learning that does not take into account the individual psychophysiological characteristics of the child gives rise to an avalanche increase in problems and often leads to persistent maladjustment.

The Toulouse-Pieron test can correct this situation. The test is a modification of the proofreading test - a non-verbal achievement test aimed at revealing the ability to voluntary concentration. The use of this technique for the diagnosis of MMD is substantiated by Cand. psychol. Sci. L.A. Yasyukova.

Projectivetest personal relationships, social emotions and value orientations"Houses" allowed to diagnose emotional sphere the child in terms of higher emotions of social genesis, personal preferences and activity orientations, which makes it especially valuable in terms of analyzing the child's emotional attitude to school (to oneself in new role, to the teacher, to classmates).

The research procedure consists of three coloring tasks and takes about 20 minutes.

The technique gives a psychotherapeutic effect, which is achieved by the very use of color, the ability to respond to negative and positive emotions, in addition, the emotional series ends in a major tone (admiration, one's own choice).

1st task definesvegetative coefficient , which characterizes the energy balance of the body: its ability to consume energy or its tendency to save energy. Its value ranges from 0.2 to 5 points. Energy indicator interpreted as follows:

0 - 0.5 - chronic overwork, exhaustion, low efficiency.

0.51 - 0.91 - compensated state of fatigue. Recommendation: it is necessary to optimize the work rhythm, work and rest regime.

0.92 - 1.9 - optimal performance. The child is distinguished by vigor, healthy activity, readiness for energy consumption.

Above 2.0 - overexcitation. It is required to normalize the pace of activity, work and rest, and sometimes reduce the load.

2nd task deciphers the emotional sphere of a first grader.

In task number 3 reflects the child's emotional attitude to himself, school activities, teacher and classmates.

According to the results of task number 3, three groups of children can be distinguished:

with a positive attitude towards school

ambivalent

with a negative attitude

Comparison of indicators of physiological, activity and emotional components will allow us to qualify the level of adaptation of first-graders as:

sufficient

partial

insufficient (or maladjustment)

The beginning of schooling is one of the most difficult and crucial moments in the life of children, both in social - pedagogical, psychological and physical terms.

Having entered school, a child does not become a schoolboy at once.

Formation, entry into school life, occurs during primary school, and the combination of the features of preschool childhood with the characteristics of the schoolchild will characterize the entire period of primary school age. All children who begin their studies at school face certain difficulties, and the success of the child's further social activities will depend on how well the adaptation period went when entering school.

Analysis of the process of adaptation of first-graders to school allows us to distinguish the following forms:

Adaptation of the body to new conditions of life and activity, to physical and intellectual stress, here success depends on the age of the child, on the level of his training; on the degree of formation of morphological and functional systems of the body; the level of development of voluntary regulation of behavior and organization of the child; on how the situation in the family has changed.

Adapting to new social relations and connections are in to a greater extent to spatio-temporal relations (daily routine, a special place for storing school supplies, school uniforms, preparing lessons, equalizing the child's rights with older brothers, sisters, recognizing his "adulthood", granting independence, etc.); personal and semantic relationships (attitude towards the child in the classroom, communication with peers and adults, attitude towards school, towards oneself as a student); to the characteristics of the child's activity and communication (attitude towards the child in the family, the style of behavior of parents and teachers, the peculiarities of the family microclimate, the child's social competence, etc.).

Adaptation to new conditions cognitive activities depends on the relevance of the educational level of the child (knowledge, skills, abilities) acquired in preschool or at home; intellectual development; from learning as the ability to master the skills and abilities of educational activity, curiosity as the basis of cognitive activity; from the formation of creative imagination; communication skills (the ability to communicate with adults, peers).

The optimal adaptation period is one to one and a half months.

Depending on various factors, the level of adaptation of children to new conditions may be different:

High when the first grader has a positive attitude towards school; perceives requirements adequately; learning material learns easily, deeply and fully; solves complicated tasks; diligent, attentively listening to the instructions and explanations of the teacher; executes orders without unnecessary control; exhibits great interest To independent work; prepares for all lessons; occupies a favorable status position in the class;

It is normal for a first grader to have a positive attitude towards school and attendance does not cause negative experiences; understands the teaching material if the teacher presents it in detail and clearly; learns the main content of educational programs; independently solves typical tasks; is concentrated only when he is busy with something interesting for him; carries out public assignments in good faith; friends with many classmates;

Low, when a first grader treats school negatively or indifferently, complaints of ill health are not uncommon; depressed mood dominates; there are violations of discipline; the material explained by the teacher learns fragmentarily, independent work with the textbook is difficult; does not show interest when performing independent study tasks; he prepares for lessons irregularly, he needs constant monitoring, systematic reminders and motivation from the teacher and parents; retains efficiency and attention during extended rest pauses; He has no close friends, knows only a part of his classmates by their first and last names.

Psychologists have proven that the most stressful for all children are the first four weeks of school - a period of "acute" adaptation, during which one should not increase the load and the pace of work.

The term "primary psychological adaptation" scientists - psychologists have designated a period that lasts roughly the first half of the year at school. It is during this period that the main work of the teaching staff, psychologists, parents of schoolchildren falls, the quickest adaptation of children to school, adaptation to it as an environment for their development and life activity is directed.

At the operational level, adaptation is defined as the compliance of the child's psychological status with psychological and pedagogical requirements, where the student's status is a system of characteristics of the child's mental state and behavior that are important for his successful learning and all-round development. These are the characteristics of the cognitive sphere, emotional-volitional and motivational development; the system of the child's relationship to the world, to himself and to significant forms of activity; features of behavior in educational and extracurricular school situations. The socio-pedagogical situation in which a child finds himself from the beginning of education in the first grade makes certain requirements for the level of development and the content of the above characteristics. The compliance of the child's psychological and pedagogical status with the school requirements presented to him is considered by us as an indicator of adaptation. Underdevelopment critical characteristics the child's mental state and behavior, meaningful non-compliance with the requirements presented will serve for us as an indicator of the child's social and psychological maladjustment in the school environment.

If physiological adaptation proceeds as if automatically, then with socio-psychological adaptation the situation is different: it is a process of active adaptation. The child's adaptation to school is not a one-sided process: not only new conditions affect the child, but he himself is trying to change the socio-psychological situation, not only to "integrate into it", but also to "attach it to himself." Indeed, the teacher needs to adapt to the situation of interaction with new students for him.

