Diagnostic methods for studying a student's personality. Projective methods for studying the personality of a child of primary school age

Rene Gilles technique.

This projective technique is used to study the child’s interpersonal relationships, his social adjustment and relationships with others.

The technique is visual-verbal, consists of 42 pictures depicting children or children and adults, as well as text tasks.

Its focus is to identify behavioral characteristics in a variety of life situations that are important for the child and affect his relationships with other people.

Before starting to work with the technique, the child is informed that he is expected to answer questions based on the pictures. The child looks at the drawings, listens or reads the questions and answers.

The child must choose a place for himself among the people depicted or identify himself with a character occupying one or another place in the group. He can choose it closer or further from a certain person. In text tasks, the child is asked to choose a typical form of behavior, and some tasks are constructed as sociometric ones. Thus, the technique allows you to obtain information about the child’s attitude towards different people around him (to family environment

) and phenomena.

The simplicity and schematic nature that distinguishes R. Gilles’ method from other projective tests not only makes it easier for the child being tested, but also makes it possible for it to be relatively more formalized and quantified. In addition to the qualitative assessment of results, this projective technique of interpersonal relationships allows you to present the results of a psychological examination on a number of variables and quantitatively.

Psychological material characterizing a child’s system of interpersonal relationships can be divided into two large groups of variables.

1. Variables characterizing the child’s specific personal relationships: attitude towards the family environment (mother, father, grandmother, sister, etc.), attitude towards a friend, towards an authoritative adult, etc.

2. Variables that characterize the child himself and manifest themselves in various relationships: sociability, isolation, desire for dominance, social adequacy of behavior.
attitude towards mother
attitude towards father
treating mother and father as a family couple,
attitude towards brothers and sisters,
attitude towards grandparents,
attitude towards a friend
attitude towards the teacher,
sociability, isolation, adequacy.

The attitude towards a certain person is expressed by the number of choices of this person, based on the maximum number of tasks aimed at identifying the corresponding attitude.

R. Gilles' method cannot be classified as purely projective; it is a form transitional between a questionnaire and projective tests. This is its great advantage. It can be used as a tool for in-depth study of personality, as well as in studies requiring measurements and statistical processing.

The Key to Rene Gilles' Method

Stimulus material for the Rene Gilles method.

1. Here's the table they're sitting at different people. Mark with a cross where you will sit.

2.

3. Mark with a cross where you will sit.

4. Now place several people and yourself around this table. Indicate their family relationships (father, mother, brother, sister) or friend, comrade, classmate.

5. Here is a table at the head of which sits a man whom you know well. Where would you sit? Who is this man?

6. You and your family will spend your holidays with hosts who have big house. Your family has already occupied several rooms.

7. Choose a room for yourself. You for a long time

8. you are visiting friends. Mark with a cross the room that you would choose (choose).

9. Once again with friends. Label some people's rooms and your room.

It was decided to give one person a surprise.
Do you want this done?
To whom?

Or maybe you don't care?

10. Write below.

Or maybe you don't care?

11. You have the opportunity to go away for a few days to rest, but where you are going there are only two free places: one for you, the second for another person. Who would you take with you?

Or maybe you don't care?

12. You have lost something that is very valuable. Who will you tell first about this trouble?

Your teeth hurt and you have to go to the dentist to have the bad tooth pulled out.
Will you go alone?
Or with someone?

Or maybe you don't care?

13. If you go with someone, who is that person?

Or maybe you don't care?

14. You passed the exam. Who will you tell about this first?

15. You're on a walk outside the city. Mark with a cross where you are.

16. Another walk. Mark where you are this time.

17. Where are you this time?

18. Now place yourself and several people in this picture.

19. Draw or mark with crosses. Write down what kind of people they are.

20. Your friends are going for a walk. Mark with a cross where you are going.

21. Who do you like to play with?

with friends your age
younger than you
older than you

Underline one of the possible answers.

22. This is a play area. Mark where you are.

23. Here are your comrades. They are fighting for a reason unknown to you.

24. Mark with a cross where you will be.

25. These are your comrades quarreling over the rules of the game. Mark where you are.

Your comrade deliberately pushed you and knocked you down. What will you do?
Are you going to cry?
Will you complain to the teacher?
Will you hit him?
Will you reprimand him?

Won't you say anything?

26. Underline one of the answers.

27. Here is a man well known to you. He says something to those sitting on the chairs. You are among them. Mark with a cross where you are.

Do you help your mom a lot?
Few?

Won't you say anything?

28. Rarely?

29. These people are standing around the table, and one of them is explaining something.

30.You are among those who listen. Mark where you are.

31. You and your comrades are on a walk, one woman explains something to you. Mark with a cross where you are.

32. During the walk, everyone sat on the grass. Mark where you are.

33. These are people who are watching an interesting performance. Mark with a cross where you are.

This is a table display. Mark with a cross where you are.
One of your comrades laughs at you. What will you do?

Are you going to cry?

Won't you say anything?

34. Will you shrug?

This is a table display. Mark with a cross where you are.
One of your comrades laughs at you. What will you do?
Are you going to call him names and beat him?
Are you going to cry?

Won't you say anything?

35. One of your comrades laughs at your friend. What will you do?

Will you laugh at him yourself?
A friend took your pen without permission. What will you do?
Cry?
Complain?
Scream?

Won't you say anything?

36. Will you try to take it away?

Won't you say anything?