The deterioration of the neuropsychic state of children is also most pronounced in the first half of the year. Special studies show that it is during this period that the number of students with neuropsychiatric disorders increases by about 1416%, and by the end of the school year the number of such children increases by about 20%. The most difficult for a child are the first 6–9 weeks of school, which are characterized as a time of “acute adaptation”. But even after two months of training, many children continue to experience serious difficulties.

Consequently, in order to help a child feel comfortable at school, free up the intellectual, personal, physical resources available to him for successful learning and full development, teachers and psychologists need to focus the educational process on his individual characteristics, the capabilities and needs of the child, to help him form the skills and internal psychological mechanisms necessary for successful learning and communication in the school environment. Thus, it is necessary to carry out psychological and pedagogical diagnostics aimed at identifying the characteristics and level of development of the most important indicators of the psychological and pedagogical status of schoolchildren and their correlation with the system of requirements for a first-grade student, both at the stage of admission (enrollment) of a child to school, and in the middle of first grade.

Typically, the diagnosis consists of two parts. First, a general express diagnostics is carried out, which makes it possible to judge the level psychological readiness and the formation of some of the child's educational skills. Then, in relation to children who showed extremely low results, a second diagnostic round is organized. It aims to identify the causes of poor performance.

Psychological and pedagogical diagnostics allows solving a number of urgent problems, including:

identifying the level of the child's readiness for schooling and those individual characteristics, communication, behavior that must be taken into account in the process of learning and communication in the school environment;

elimination, filling the gaps, that is, increasing the level of school readiness by the time they enter the first grade;

development of a strategy and tactics for teaching a child, taking into account the identified features and capabilities.

The main ways of obtaining information about the psychological and pedagogical status of a child and its compliance with school requirements at the considered stage of support are: expert interviews of teachers and parents; psychological examination of the children themselves; analysis of pedagogical documentation and materials from previous surveys.

Expert polls provide information about the characteristics of a child's learning, behavior and communication from people who have the opportunity to regularly observe the child in significant life situations. These are, first of all, teachers and parents.

Interviewing teachers is considered by us as the main way of obtaining information from experts, allowing: to identify the correspondence of a number of the most important characteristics of learning, behavior and communication of the child to the psychological and pedagogical requirements presented to him; clarify the content and nature of the difficulties encountered in children with behavioral disorders.

Interviewing parents is an auxiliary method of obtaining information about the child's attitude to school, some aspects of his educational activity and the current psychological state.

Psychological examination of children is aimed at obtaining information, first of all, about those features of the psychological and pedagogical status of a schoolchild that are hidden from direct observation: this is a system of attitudes towards the world, oneself and significant types of activity, features of the motivational and personal sphere, emotional well-being. In addition, the survey makes it possible to clarify the content and nature of school difficulties encountered by some children.

Analysis of documentation offers work with a class journal and notebooks of schoolchildren, a retrospective analysis of diagnostic data, viewing records in medical card child who appeared in the process of learning at school.

The class magazine serves as a source of information about the objective pedagogical indicators of the child's school success (grades). Their analysis makes it possible to find out how steadily the child is learning (in terms of dynamics or the range of assessments), to compare the success of teaching in different subjects, the objective achievements of each student with the achievements of classmates.

An analysis of student notebooks serves as an additional source of information about the features of the child's cognitive sphere (fine motor skills, attentiveness, fatigue, etc.) features (accuracy, responsibility, punctuality, etc.)

Finally, medical data provide information on the child's health, morbidity dynamics over the past six months, and various changes in the child's physical well-being.

Let us characterize the main points of the diagnostic procedure at this stage. Diagnostics was carried out in three main areas: a survey of schoolchildren, a survey of parents and a survey of teachers. Work with all three categories of respondents was carried out simultaneously.

Students were examined in a group form using two methods: test of a non-existent animal, motivational questionnaire. Based on the results of the survey, a protocol was filled out, in which the primary data and a form for monitoring the child in the process of work were entered.

The teachers were interviewed using two methods: the psychological and pedagogical characteristics of the student and Scott's observation maps. The characteristic is distributed to teachers in advance, about a week before the survey. Teachers were asked to familiarize themselves with its content and purposefully observe the behavior and learning of children. Then the characteristic was filled in at school in the presence of a psychologist. The same procedure was repeated when filling out the Scott card.

Parents at the general meeting filled out a questionnaire for parents of first graders. It is also important to observe general condition: All diagnostic procedures were performed at school in the presence of a psychologist or other data collector. Questionnaires and tests were handed out home only for information (in this case - to teachers).

Thus, the determination of the levels of psychological adaptation of children 6-7 years old to school conditions was carried out on the basis of a comprehensive and in-depth study of learning and behavior, the personality of the child as a whole on the basis of data, both self-esteem and external assessments.

The evaluation of the products of the visual activity of first-graders (test "Non-existent animal"), children's answers (motivational questionnaire), the opinions of teachers and parents were based on their correctness, completeness and expression of their own attitude to the content. The processing of them showed that some students had no stable learning motivation, poorly formed communication skills and underdeveloped cognitive abilities.

The results of our diagnostic study showed that high level adaptations have 15% of children. This indicator was made up of children who have undergone pre-school training within the walls of the specified school. Therefore, the process of their adaptation to school was painless. The average level of adaptation to new conditions of life was shown by 20% of children. A positive role in the average adaptation of first-graders to the social and psychological conditions of the school is played by the high communication skills of children, both in relation to peers and teachers, as well as awareness of the significance of the new status. 65% have a low level of adaptation, who tend to have a negative or indifferent attitude towards school.

The general level of psychological adaptation revealed in first-graders should be recognized as insufficient for their successful education in school. At the same time, there is reason to expect an improvement in the adaptability of 6-7 year old children to new conditions of life in a specially organized developmental activity, since they have sufficiently developed communication skills. and interest in a new social role.

In addition, at the initial entry into school life, the child undergoes psychological restructuring. He acquires some of the important habits of the new regime and builds up a relationship of trust with the teacher and classmates. On the basis of the emerging interests in the content of the educational material, a positive attitude towards learning is consolidated in him. The further development of these interests and the dynamics of the attitude of younger schoolchildren to learning depend both on the attractiveness of educational activities and on specially organized developmental education.

The foregoing allows us to conclude that a number of factors play an important role in ensuring the comfort of learning: adult participants in the educational process - teachers, parents, psychologists, social educators; personal qualities of teachers, maintaining close emotional contacts of kids with adults, constant and friendly, constructive interaction between teachers and parents is the key to creating and developing a general positive emotional background of relations in a new social space, where cooperation between teachers and parents ensures a decrease in the level of anxiety in all subjects acting in it ... In turn, objective and timely diagnostics makes it possible to make the adaptation period of first graders short, and its results high

Examination of first graders

PLAN

holding psychological research first graders

during the adaptation period

View Activities	Goal and tasks	The timing
Observation	observe children, noting the peculiarities of their behavior in class and during recess	1-4 weeks of September
Survey	determining the level of mental development of the child, identifying children with a lag behind the age norm; the study of the formation of the motives of learning, the identification of the leading motive; determination of the emotional state of the child at school, the presence of positive and negative emotions in various educational situations; identifying the level of school anxiety, analyzing school situations that cause fear, tension, discomfort in the child.	from 3-4 weeks of September
examination of one child usually takes 15–20 minutes. In the first half of the day, a study is carried out, and in the second, the processing of the results, drawing up a conclusion.
Drawing up a final opinion	Final analysis of the results. Identification of children at risk. Recommendations for teachers working in grade 1. Recommendations for parents of first graders.	At the end of the examination
Communicating the results to the participants of the educational process	Consultations and small teachers' councils with the administration and teachers of the school. Individual consultations based on the results of diagnostics with parents of schoolchildren with adaptation disorders. Development, together with the teacher, of a plan (program) for corrective assistance to children with signs of maladjustment. Parents' meeting “Adapting to school - joys and difficulties”.	After drawing up the final opinion
Drawing up a work program for a teacher-psychologist with maladjusted 1st grade students	Organization of individual psychological and pedagogical support of a child, taking into account his potential capabilities. Group lessons with children who have difficulty adapting to school Search for an individual approach to solving students' problems, the choice of an individual program.	After receiving the final results of the survey and identifying the student of the risk group
Re-diagnosis	Repeated diagnostics, processing and analysis of the obtained data, analysis of dynamics, discussion of the results of the work, discussion of the effectiveness of the work carried out.	April May
Final stage	Analysis of the assimilation of the program in different sections, products of children's activities (notebooks, drawings). Analysis of the dynamics of child development. Drawing up a final conclusion with conclusions obtained from the results of dynamic research for the year, recommendations, etc.

The adaptation research program for first-graders consists of five methods:

1. Determination of the formation of the "internal position of the student"... The methodology helps to find out whether the child is aware of the goals and importance of learning, how he perceives the educational process, for which he goes to school.

2. Determination of the motives of learning. The methodology is aimed at studying the formation of learning motives, identifying the leading motive.

3. Study of adaptation by the Luscher method - determination of the emotional state of the child at school, the presence of positive and negative emotions in various educational situations. The child's emotional self-esteem is revealed.

4. Projective technique for diagnosing school anxiety (A.M. Prikhozhan). With its help, the level of school anxiety is revealed, school situations that cause fear, tension, and discomfort in a child are analyzed.

5. Drawing technique "Drawing of a person"- allows you to determine the level of mental development of a child, to identify children with a lag behind the age norm, which may be a consequence of a violation of the child's intellectual development.

1. Research of the inner position of the student

(See "Questionnaire" in Appendix 1.)

1st question. Children usually answer "yes" to this question. If the additional question: "What do you like the most?" - the child answers "learn, write, read, lessons", then you can put 1 point. If the child says that he likes most of all at school: “how they are friends with me”, “go to school in the morning”, “play, run, fight, walk”, “teacher”, “change” - in general, everything, that is not related to educational activities, then 0 points are given for such an answer.

2nd question. You can put 1 point if the child says that he likes the teacher because of “how he teaches,” “asks questions,” “teaches how to write, read,” “teaches children good things," etc. No point is given if the child answers “good , beautiful, kind, does not scold ”,“ gives fives ”,“ looks good ”,“ attitude towards children ”, since such an attitude towards the teacher does not affect the educational process.

3rd question. 1 point is given if the child answers that he likes most of all "writing, reading", "mathematics, reading, writing." 0 points - if most of all you like “walking”, “drawing”, “modeling, work, physical education”, “playing”, especially if the child says that he does not like the rest of the subjects.

4th question. Most of the children answer this question like this: "It's boring at home without a teacher, without a desk", "It's not good at home, but it's better at school", "I can't write at home, but at school they tell us what to do", "I'll be a truant", "You can't wear a school uniform at home, you can get dirty", "home is not a school, there is no teacher there." When a student gives a similar answer, sometimes it may seem that he simply did not understand the question, so if desired, it can be repeated. But if the child does not change his answer, then he is evaluated at 0 points. 1 point is given if the student's answer is something like this: “I want to go to school, not skip, do my homework”, “you can study at school, read, improve your mind”, “you want to learn”, “then you won’t know anything, you have to learn” , "You can learn everything at school."

5th question. This is a rather tricky question, since a child with an unformed schoolchild's attitude will perceive him not as a question about school, but as a question about play. Thus, the child shows his unwillingness to learn at school, the predominance of play rather than educational leading activity. Therefore, if a first grader chooses the role of a teacher (“I always play a teacher”, “I want to teach children”) or the role of a student (“to be more interesting as a student,” “I am still small and don’t know anything,” “I can raise my hand”), then the answer is assessed 0 points. If the child chooses the role of a student because he wants to “become smart,” “like learning,” “like solving examples, writing,” then 1 point can be given for this answer.

6th question. In interpretation this issue the same principle applies as in the previous one. The "preschooler" child will choose change (0 points), because his main activity is still play. The "schoolchild" child chooses a lesson (1 point), since learning activity is in the first place for him.

7th question. With the help of this question, you can find out the relationship of the child with classmates. If the student does not adapt well to the new environment, then he may have communication problems. Therefore, 1 point is given if the child says that he has two or more friends, 0 points - if there are no friends or only one friend.

Analysis

Quantitative: if the child's answers are assessed in total at 6–7 points, then the student's position is formed. If 4–5 points, the student's position is formed average. 3 or less points - the student's position is not formed.