37. Are you going to start beating him?

You play lotto (or checkers, or another game) and lose two times in a row. You're not happy? What will you do?
Your father doesn't allow you to go out. What will you do?
Won't you answer?
Are you pouting?

Won't you say anything?

38. Are you going to start crying?

You play lotto (or checkers, or another game) and lose two times in a row. You're not happy? What will you do?
Your father doesn't allow you to go out. What will you do?
Won't you answer?
Are you pouting?
Will you protest?

Won't you say anything?

39. Mom doesn't allow you to go for a walk. What will you do?

Or maybe you don't care?

40. Will you try to go against the ban?

41. The teacher came out and entrusted you with supervising the class. Are you able to complete this assignment?

42. You went to the cinema with your family. There are many empty seats in the cinema. Where will you sit? Where will those who came with you sit?

There are many empty seats in the cinema. Your relatives have already taken their places. Mark with a cross where you will sit.

As a model for determining the dominance of educational or gaming motives of behavior, it is proposed to use the introduction of one or another motive under conditions of mental satiety. In this case, objective indicators of changes in activity will be the quality and duration of the task, which, before the introduction of the motive under study, caused a state of mental satiety in the child.

Drawing circles can be used as experimental material in an experiment on mental satiation. Educational motive consists in the fact that the subject is informed that now he will learn to write the letter “O” (or the number “0”) beautifully. If he wants to receive the highest grade for his work - “5”, then he must write at least 1 page beautifully.

The game motive may be as follows. Figures of a hare and a wolf are placed in front of the child (you can use images of these animals instead of figures). The subject is asked to play a game in which the hare must hide from the wolf so that it does not eat him. A child can help the hare if he draws for him a large field with even rows of cabbage.

The field will be a sheet of white paper, and the cabbage will be depicted in circles.

The rows of cabbage in the field should be even and frequent, and the heads of cabbage themselves should be the same size, then the hare can hide among them from the wolf. For example, the experimenter draws the first two rows of cabbage, then the child continues to work independently.

Depending on which case (first or second) the quality of drawing circles and the duration of the task will be better and longer, the child will have either an educational or a play motive for the activity.

Methodology "Kinetic Family Drawing" (KFA). Description of the test. The "Kinetic Family Drawing" test is aimed not so much at identifying certain personality anomalies, but at prognosis

individual style

behavior, experience and affective response in significant and conflict situations, identifying unconscious aspects of personality.

The experimental procedure is as follows:

"For the study you need a sheet of white paper (21x29 cm), six colored pencils (black, red, blue, green, yellow, brown), and an eraser. Instructions to the subject.

There is no time limit for completing the task (in most cases it lasts no more than 35 minutes). When completing a task, the following should be noted in the protocol:

a) the sequence of drawing parts;
b) pauses of more than 15 seconds;
c) erasing details:
d) spontaneous comments of the child;
e) emotional reactions to their connection with the depicted content.

After completing the task, you should strive to obtain as much information as possible verbally. The following questions are usually asked:

1. Tell me, who is drawn here?
2. Where are they located?
3. What are they doing?
4. Are they having fun or are they bored? Why?
5. Which of the painted people is the happiest? Why?
6. Which of them is the most unfortunate? Why?

The last two questions encourage the child to openly discuss feelings, which not every child is inclined to do.

Therefore, if the child does not answer them or answers formally, you should not insist on an answer. During the interview, the psychologist should try to find out the meaning of what the child drew: feelings for individual family members; why didn’t the child draw a picture of one of the family members (if this happened); what certain details of the drawing (birds, animals) mean to the child.

In this case, if possible, you should avoid direct questions and insist on an answer, as this can induce anxiety and defensive reactions.

1. Projective questions are often productive, for example: “If a person were drawn instead of a bird, who would it be?”, “Who would win in a competition between your brother and you?”, “Who will mom invite to go with her?” and so on.
2. Imagine that you have two tickets to the circus. Who would you invite to go with you?
3. Imagine that your whole family is visiting, but one of you is sick and must stay home. Who is he?
4. You build a house from a construction set (cut out a paper dress for a doll), and you are out of luck. Who will you call for help?
5. You have “N” tickets (one less than family members) to an interesting film. Who will stay at home?
6. Imagine that you are on a desert island. Who would you like to live there with?

You received an interesting lotto as a gift. The whole family began to play, but there was one more of you than necessary. Who won't play?

To interpret you also need to know:
A) the age of the child being studied;
b) the composition of his family, the age of his brothers and sisters;

c) if possible, have information about the child’s behavior in the family, kindergarten or school.

Interpretation of the results of the Family Drawing test.

The interpretation of the drawing is conditionally divided into 3 parts:
1) analysis of the structure of “Family Drawing”;
3) analysis of the drawing process.

1. Analysis of the structure of the "Drawing of a Family" and comparison of the composition of the drawn and real family.

A child who experiences emotional well-being in the family is expected to draw a picture of a complete family.

Distortion of the real composition of the family always deserves close attention, since behind this there is almost always an emotional conflict and dissatisfaction with the family situation.

Extreme options are drawings in which:

a) no people are depicted at all;
b) only people not related to the family are depicted.

These reactions most often lie behind:

a) traumatic experiences associated with the family;
b) feeling of rejection, abandonment;
c) autism (i.e. psychological alienation, expressed in the child’s withdrawal from contact with the surrounding reality and immersion in the world of his own experiences);
d) feeling of insecurity, high level of anxiety;
e) poor contact between the psychologist and the child being studied.

Children reduce the composition of the family, “forgetting” to draw those family members who are less emotionally attractive to them, with whom conflict situations have developed. By not drawing them, the child seems to avoid negative emotions associated with certain people.

Most often, brothers or sisters are missing from the picture, which is due to the situations of competition observed in families. The child, thus, in a symbolic situation, “monopolizes” the missing love and attention of the parents for him.

In some cases, instead of real family members, the child draws small animals and birds. The psychologist should always clarify with whom the child identifies them. Most often, this is how brothers or sisters are depicted, whose influence in the family the child seeks to reduce, devalue, and show symbolic aggression towards them.

If a child does not draw himself in his drawings, or only draws himself instead of his family, then this also indicates a violation of emotional communication.

In both cases, the person drawing does not include himself in the family, which indicates a lack of sense of community. The absence of “I” in the drawing is more typical for children who feel rejected or rejected.
The presentation of only the "I" in a drawing may indicate different psychological content depending on other characteristics.

If in the form of "I" a large number of details of the body, colors, decoration of clothes, large figure, then this indicates a certain self-centeredness, hysterical character traits.
If the drawing of oneself is characterized by small size, sketchiness, color scheme If a negative background has been created, then we can assume the presence of a feeling of rejection, abandonment, and sometimes autistic tendencies.

Increasing the composition of the family and including strangers in the family picture can also be informative. As a rule, this is due to the unsatisfied psychological needs of the only children in the family, the desire to take a protected, parental, leadership position in relation to other children (drawn dogs, cats, etc., in addition to family members, can provide the same information).

In addition to parents (or instead of them), depicted adults who are not associated with the family indicate the perception of the negativity of the family, the search for a person who can satisfy the child in close emotional contacts, or the consequence of a feeling of rejection and uselessness in the family.

2. Location of family members.

It points to some psychological characteristics relationships in the family. Analysis makes it necessary to distinguish between what the drawing reflects - the subjectively real, the desired, or what the child is afraid of and avoids.

Family cohesion, drawing a family with joined hands, uniting them in general activities are indicators of psychological well-being.

Drawings with opposite characteristics (disconnected family members) may indicate a low level of emotional connections. The close arrangement of the figures, due to the idea of ​​placing family members in a limited space (boat, small house
etc.), can talk about the child’s attempt to unite, unite the family (for this purpose, the child resorts to external circumstances, because he feels the futility of such an attempt).

3. In drawings where part of the family is located in one group, and one or more individuals are distant, this indicates a feeling of non-inclusion, alienation. If one family member moves away, one can assume a negative attitude of the child towards him, and sometimes judge the threat posed by him.

Analysis of the features of the drawn figures.

Features of graphic drawing of individual family members can provide a wide range of information: about the child’s emotional attitude towards an individual family member, about how the child perceives him, about the child’s “self-image”, about his gender identification, etc.

When assessing a child’s emotional attitude towards family members, you should pay attention to:
2) decoration (clothing details and decorations): hat, collar, tie, bows, pockets, hairstyle elements, patterns and trim on clothes;
3) the number of colors used to draw the figure.

A good emotional relationship with a person is accompanied by a large number of body details, decoration, and the use of a variety of colors.

Large sketchiness, incompleteness of the drawing, omission of significant parts of the body (head, arms, legs) can indicate, along with a negative attitude towards a person, also aggressive impulses towards him.

Children, as a rule, draw their father and mother as the largest ones, which corresponds to reality.

Some children draw themselves as the biggest or equal in size to their parents. It's connected with:

a) the child’s self-centeredness;
b) competition for parental love, excluding or reducing the “competitor”.

Children who:

a) feel insignificant, useless;
b) requiring guardianship and care from parents.

It can also be informative absolute value figures. Large, full-length figures are drawn by impulsive, self-confident children prone to dominance. Very small figures are associated with anxiety and a sense of danger.

When analyzing, pay attention to drawing individual parts body:

1. Hands are the main means of influencing the world, physically controlling the behavior of other people.

If a child draws himself with his arms raised up and long fingers, this is often associated with aggressive desires.

Sometimes such pictures are drawn by outwardly calm and docile children. It can be assumed that the child feels hostility towards others, but his aggressive impulses are suppressed. Such drawing of oneself may also indicate the child’s desire to compensate for his weakness, the desire to be strong, to dominate others. This interpretation is more reliable when the child, in addition to “aggressive” hands, also draws and broad shoulders

or other attributes of “masculinity” and strength.

2. Sometimes a child draws all the family members with hands, but “forgets” to draw them for himself. If at the same time the child also draws himself disproportionately small, then this may be due to a feeling of powerlessness, his own insignificance in the family, with the feeling that those around him are suppressing his activity and controlling him excessively. Head - center of localization of “I”, intellectual activity; face - an important part

If parts of the face (eyes, mouth) are missing in the drawing, this may indicate serious impairments in communication, isolation, or autism.

If, when drawing other family members, a child omits the head, facial features, or shades the entire face, then this is often associated with a conflictual relationship with this person, a hostile attitude towards him.

The facial expressions of the drawn people can also be an indicator of the child's feelings towards them. However, children tend to draw smiling people; this is a kind of “stamp” in drawings, but this does not mean at all that children perceive others this way. For the interpretation of a family drawing, facial expressions are significant only in cases where they differ from each other.