Quality: the position is formed - the child wants to go to school, he likes to study. He is aware of the purpose, importance and necessity of teaching. Shows cognitive interest. The leading activity is educational.

The position is formed in an average way - the child likes to study, he likes to go to school, but they do not realize the goals and importance of learning, and the desire to learn is replaced by the attitude: "We must learn, I must learn."

The student's position is not formed - the child is not aware of the goals and importance of learning, the school only attracts outside... A child comes to school to play, interact with children, and walk. The child's educational activity is not attractive, the leading activity is playful.

Annex 1

QUESTIONNAIRE

1. Studying the inner position of the student

1. Do you like school? What do you like the most, and what would you like to change to make the school absolutely wonderful?

2. What is your teacher? Do you like her?

3. What activities do you enjoy the most? Why?

4. If you are allowed to wear a school uniform at home and use school supplies, and they will be allowed not to go to school, will that suit you? Why?

5. If we were playing school now, who would you like to be: a student or a teacher?

6. While playing school, which would be longer: break or lesson?

7. Do you have friends among your classmates?

2. Studying learning motivation

Instruction. Now I will tell a story and show pictures ( see appendix 4), and you listen to me carefully. Boys (girls) talked about school. The first boy said: “I go to school because my mother forces me to. And if not for my mother, I would not go to school ”(Fig. A). The second boy said: “I go to school because I like studying, I like doing my homework. Even if there were no school, I would still study ”(Fig. B). The third boy said: “I go to school because it’s fun and there are a lot of guys to play with” (Fig. C). The fourth boy said, “I go to school because I want to be big. When I am at school, I feel like an adult, and before school I was small ”(Fig. D). The fifth boy said: “I go to school because I have to study. You can't do anything without learning, but you learn - you can become whoever you want ”(Fig. E). The sixth boy said: “I go to school because I get A's there” (Fig. E).

1. Which of them do you think is right? Why?

2. Which of them would you like to study with? Why?

3.Which of them would you like to be friends with? Why?

Motives: external (a), educational (b), play (c), positional (d), social (e), motive - assessment (f).

In this technique, the main are educational and cognitive motives (educational, social, grade), but it is necessary to take into account why the child chooses this motive. If a student chooses educational and cognitive motives, answering “I want to study,” “you will learn at school and get a profession,” “if there were no school, I would still study,” then 1 point is given for such an answer. If he chooses an educational and cognitive motive, because “it's good to get A's”, “to answer and raise your hand”, “it's better at school than at home”, “because he is an excellent student, you need to be friends with him”, “because she is beautiful ", - 0 points are given for such an answer. Also, 0 points are given if the child chooses a motive that is not related to educational activity (external, play, positional). This suggests that he is not yet ready for learning activities and, most likely, in the process of adapting to school, he may have difficulties: unwillingness to study, go to school, missing lessons, etc.

Analysis

Quantitative: if the child's answers are estimated at 3 points, then the level of educational motivation is normal. If 2 points - the level of educational motivation is average. If 0-1 points, the level is low.

Quality: external - the child does not show his own desire to go to school, he attends school only under duress.

Academic - the child likes to study, likes to go to school.

Play - at school, a child only likes to play, walk, communicate with children.

Positional - the child goes to school not in order to master educational activities, but in order to feel like an adult, to increase his status in the eyes of children and adults.

Social - the child goes to school not to be educated, to learn something new, but because he knows: one has to study in order to get a profession in the future, - this is what the parents say.

Grade - the child goes to school to earn A's, for which the parents and the teacher praise.

3. Study of adaptation by the Luscher method

Determination of the child's emotional attitude to school situations

The psychologist lays out colored cards in front of the child on a blank sheet of A4 paper in random order.

Instructions

1. Look closely and tell me, which of these colors does your mood most resemble when you go to school in the morning? Most often, usually. Point or point.

2. And at home on weekends?

3. Which of these colors does your mood most resemble when you sit in class?

4. When do you answer at the blackboard?

5. And before the test or verification work?

6. When do you play or communicate with the guys at recess?

7. When do you talk to the teacher?

Now choose from these colors the one that you like the most, seems more beautiful than the others (the psychologist removes the card chosen by the child). What about the rest? (again removes the card chosen by the child, etc.).

When you select blue, green, red, yellow, a positive attitude, setting, emotional condition, good mood.

When choosing a black color, a negative attitude, negativism, a sharp rejection of what is happening, the prevalence of a bad mood are noted.

When choosing a gray color, a neutral attitude, lack of emotion, passive rejection, indifference, emptiness, and a feeling of uselessness are noted.

When choosing a brown color, anxiety, anxiety, tension, fear, unpleasant physiological sensations are noted (stomach ache, headache, nausea, etc.).

When choosing purple infantilism, whims, instability of attitudes, irresponsibility, preservation of the "child's position" are noted.

Determination of the child's emotional self-esteem

If the general color choice the child begins with blue, green, red, yellow colors, then in this case the child's self-esteem is positive, he identifies himself with good children.

If the general color choice begins with black, gray, brown colors, then in this case the child has negative self-esteem, he identifies himself with bad people, he does not like himself.

If the general color choice begins with purple, then in this case the child has infantile self-esteem, personal immaturity, the preservation of attitudes and behavior characteristic of a younger age.

Interpretation of results (see table)

table

Determining the emotional state of the child at school

Colour	Red	Yellow	Green	Purple	Blue	Brown	Black	Gray
The place of the color is normal	1	2	3	4	5	6	7	8
Place of color in a child's choice	3	8	2	1	5	7	4	6
Difference	2	6	1	3	0	1	3	2

ES = 2 + 6 + 1 + 3 + 0 + 1 + 3 + 2 = 18

20 ES 32 - the predominance of negative emotions. The child is dominated by a bad mood and unpleasant experiences. A bad mood indicates a violation of the adaptation process, about the presence of problems that the child cannot overcome on his own. The predominance of a bad mood can disrupt the learning process itself, but it indicates that the child needs psychological help.

10 ES 18 - the emotional state is normal. The child can be happy, sad, there is no reason for concern, adaptation is generally normal.

0 ES 8 - the predominance of positive emotions. The child is cheerful, happy, optimistic, in a state of euphoria.

Analysis

When the child chooses brown, gray colors in all seven cases and purple in situations of "well-being at home, general attitude towards school, relationship with the class teacher" - 0 points are given.