Girls pay more attention to face drawing than boys, this indicates a good gender identification of the girl. In girls' drawings, this moment may be associated with concern for one's own physical beauty

, the desire to compensate for their physical deficiencies, the formation of stereotypes of female behavior.

Teeth presentation and mouth protrusion are common in children prone to oral aggression. If a child draws this way not of himself, but of another family member, then this is often associated with a feeling of fear, the perceived hostility of this person towards the child. Each adult is characterized by certain details in drawing of a man

, which become enriched with age, and their omission in the drawing is usually associated with the denial of some functions, with a conflict. In children’s drawings, two stand out: different schemes drawings of individuals of different genders. For example, a man’s torso is drawn oval shape

, women - triangular.

4. If a child draws himself in the same way as other figures of the same sex, then we can talk about adequate gender identification. Similar details and colors in the presentation of two figures, for example a son and a father, can be interpreted as the son’s desire to be like his father, identification with him, good emotional contacts.

Analysis of the drawing process.

When analyzing the drawing process, you should pay attention to:
a) the sequence of drawing family members;
b) the sequence of drawing parts;
c) erasure;
d) return to already drawn objects, details, figures;
e) pauses;

e) spontaneous comments. The interpretation of the drawing process generally implements the thesis that dynamic characteristics

In the drawing, the child first depicts the most significant, main or most emotionally close person. Often the mother or father is drawn first. The fact that children often draw themselves first is probably due to their egocentrism as an age characteristic. If the child draws first not himself, not his parents, but other family members, it means that these are the people who are most significant to him emotionally.

Noteworthy are the cases when the child draws his mother last. This is often associated with negative attitude To her.

If the first figure drawn is carefully drawn and decorated, then one can think that this is the most beloved family member whom the child reveres and wants to be like.

Some children first draw various objects, base line, sun, furniture, etc. and only lastly do they begin to depict people. There is reason to believe that such a sequence of task completion is a kind of defense with the help of which the child postpones an unpleasant task in time. Most often this is observed in children with a dysfunctional family situation, but it can also be a consequence of poor contact between the child and the psychologist.

Returning to drawing the same family members, objects, details indicates their significance for the child.

Pauses before drawing certain details or family members are most often associated with a conflictual attitude and are an external manifestation of the internal dissonance of motives. At an unconscious level, the child seems to decide whether or not to draw a person or detail associated with negative emotions.

Erasing what was drawn or redrawing can be associated with both negative emotions towards the family member being drawn and positive ones. The final result of the drawing is decisive.

Spontaneous comments often explain the meaning of the child's content being drawn. Therefore, you need to listen to them carefully. Their appearance reveals the most emotionally “charged” places in the picture.

This can help guide both post-drawing questions and the interpretation process itself.

By now, it has become virtually a generally accepted opinion that the results of education in general, and teaching in particular, cannot be assessed only by the level of knowledge, skills and abilities of schoolchildren. Didactics, methodologists, psychologists are looking for indicators of student development during training. Development is determined by the emergence of new forms of activity, new qualities of the child’s personality, new relationships to reality, to others, to himself. The development situation is not only the organization of independent cognitive activity children, but also the obligatory overcoming of the accompanying difficulties that cause intense work of intellectual forces, as a result of which the accelerated formation of the child’s personality occurs. This is possible only on the basis of positive internal motives for activity, the student’s voluntary acceptance of learning difficulties, his mastery of the necessary evaluative actions, and the development of his analytical-critical approach to phenomena.

Many indicators of a child’s personal development are not identical to the knowledge, skills and abilities of students traditionally controlled by teachers and cannot be identified by generally accepted methods of testing. In addition, in modern pedagogical consciousness, one might say, a belief has formed that the success of students’ educational activities, the pace and levels of their development depend not only on the natural characteristics of children, but also on the nature of the teacher’s teaching activities. All this significantly expands the range of performance indicators of participants in the educational process that are subject to verification, control and accounting and necessitates the need to evaluate the activities of not only students, but also the teacher. And this falls within the scope of pedagogical diagnostics.

One of the definitions of the term “pedagogical diagnostics” can be found in the book of the same name by K. Ingenkamp “”. “Pedagogical diagnostics,” writes the author. - designed, firstly, to optimize the process of individual learning, secondly, in the interests of society, to ensure the correct determination of learning outcomes and, thirdly, guided by the developed criteria, to minimize errors when transferring students from one study group to another, when sending them to various courses and choosing a specialization of study. To achieve these goals, during diagnostic procedures, on the one hand, the prerequisites for learning are established for individuals and for representatives of the educational group as a whole, and on the other hand, the conditions necessary for organizing a systematic process of learning and cognition are determined. Using pedagogical diagnostics, the educational process is analyzed and learning outcomes are determined. In this case, diagnostic activity is understood as a process during which (with or without the use of diagnostic tools), observing the necessary scientific quality criteria, the teacher observes students and conducts questionnaires, processes observation and survey data and reports the results obtained in order to describe behavior, explain his motives or predict future behavior."

V.G. Maksimov believes that pedagogical diagnostics, in a not entirely clearly expressed form, is present in any pedagogical process, starting with the interaction between teacher and student in the classroom and ending with the management of the education system as a whole. It also appears in the form tests, and in any characteristics of both the student and the teacher, in identifying the effectiveness of the educational process, etc.

In the concept of “pedagogical diagnostics” V.G. Maksimov focuses on the adjective pedagogical(there is also psychological diagnostics), which, in his opinion, characterizes the following features of this diagnostic: firstly, diagnostics is carried out for pedagogical purposes, that is, it is aimed at obtaining, based on analysis and interpretation, new information on how to improve the quality of education (training, upbringing) and the development of the student’s personality; secondly, and this is the main thing, it provides fundamentally new meaningful information about the quality of the teacher’s pedagogical work; thirdly, it is carried out using methods that organically fit into the logic of the teacher’s pedagogical activity; fourthly, with the help of pedagogical diagnostics, the control and evaluation functions of the teacher’s activities are strengthened; fifthly, even some traditionally used means and methods of teaching and upbringing can be transformed into means and methods of pedagogical diagnostics.

The purpose of pedagogical diagnostics is according to I.P. Podlasy, is the timely identification, assessment and analysis of the course of educational process due to its productivity. One of the indicators of the productivity of the educational process is academic success students, but it is quite difficult to determine its standard. Diagnostic results should reflect not only objective requirements, but also real opportunities and the success of each individual student. Diagnostic strategy, according to V.I. Zagvyazinsky, also contains the requirement comprehensive verification of learning outcomes in the cognitive (mastery of knowledge and ways of applying it), psychological (personality development) and social (social adaptation) spheres.

IN cognitive sphere the level of knowledge acquisition is revealed in accordance with the taxonomy (hierarchy) of learning goals (B. Bloom), as well as levels of recognition, understanding, assimilation, and mastery in relation to both standard and creative actions.

IN psychological sphere The development of speech, thinking, memory, attention, and the ability to act in standard (typical) and non-standard situations is tested. It is very important to understand the development of motivation (interest, desire for knowledge) abilities (cognitive, communicative, empathy, creative, etc.).

IN social sphere the degree of mastery of social norms, moral and legal self-awareness, social activity, adaptability in a team and the ability to adapt in a changing social environment are diagnosed.

V. I. Zagvyazinsky points to learning ability or the ability for further learning as the most important interactive indicator of learning success.

V.G. Maksimov identified and described the following functions of pedagogical diagnostics.

1. Function feedback Its essence lies in the fact that diagnostic data on the levels of upbringing and education of students at a certain stage of their development serve as the main information for analyzing past pedagogical experience and designing the further pedagogical process.

1)Estimated the function is manifested in such aspects as value-oriented, regulatory-corrective, stimulating and measuring. In the process of implementing this function, students’ ideas and concepts about people and themselves are enriched, they have the opportunity to compare their qualities with the requirements of society, which contributes to a change in value orientations. Objective assessment stimulates students' self-development. By comparing his qualities and academic successes with the achievements of other schoolchildren, the student establishes his social status. From the team and the teacher he receives information about himself and through this information he gets to know himself. Thus, diagnosis can act as a means of guiding organized self-knowledge.

2)Management the function of pedagogical diagnostics is associated with the main stages of managing the development of the student body and the student’s personality. In accordance with this, determined three types of diagnostics: 1) initial, related to planning and management of students’ cognitive activity; 2) current (corrective) diagnostics, which is carried out in the process of organizing the cognitive activity of students and orients the teacher to the changes occurring in the development of schoolchildren; 3) generalizing diagnostics, which provides basic data for correcting the teacher’s teaching activities for the coming period

V.I. has a slightly different approach to determining diagnostic functions. Zagvyazinsky. He distinguishes educational, stimulating, analytical-corrective, nurturing, developmental and control functions.

Educational function is that verification, control, accounting remain organic elements of training and their task is not so much to identify, record the state of affairs, the level of training, but to promote learning, correct mistakes, instruct, and help in further advancement.

Stimulating function as a continuation and addition to education, it is intended to ensure that control does not disorganize the student’s activities, but inspires him, instills confidence in the achievability of new goals, a higher level of training and development. Analytical-correcting function associated with the teacher’s pedagogical reflection, his self-analysis, improvement of planning and organization of teaching. This function also concerns the student, ways of overcoming difficulties, correction and self-correction of educational activities.

Educational and developmental functions are associated with the formation of adequate self-esteem, responsibility, aspiration, volitional self-regulation and other socially valuable abilities and character traits.

Control function ensures recording of the level of achievement, its compliance with norms and standards, as well as progress to higher levels of knowledge acquisition and development.

The content of the functions indicates that diagnostics has a broader and deeper meaning than traditional testing of students’ knowledge and skills. The test only states the results without explaining their origin. Diagnosis, according to I.P. Podlasy, considers the results in connection with the ways and means of achieving them, identifies trends, the dynamics of the formation of learning products.

IN diagnostic composition learning process and results include control, verification, evaluation, accumulation of statistical data, their analysis, identification of dynamics, trends, forecasting further development events. Short description some of the listed components were given by V.I. Zagvyazinsky.

Examination- the process of establishing successes and difficulties in mastering knowledge and development, the degree of achievement of learning goals.

Control- comparison operation, comparison of the planned result with reference requirements and standards.

Accounting- recording and bringing into the system indicators of verification and control, which allows us to get an idea of ​​the dynamics and completeness of the process of mastering knowledge and developing students.

Grade - judgments about the progress and results of learning, containing its qualitative and quantitative analysis and aimed at stimulating an improvement in the quality of students' educational work.