When choosing black - 1 point.

When choosing blue, green, red, yellow - 1 point.

If the child's answers are assessed at 6-7 points, the child's overall emotional attitude towards the school is positive.

If the answers are assessed at 4–5 points, it is possible that there may be a negative attitude towards the school as a whole and towards certain aspects of the educational process.

If the answers are assessed at 0-3 points, the child has a negative attitude towards school.

The emotional state of the child at school is analyzed separately.

4. Studying school anxiety

Instruction. Now you are going to come up with stories from pictures. My pictures are not quite ordinary. Look, everyone - both adults and children - is drawn without faces. (Picture 1 is shown) This is done on purpose in order to make it more interesting to come up with. I will show you pictures, there are 12 of them, and you have to come up with the mood of the boy (girl) in the picture and why he is in such a mood. You know that the mood is reflected on our face. When we are in a good mood, our face is cheerful, joyful, happy, and when we are in a bad mood, it is sad, sad. I will show you a picture, and you will tell me what kind of face the boy (girl) has - cheerful, sad or something else, and you will explain why he has such a face.

This technique ( see appendix 4) is of great importance in the study of student adaptation. By conducting a qualitative analysis of children's responses, one can detect not only school anxiety, but also different indicators of school maladjustment. Indicators of maladjustment can be: general negative attitude towards school; the child's unwillingness to study and attend school; problematic, conflicting relationships with classmates and a teacher; the attitude towards receiving bad grades, condemnation from parents, fear of punishment, etc. Thus, the methodology for studying school anxiety can also be used to study the general adaptation of a child to school.

The authors of this technique suggest not to interpret picture No. 1, since it is training, and No. 12, which is intended for the child to finish the task with a positive response. In our study, we took into account the children's responses to all pictures. First of all, because the first picture is some kind of diagnostics of intra-family relations. Secondly, because the students' answers to picture 12 were not always positive. Moreover, many children misunderstood the meaning of this picture and interpreted it in their own way; therefore, the children's answers were completely different.

We also believe that it is impossible to determine the level of school anxiety by the number of negative responses of the child, because these responses do not always indicate anxiety. For example, picture number 8 (the child is doing homework). In our opinion, such answers as “he is sad because the TV is broken”, “he is sad because he is alone and bored” are not indicators of school anxiety. We attribute them to the group of neutral answers, which do not provide any data on the presence or absence of school anxiety in the child. But such answers make it possible to get Additional information about the child, about his hobbies, desires, needs, interests.

However, it also happens the other way around: positive answers "he is funny because he sits at home, and the rest of the guys go to school", "he is cheerful, because the lesson is over and you can play during recess", "he is funny because they did not ask the lessons" also should not be regarded as the absence of school anxiety in the child. Rather, on the contrary, the topic of school causes anxiety in the child and, perhaps, he is trying in every possible way to get around it. In addition, such responses are indicators of impaired adaptation of the child. If he does not want to study, it is hard for him, he wants to rest and play, it means that he is not ready to study at school and the gradually emerging educational difficulties can subsequently cause school anxiety and maladjustment.

Picture number 1. This picture can be used to analyze the relationship between parents and children: how close these relationships are; what unites this family; whether parents show love and care for their child, or do not pay any attention to him. Many children give a positive interpretation to this picture: “the boy is happy because he is going for a walk with mom and dad”, “the girl is in a cheerful mood, as mom and dad are going to buy her a birthday present”, “they are in a good mood, dad and mom goes to work, and the girl goes to school. " Such answers are estimated at 1 point. School anxiety can be observed in the responses: “he is in a sad mood, he does not want to go to school,” “Mom and Dad are forcing him to go to school, he does not want to”. Such answers are worth 0 points.

Picture number 2. This picture is an interpretation of the child's learning motivation: whether he wants to go to school or not. Answers that speak of high motivation, a desire to study, to go to school: “the mood is cheerful, she is going to school, she wants to study,” “she is happily going to school,” “she likes to go to school,” “she is in a bad mood, she is ill and cannot go to school ”are estimated at 1 point. The answers of children in whom school anxiety occurs are estimated at 0 points: “he is sad, he does not want to go to school,” “he does not want to go to school, it’s not interesting there,” “I leave school, I don’t want to study.” These answers are not only indicators of anxiety, but also clear signs of school maladjustment. A number of neutral answers also stand out: “the mood is bad, his mother is calling home, but he wants to go for a walk,” “someone offended her, they don’t want to be friends with her,” “she is in a good mood, she is talking to her mother,” “looks up and counts ". These answers are scored as follows: if the answer is positive, 1 point is given, if the answer is negative - 0 points.

Picture number 3. This picture diagnoses the relationship between children - whether the child knows how to communicate, establish contact with classmates. Since the picture shows the play of children, almost all the students' answers were positive: “he plays, he has fun,” “he runs,” “he scores a goal” - 1 point. Negative responses such as “he is sad, he could not catch the ball” are not indicators of anxiety. In this case, 0 points are given for the answers: “she is sad because no one wants to play with her, to be friends with her,” “the boy is standing aside, he is afraid to approach the guys,” “she is having fun, she does not want to study, but wants everything. day to play "," the mood is sad, three against one - you can not. "

Picture number 4. The woman depicted in this picture is most often presented to children as a mother, and not as a teacher. Therefore, the positive answers were: “walks with mom”, “mom praises him,” “mom pulls her arms to her to hug her” - 1 point. The negative answers were divided into two groups. The first group - answers in which school anxiety is observed: "mom scolds, did the wrong homework", "studied poorly, mom scolds", "mom scolds for not getting an A", "mom scolds for not going to school went, does not want "," she does not want to go to school, "are estimated at 0 points. The second group - neutral answers: "mom scolds, she has gone far from home", "mom scolds for spilling water", "mom scolds for dropping a flower", "aunt swears at him", they are assessed as positive ...

Picture number 5. The image in this picture is not always perceived by children as an educational situation. As in the previous picture, some students associate the teacher with their mother. Therefore, answers that are not related to the teacher and to the educational situation can be considered neutral and rated at 1 point. These are the following answers: “Mom says“ let's go home, ”but he doesn't want to”, “They came to visit her, she is happy,” “Mom asks to do something,” “Mom gives money to go to the store”. Nevertheless, school anxiety could be found in some of the children's responses. "The teacher asks:" Where is your portfolio? " - and scolds him "," the teacher scolds her, she did not study well "," the mood is cheerful, she indulges in "," he is in a good mood, the teacher does not scold him "," he is good, he is the first, and the last boy can wake up " , "He was offended by the teacher, he scolds him." Such answers are worth 0 points. Answers, which are estimated at 1 point: "the teacher calls the children to her place", "she has fun, she talks to the teacher", "they study", "they want to study well."

Picture number 6. This picture depicts a specific educational situation, so the children did not have any problems understanding its meaning. Using this image, you can identify the manifestation of school anxiety in the situation in the lesson. Positive answers, which are estimated at 1 point: "they want to study well", "he reads a lot", "sits well at the desk", "he is at school, he learns everything", "she sits at the lesson." Negative answers, in which the child's unwillingness to study, bad mood, fear is observed, are estimated at 0 points: "she studies, it is difficult for her", "she is in a bad mood, she wrote the wrong thing", "she is in a bad mood, holds her hands at her desk incorrectly" , “Does not know what to write”, “does not want to study”, “bad mood, tired”.

Picture number 7. The picture shows a teacher, several children are standing at her desk, and one child is standing to the side, in the corner of the room. Most children with low adaptation talk about this particular child and give the appropriate answers: "he is standing in the corner, the teacher punished, he did something", "she is standing in the corner, she tore the teacher's sheets", "the teacher put him in, what he wrote incorrectly "," everyone reads, but he stands in the corner, calling names "," they put him in the corner for not obeying. " Such responses are a sign of possible maladjustment and impaired behavior of the child. They are assessed at 0 points, as well as the answers of children with school anxiety: “the mood is bad, she does not want to give her work because she wrote poorly”, “she is afraid, she may be given a“ two, ”“ one girl was given a book, and she is not. " The positive answers of the children look like this: “he is talking to the teacher,” “the teacher praised him,” “they get grades,” “the teacher checks the lessons and praises,” “she got“ 5 ”- 1 point. The rest of the answers, not related to educational activities, are considered neutral and are scored by the sign.

Picture number 8. In this case, it is easy to recognize the answers containing school anxiety and low motivation for learning: "she does not want to study", "his mother makes him do homework", "she is sad, she can be given a" 2 "," she could not do homework " ... 0 points are given for such an answer. Children with a lack of anxiety gave the following answers: “he writes, he likes it”, “she did her homework at“ 5 ”,“ he sits, studies ”,“ he is in a good mood, he reads ”,“ he studies at home ”,“ mood good, she does her homework ”- 1 point. Some children gave answers that were not related to educational activities; they cannot be used to judge the presence of anxiety and the child's adaptation at school: “she draws at home”, “she is in a cheerful mood, because the day off”, “she is watching TV”, “she is sad, she is at home alone "," watching cartoons "," he is alone and bored "," he is sad, the TV does not work. " These responses are neutral and are also scored on a sign.

Picture number 9. It also matters which child (standing aside or talking) the learner begins to talk about. This picture helps to identify the child's problems in relationships with classmates, fear of quarreling, quarreling, fighting with children, fear that no one will be friends with him, play and talk. Children with similar fears gave the following answers: “no one communicates with him, he is a poor student”, “they swear, fight, someone took the ball away”, “they don’t play with her”, “they didn’t give her chocolate, they didn’t share it with her” , “Her classmates turned away from her,” “the girls kicked her out of the game,” “he was offended,” “no one plays with him or makes friends with him.” These answers are estimated at 0 points, since fear is the first sign of anxiety, and if a child is afraid that they will not be friends with him, it means that he is not sure of himself and that he will be able to find a common language with his classmates. And this is already one of the main indicators of maladjustment. The rest of the answers: “they talk”, “she plays with the girls”, “he meets the boys”, “he plays with the boy” - are estimated at 1 point.

Picture number 10. The analysis of children's answers according to this picture first of all allows us to reveal the relationship between the child and the teacher, and secondly, anxiety in the situation of the answer at the blackboard. Students with increased level anxiety gave such answers: "he has a sad face, he does not know the answer", "the teacher asks to draw, but he does not know what", "the teacher scolds him for indulging in the lesson", "he has a sad face, he is afraid that the assignment will not work out "," the teacher scolds for the fact that she did not do her homework "," the teacher says to do the homework, but he does not do it "," the teacher forces her to write, but she does not want to "," the teacher scolds " ... They are rated 0 points. Answers, estimated at 1 point, were given by children who have a favorable relationship with the teacher and a high level of motivation for learning: “the teacher says something good to her,” “went to the blackboard to solve the problem,” “she answers the question,” “she is an excellent student ”,“ She is in a good mood, she was called to the blackboard, ”“ the teacher teaches him, ”“ he is interested in answering, ”“ she was praised for her lessons, ”“ he wants to write on the blackboard. ”

Picture number 11. This picture cannot reveal the presence of school anxiety in a child. But since the first grader is a former preschooler, the attitude to play activity is of great importance for research. In play, the child projects his life situations, which can be roughly divided into situations of success and failure. In fact, the children's responses were so divided. Positive answers, estimated at 1 point, reflect the situation of success: "they bought him a game", "he is building", "guests will come to her and will play with her", "she sits at home and plays", "she has no lessons."

And negative - a situation of failure: "he throws toys, does not help mom", "does not want to study", "the mood is bad, you need to collect toys", "she is sad, she could not make a game", "he threw toys", "she broke toys". Such answers are worth 0 points.

Picture number 12. The image in this picture is understood differently by children. Of the many answers, we selected those that help to identify school anxiety or, conversely, confirm its absence. The answers of children in whom anxiety is observed: “the mood is sad, they have asked many lessons”, “she just came, she needs to do her homework, but she doesn’t want to”, “he is not happy, he threw his portfolio and went to class”, “she is sad, she was late for class "," she barely came to school "," he is sad, forgot his portfolio "," angry, does not want to study. " They are rated 0 points.