Marking- determination of a score or rank on an officially adopted scale for recording the results of educational activities and the degree of its success.

Procedural diagnosis and control differ in this way: during diagnosis there must be an evaluation standard, which is a “reference point”. This standard must be OBJECTIVELY expressed! And control is carried out using SUBJECTIVE rating scales.

The starting point is not an “ideal sample”, from which the student’s grade is formed by subtraction and recording the mistakes and shortcomings made today, but the reference level of educational achievements necessary for continuing education and actually achieved by the majority of students. Achieving this reference level is interpreted as the child’s unconditional academic success. It is proposed to assess individual educational achievements using the “addition method”, in which the achievement of the reference level is recorded, and

the use of a cumulative assessment system (portfolio), which characterizes the dynamics of individual educational achievements.

In accordance with the requirements of the theory and practice of pedagogical measurements, assessment procedures, based on the results of which decisions are made, must have a high degree of objectivity, which is manifested through two main characteristics: the validity and reliability of assessment tools and procedures.

The validity of the final assessment refers to the correspondence of the content of the assessment to the planned results. The validity of measurements and assessment procedures implies the completeness of coverage of all planned results and the adequacy of assessing their achievement. This requires an integrated approach, i.e. inclusion various forms and methods of assessment.

The reliability of the final assessment should be ensured through the professional development of tools, including experimental testing of individual tasks and work as a whole, criteria and assessment scales, as well as compliance with all requirements for standardization of assessment procedures.

In pedagogical measurements, it is customary to consider three levels of description of educational results: planned, real and achieved.

The first level - planned - characterizes those results that are included in the planned results of mastering basic educational programs and are implemented in the educational program for a given level of education, in sample programs in individual academic subjects

The second level - implementable - characterizes the results that a particular teacher strives for, depending on his personal attitudes, attitude to the subject, and professional qualifications.

In the process of measurement, a third level of description of results appears - achieved, which characterizes the level of real achievements of students.

As the results of pedagogical measurements show, the real achievements of students are always lower than their planned level in regulatory documents and the level that is implemented by teachers.

This means that in the course of pedagogical measurements it is practically impossible to record the achievement by all students of all planned results of mastering educational programs.

Federal state standard primary general education establishes three main groups of results – personal, meta-subject and subject.

The content and criterial basis for assessing personal, meta-subject and subject results are the planned results primary education. Only subject and meta-subject results described in the section: “The graduate will learn” of the planned results of primary general education are included in the personalized final assessment. Personal results of graduates primary school in full compliance with the requirements of the standards are not subject to final assessment.

Within the framework of the internal assessment system, a limited assessment of the maturity of individual personal results is possible, which is aimed at solving the problem of optimizing the personal development of students and includes three main components:

Characteristics of the student’s achievements and positive qualities;

Definition priority tasks and directions of personal development, taking into account both achievements and psychological problems child;

The content of the final assessment is determined by the content and structure of the planned results, presented in a generalized form. Therefore, before starting to develop tools (individual tasks and test work), it is necessary to specify the planned results and present them in a form that makes it possible to create standardized measurement tools. This procedure is called operationalization. During this procedure, each planned result is clarified with a focus on “achievability” and “measurability,” i.e. the skills and elements of knowledge that students must master in the learning process are indicated and which can be measured within the framework of the assessment procedures used at different levels of their development. Thus, in the process of operationalization, the content and criterial basis of the assessment are clarified, i.e., specific requirements for the student’s answer (what must be demonstrated to them in order to make a decision on achieving this planned result). Operationalized lists of planned results in mathematics and the Russian language with examples of tasks are presented in the book: “Assessing the achievement of planned results in elementary school” / ed. G.S. Kovaleva, O.B. Loginova).

Distinctive feature The final work for assessing the achievement of the planned results developed within the framework of the standards is their focus not on assessing the mastery of subject knowledge and skills and the ability to reproduce them in educational situations, but on assessing the ability to apply the knowledge and skills acquired in primary school in various situations, including close to real life.

This influenced the development and inclusion of two groups of tasks in which students were not required to reproduce acquired knowledge and skills, but to apply them by solving educational-practical or educational-cognitive problems. The first group included tasks of the basic (reference) level. Assessment of achievement of this level is carried out using standard tasks (tasks), in which the solution method is obvious. When completing tasks of the second group (tasks higher level), in which the method of solution is not explicitly specified, the student must choose a method from those known to him or independently construct a method of solution, integrating two or three studied or transforming them. Assessment of achievement of this level is carried out using tasks (tasks) in which there is no explicit indication of the method of implementation, and the student has to independently choose one of the studied methods or create a new method.

The object of the standardized final assessment is the planned results of mastering primary education programs in two main subject areas (mathematics and Russian language) and two interdisciplinary programs (“Reading: working with information” and “Program for the formation of universal educational activities”).

At the initial stage of education special meaning students have mastered the basic system of knowledge in the Russian language and mathematics and mastered the following meta-subject actions:

Speech skills, among which should be the skills of conscious reading and skills of working with information;

Communicative, necessary for educational cooperation with the teacher and peers.

It is advisable to check the above results when carrying out three final works: 1) final work on the Russian language; 2) final work in mathematics;

3) final comprehensive work on an interdisciplinary basis.

The minimum criterion for mastering accepted in the practice of pedagogical measurements educational material is between 50 and 65% of the maximum score that can be obtained for completing the entire work. If the test contains tasks with only multiple choice answers, then the mastery criterion is 65%. If in the test work only tasks with a free answer (short or extended) are used, then the mastery criterion is 50%.