Positive answers regarding school are estimated at 1 point: “he goes home to do homework, he loves to do homework, and then he can relax, play with someone,” “glad he goes home,” “dresses to school to quickly learn "," goes home with a portfolio, she will do her homework, and then go for a walk "," goes home to do homework". We also identified a group of neutral answers: “she wore the wrong coat”, “the briefcase is heavy”, “she can't lift her backpack, she’s tired”, “goes for a walk with a briefcase”, “dances”, “found my mother’s bag”, “bought myself a jacket "," Measures clothes. "

Analysis

Quantitative... 10-12 points - we can say that school anxiety was not found in the child.

7-9 points - the level of school anxiety is normal.

0-6 points - the presence of school anxiety.

Quality. Carrying out a qualitative analysis of a single picture, you can identify situations when a child is experiencing difficulties.

Picture number 1 - communication with parents. The child's relationship with his parents, the desire to communicate, to spend time together are analyzed.

Picture number 2 - the road to school. The child's desire to go to school, desire or unwillingness to study is revealed.

Picture number 3 - interaction with children. The child's attitude to play activities. Problems in communication and interaction with a group of children are identified.

Picture number 4 - communication with an adult (teacher). With the help of this picture, you can identify whether the child knows how to communicate with an adult, as well as obey his requirements. Problems are found in the relationship between the child and the teacher, the child and the mother.

Picture number 5 - communication with an adult (teacher). The situation is similar to the previous one. Does the child know how to interact in a group of children and obey the rules and requirements of an adult.

Picture number 6 - the situation of the lesson. You can determine the mood of the child in the lesson, his desire to learn, to carry out the tasks suggested by the teacher; in addition, learning problems can be identified. It is necessary to pay attention to whom the child chooses: the boy at the first desk with notes in the notebook or the boy at the second desk, whose notebook is empty.

Picture number 7 - the situation of the lesson. This picture allows you to define the relationship with the teacher and with the children. In addition, you can understand how the child evaluates his knowledge and himself. For example, a child says: "He is happy because he was given a" 5 "or" He is sad, he received a "2". The picture also makes it possible to identify violations in behavior. For example, a child says: "They put him in a corner, he dabbled."

Picture number 8 - the situation at home. With the help of the picture, you can determine the mood and well-being of the child at home and evaluate the desire to do homework.

Picture number 9 - interaction with children. The situation of personal communication between a child and children. Identifies problems in communication, establishing friendly contacts, the child's attitude to a quarrel.

Picture number 10 - the answer at the blackboard. It allows you to reveal the child's fear of being responsible to the whole class, to complete tasks on the board, and helps to assess problems in the relationship between the child and the teacher.

Picture number 11 - the situation at home. This picture does not reveal school anxiety, but it helps to clarify the child's attitude towards solitary play.

Picture 12 - returning from school. You can understand the general attitude of the child towards school, as well as his desire or unwillingness to leave school.

Psychologists have shown that the most stressful for all children is the first four weeks of school - a period of "acute" adaptation, during which the burden should not be increased and the pace of work.

The term "primary psychological adaptation" scientists - psychologists specified a period lasting approximately the first six months of training. It was during this period that the main work of the teaching staff, psychologists, parents, students, aimed at the strong addiction of children to school, adapting it as a means of development and activity.

At the operational level, it is defined as the adaptation of the corresponding psychological status of children to psychological and pedagogical requirements, where the status of a student is the performance of the system and the mental state of the child's behavior, it is important for his successful learning and all-round development. This characteristic of the cognitive sphere, the emotional-volitional sphere and motivational development; the system of the child's relationship with the world, me and significant forms of activity; behavior in educational and extracurricular school situations.

The social and educational situation in which a child falls from the beginning of schooling in the first grade makes certain demands on the level of development and maintenance of these characteristics. We approach the psychological and pedagogical status of the child against him, the requirements of the school are considered by us as an indicator of adaptation. Insufficient development of the most important characteristics of the mental state and behavior of the essential requirements of the child's inadequacy will serve us as an indicator of the child's social and psychological maladjustment in the school environment.

If physiological adaptation occurs automatically, as it was, social and psychological adaptation does not occur: this is a process of active adaptation.

Deterioration of the mental state of children and is most pronounced in the first half. Special studies show that during this period the number of schoolchildren with neuro-abnormalities increases by about 14-16%, and by the end of the school year the number of such children increases by about 20%. The most difficult for the first 6-9 weeks of a child's stay at school is characterized as the time of "acute adaptation". But after two months of training, many children are still experiencing serious difficulties.

Therefore, in order to help your child feel comfortable at school, free up the available intellectual, personal, physical resources for successful learning and full development, teachers and psychologists must orient the educational process in its individual characteristics, capabilities and needs of the child in order to help him build the skills of the internal psychological mechanisms necessary for successful learning and communication in the school environment. Thus, the need is the implementation of psychological and pedagogical diagnostics aimed at identifying the characteristics and level of development of the most important indicators of the psychological and pedagogical status of schoolchildren and their correlation with the requirements for the system for a first-grade student, and upon admission (registration) of a child at school, and in middle of first grade.

Typically, the diagnosis consists of two parts. First, a general express diagnostics is carried out, which makes it possible to judge the level of psychological readiness and the formation of some educational skills in a child. Then, in relation to children who showed extremely low results, a second diagnostic round is organized. It aims to identify the causes of poor performance.

Psychological and pedagogical diagnostics allows solving a number of urgent problems, including:

identifying the level of the child's readiness for schooling and those individual characteristics, communication, behavior that must be taken into account in the process of learning and communication in the school environment;

elimination, filling the gaps, that is, increasing the level of school readiness by the time they enter the first grade;

development of a strategy and tactics for teaching a child, taking into account the identified features and capabilities.

The main ways of obtaining information about the psychological and pedagogical status of a child and its compliance with school requirements at the considered stage of support are: expert interviews of teachers and parents; psychological examination of the children themselves; analysis of pedagogical documentation and materials from previous surveys.

Preparing children for school takes one of the important places in the adaptation of first graders. Unfortunately, there is not a single concept of "school maturity" among researchers. A. Anastasi interprets the concept of school maturity as “mastering skills, knowledge, abilities, motivation and other behavioral characteristics.

A more capacious definition of school maturity, as the achievement of such a degree of development when the child is "able to take part in school education", emphasizing the cognitive, social and emotional components [I. Shvantsara].

Readiness for school is an integral system of interrelated qualities of a child's personality, including, in particular, his level of cognitive motivation, analytical and synthetic activity, the degree of formation of mechanisms of volitional regulation of actions, etc.