For an advanced level, you can use the same criterion as for a basic level: 50%-65% of the maximum score, but for completing tasks at an advanced level.

In general, the final assessment should make it possible to record individual progress in the child’s educational achievements, i.e. evaluate the child in relation to himself. On the other hand, summative assessment should provide objective and reliable data on the educational achievements of each child and all students.

In the final assessment of a graduate, it is necessary to distinguish two components: accumulated assessments, characterizing the dynamics of students’ individual educational achievements, their progress in mastering the planned results, and assessments for standardized final works, characterizing the level of assignment by students of the main formed methods of action in relation to the supporting system of knowledge at the time of graduation schools.

Questions and tasks for self-control

1. What is the essence, strategy and composition of pedagogical diagnostics of the learning process and results?

2. What pedagogical tools can a teacher use to diagnose the individuality of schoolchildren?

3. How will diagnostic pedagogical tools intended for studying the individuality of a junior differ? school age?

4. What are the reasons for student failure?

The teacher needs to know the interests and hobbies of students, relationships with peers, family and adults, character traits, and the emotional state of the child. To do this, the class teacher can use psychological and pedagogical methods of studying the personality of a primary school student. Such methods should be harmoniously included in educational work and not traumatize children. The results of diagnostic studies can be discussed with a psychologist.

Psychological and pedagogical diagnostics is one of the components of the pedagogical process. Psychological and pedagogical diagnostics is an assessment practice aimed at studying the individual psychological characteristics of the student and the socio-psychological characteristics of the children's team in order to optimize the educational process.

In the pedagogical process, diagnostics performs following functions: informational, predictive, evaluative, developmental.

The information function of diagnostics is to:

• identify the relative level of development of the child;
• identify the level of state of pedagogical interaction;
• determine the main parameters of the student’s future characteristics.

Predictive function diagnostics is to:

• help identify potential development opportunities for students;
• determines the forecast for organizing interaction with the student.

Evaluation function diagnostics is to:

• have an idea of ​​the effectiveness of pedagogical interaction;
• determine the effectiveness of using various educational and training means in the pedagogical process.

The developmental function of diagnostics is to:

• use diagnostic techniques to demonstrate to the student his capabilities and development prospects;
• create conditions for self-realization, self-awareness and self-development of the individual based on diagnostics.

The main tasks of diagnostics in elementary school:

1. Determine the child’s development levels;

2. Detect changes in basic characteristics and personality traits for the better or worse

3. See the norm and deviation (focusing on the standard).

4. Analyze the obtained facts.

5. Establish reasons for changes.

6. Develop a plan for further corrective work based on the diagnostic results.

When working with diagnostic techniques, the class teacher must adhere to the following rules:

• The content of the diagnostic technique should suggest the expected result.
• Diagnostics should be sufficiently informative and create a wide field of research activity.
• The results of the diagnostic test should be reviewed by competent people.
• Any research results should not serve to the detriment of students and parents, but to the benefit.
• Based on the results of the diagnostic study, systematic corrective work should be carried out.
• The need for pedagogical diagnostics should be explained to students and their parents.

Conversation is one of the main methods of pedagogical diagnostics. A conversation can become an important way in studying the intellectual and personal spheres of a child, his individual characteristics, and his existing problems. This purpose can be served by a conversation both with the child himself and with the adults in his environment. The difference between a conversation and an ordinary conversation is that its content revolves around a narrow topic that is significant for a child and an adult.

The child acts as the one answering the questions, and the adult as the one asking the questions. In this regard, the conversation method has disadvantages, namely: weakness in the analysis and synthesis of information by the child; lack of reflexive abilities; fatigue and inattention; difficulty verbalizing experiences.

Positive results from the conversation can be expected if:

• the teacher has the ability to create a favorable atmosphere for conversation;
• the teacher has such qualities. Like tactfulness, communication skills;
• the teacher does not make hasty conclusions and does not label;
• the teacher has the ability to sympathize and empathize with another person;
• The teacher knows how to formulate the question correctly.

The observation method makes it possible to study the child’s participation in a specific activity. Observation can be used when there is or is brewing conflict situation and it is necessary to form an objective opinion about the student’s behavior and their actions.

Questionnaire makes it possible to study the motivation of students’ actions, the interests of a particular child or class group as a whole, and the level of anxiety of class students.

The questionnaire is effective in identifying students’ attitudes towards specific problems and phenomena.

Projective tests allow us to study students’ attitudes towards the world, themselves, significant activities, and their social roles.

Questionnaires make it possible to identify the degree of influence of the team on the individual and the individual on the team, the position of children in the team and the degree of their importance in it.

Graphic and drawing tests. These tests allow you to study attitudes towards the team, family relationships, interaction with teachers and parents.

Essays help to study the intellectual skills of students, their outlook, personal qualities, attitude to world values, and the child’s worldview.

To diagnose the personal qualities and educational motivation of younger schoolchildren, the following methods can be used.

My portrait in the interior.

Before the children complete the task, the teacher shows them a photo frame on which they can place interior items (book, glasses, fruit, sports attributes, etc.). Students are asked to draw a portrait of themselves and place it in a frame made from various objects. Items for the frame are asked to be determined by the students themselves. The objects that the student will include in the interior of his portrait reflect the main interests of his life.