Today, in almost every school, before entering the first grade, the level of psychological readiness for schooling is determined in children. For this, the test of school maturity by J. Jerasik is used, which is a modification of A. Kern's test. It includes 3 tasks:

• 1) drawing a male figure according to representation;
• 2) imitation of written letters;
• 3) tracing a group of points.

J. Jerasik introduced an additional fourth task, which consists in answering 20 questions. The Elkonin-Wenger technique allows us to study the motivational readiness of six-year-old children for school.

The drawing of a person is one of the old diagnostic techniques. Back in 1926, F. Goodinough developed a scale of attributes for assessing the quality of a person's drawings. In 1963, her student D. Harris completed the scale. The scale of features for assessing a person's drawing according to Goodinaf-Harris contains 10 categories of informative features. Other researchers recommend adding Raven's progressive matrices (children's version) to the Goodinough-Harris test with the calculation of the IQ (according to Wechsler).

The visual activity of children has now been studied quite widely, its stages and informative signs have been highlighted. Peculiarities graphic images to a certain extent correlate with the level of mental development of children [M.B. Barreto, P. Light, K. Mahover, I.I. Budnitskaya, T.N. Golovina V.S. Mukhina, P.T. Homentauskas]

The child's drawing synthesizes the characteristics of the child's visual perception, thinking, and his attitude to the world. In this regard, the analysis of children's drawings can be used for clinical (for the detection of neuropsychiatric diseases) and diagnostics of the general level of mental development. A pictographic test was developed to detect adaptation disorders of the grader: the child is invited to draw on one sheet of school and other kindergarten-colored pencils.

Many methods have been developed to study motivation, but the Dembo-Rubinstein test, Kazantseva's questionnaire, children's apperception test CAT [L. and S. Bellak] are more suitable for younger students. Safronova V.M. Prediction and Modeling in Social Work: Tutorial for university students educational institutions... - M .: Publishing Center "Academy", 2002. - p.192.

Nowadays, computer testing has become widespread. It justifies itself when examining large groups of students and includes complex diagnostic techniques for studying memory, thinking, perception, attention, speech, graphic dictation, anxiety test, color test of relationships; diagnostics of the level of social and psychological neglect. Prompt psychological diagnostics, which determines the emotional state of a first grader, is best included directly in educational process in the form of game and creative tasks carried out in the natural conditions of the lesson. This avoids wasting additional time for children, thereby not increasing their fatigue and irritability at the end of the school day.

For diagnostic work with teachers, the following tests are recommended: L.M. Kovaleva "Psychological analysis of the peculiarities of adaptation of a first-grader to school", a questionnaire by T.A. For work with parents, it is recommended "Questionnaire for parents of first-graders" No. 2 for the teacher and psychologist to receive information about various aspects of the child's behavior at home, directly related to educational activities and the school situation of communication [E.I. Afanasyeva, M.R. Bityanova, N.L. Vasiliev]. Alexandrovskaya E.M. Socio-psychological criteria for adaptation at school / Under. Ed... CM. Grombach. - M., 1988.

During family consultations, it is recommended to use the Goering test to clarify the child's social status in the family. To interview classmates, they use the “Fairy tale” method, “Questionnaire for first graders” [M.R. Bityanova, N. Manelis].

1. Interviewing parents

Since the time and timing of this event does not depend on the psychologist, it is advisable to start with this. The survey can be carried out in a group version - at a parent meeting or by distributing the text of the questionnaire to parents and then collecting the completed answers. Both methods have their own advantages and disadvantages, which are well known to practitioners.

The text of the questionnaire is given in Appendix 1. We use it for a specific purpose, it is important that the text contained in the question about the possible consequences of psychosomatic symptoms, sleep disorders, appetite, and illness of the child during the restructuring period. In my opinion, it is inappropriate to use such language in the survey as "signs of a child's nervousness", because this causes an inadequate reaction of the parents. It is better to just list your specific manifestations.

The processing of the data obtained through the questionnaire presents no difficulties. In the end, the following options:

• * psychosomatic symptoms, no illnesses
• * Sometimes there are functional disorders
• * Diseases have occurred, psychosomatic symptoms are observed.
• 2. Analysis of medical statistics data. We are interested in the following information:
  • * Diseases of first graders during the adaptation period
  • * Requests for medical assistance about possible psychosomatic symptoms and trauma (the fact that parents, especially a first grader attends day care, he just don't know)
  • * Parents' refusal to vaccinate a planned child due to the poor health of the child (it is no secret that in primary school parents themselves often treat the child, leaving him at home for 2-3 days, so the child's absence from school can be registered as a disease)
• 3. Expert teacher survey... Interviewing a teacher (or teacher) it is recommended to use an abbreviated version of M. Bityanova's observation card. There is no need to fill out a card for all students in the class. Ask the teacher to rate the following children:
  • * causes concern among teachers
  • * with deviations, underdevelopment were recorded when the child was admitted to school
  • * frequently ill, showing psychosomatic symptoms
  • * color inversion, weak differentiation of social emotions and showed negative emotional attitudes towards them, the learning process and the teacher (as described in "home").

The information obtained will be useful to consider together with the teacher in the following three categories:

• * the first grader learns the curriculum completely
• * the first grader learns the biographical part (in this case, it is necessary to clarify what exactly this incompleteness)
• * first grader cannot master curriculum(it makes sense to clarify - it does not take learning, the task simulates the learning activity, etc.).
• 4. Projective test of personal relationships, social emotions and value orientations “Little Houses”.

The methodological basis of the test is a color-associative experiment, known from A. Etkind's test of relations. The test was developed by O.A. Orekhova and allows diagnosing the child's emotional sphere in terms of higher emotions of social genesis, personal preferences and activity orientations, which makes it especially valuable from the point of view of analyzing the child's emotional attitude to school.

To carry out the technique, the following materials are required:

• Answer sheet
• · Eight colored pencils: blue, red, yellow, green, purple, gray, brown, black. Pencils must be the same, painted in colors corresponding to the lead.

It is better to conduct the research with a group of first-graders - 10-15 people, it is advisable to seat the children one at a time. If possible, you can attract high school students to help, having previously instructed them. The teacher's help and his presence are excluded, since we are talking about the attitude of children to school life, including the teacher.

The research procedure consists of three coloring tasks and takes about 20 minutes.