My ten selves

Students are given pieces of paper, on each of which the word “I” is written ten times. Students must define each “I” by talking about themselves and their qualities.

For example:

I am handsome, etc.

The class teacher pays attention to what adjectives the student uses to describe himself.

Pop stars.

Students in the class are asked to choose their favorite singer or singer in advance. The singer must be the same gender as the child. Students also prepare a phonogram in advance (either themselves or a teacher will help them with this). The child's task is to perform in front of the class in the image of the chosen star, using recordings of the song. This diagnostic technique helps class students overcome fear and uncertainty, and forms a positive attitude among class students towards each other.

My favourite things.

Students in the class are asked to complete the questionnaire by continuing the sentences.

1. Favorite color - :
2. Favorite name - :
3. Favorite tree:
4. Favorite flower:
5. Favorite fruit:
6. Favorite berry:
7. Favorite holiday - :
8. Favorite day of the week:
9. Favorite singer (singer) - :
10. Favorite animal - :
11. Favorite book - :

Primary school students enjoy writing essays, stories, and fairy tales. In their small works they are quite sincere, talk about their joys and sorrows, demonstrate their problems that require solutions. Great success Students use the method of writing fairy tales. In elementary school (grades 1-2), students can be asked to write fairy tales on the following topics:

1. The tale of my briefcase.
2. An unusual story about an ordinary diary.
3. Fabulous holidays.
4. Unusual adventures of an ordinary schoolboy.
5. A fabulous story about how...

Students themselves determine the topic “how” (how I studied my lessons, how I didn’t want to go to school, how I overslept, etc.)

Compilation fairy tales helps students deal with manifestations of their negative emotions, uncertainty, fear, and negative character traits.

What's on my heart

Students in the class are given hearts cut out of paper. The class teacher gives the following task: “Guys, sometimes adults say that they are “light at heart” or “heavy at heart.” Let’s determine with you when it can be hard and when it can be easy, and what this can be connected with. To do this, on one side of the heart, write the reasons why your heart is heavy and the reasons why your heart is light. At the same time, you can color your heart in the color that matches your mood.

Diagnostics allows you to find out the reasons for the child’s experiences and find ways to overcome them.

Thermometer

Before the diagnostic procedure, the teacher conducts a preliminary conversation with the students, during which he presents an object that is found in every home. This is a thermometer. The teacher explains to the children that at a high temperature a person feels bad and anxious - 38, 40, 41 (he writes the numbers on the board). Normal human temperature is 36.6. He has no anxiety, everything is fine, everything works out for him, he is healthy. A person’s temperature can be as low as 35. At this temperature, a person experiences weakness, fatigue, lack of interest and desire to do anything. After the explanation, the teacher invites students to play a game. He will name educational objects, and the children are invited to fantasize and name or write the temperature that appears to them conventionally when naming this object. For example:

• Russian language - 39
• Mathematics - 36.6

This allows us to determine the degree of anxiety of younger schoolchildren, which is associated with educational activities.

Students in the class receive a set of paints or markers, as well as sheets of drawing paper. There are 10 circles drawn on each sheet, and the following items related to school are written in each circle: bell, book, teacher, briefcase, class, physical education, school, lesson, homework, notebook. The students' task is to color the circles in one color or another.

If a child paints objects dark or black, this indicates that he experiences negative emotions towards this object.

Photo

This diagnostic technique is appropriate to use at the end of students’ education in first grade. They are invited to act as photographers - take a photo of their class. To do this, each student receives a sheet of paper with squares (according to the number of students in the class). Students should place themselves and their classmates in these squares, just like in a group photo. The student replaces each “photo” with the name of his classmate. The class teacher pays attention to where in the photograph the student places himself, his friends, his classmates, and in what mood he is doing the work.

Mood

Students are given a list of academic subjects they are studying. Next to each object there are three faces (happy, sad, neutral). The student is given the right to choose the face that most often corresponds to his mood when studying this subject and highlight it on a piece of paper.

For example:

• Mathematics (smiling face)
• Physical education (sad face)

The technique allows you to see the student’s attitude both to learning in general and to the study of individual subjects.

School of the future

Students are asked to determine what they need to take to the school of the future from the school of today, and also what they do not need to take. To do this, the children are given sheets of paper with two columns: (+) they need to take, (-) they don’t need to take.

If students enter teacher, lesson in the (-) column, this indicates that these concepts cause anxiety in the student, which does not contribute to the formation of a positive educational motivation.

Wizard

Students are invited to play wizards. Everyone gets a magic wand and turns school objects into different animals (at their discretion). For example, school textbooks are laid out on the table, the student approaches the table, touches the textbook with a magic wand, and it turns into: Who? Students must explain why they are turning the textbook into this particular animal. This technique makes it possible for the child to express his emotional experience associated with the study of each academic subject.

Ranking of academic disciplines

Students in the class are asked to rank (arrange in order of importance for themselves) the academic disciplines that are studied at school and justify the importance of each subject in one or two words. For example, mathematics is interesting, etc. This study allows us to identify students' learning interests and determine what explains students' learning priorities.

Forest school

Students are encouraged to get creative and go to forest school on September 1st. After visiting the forest school, the children must talk about what they saw there, answering the following questions:

1. What does a forest school look like?
2. What subjects are on the forest school curriculum?
3. Who teaches animals at forest school?
4. What kind of forest school teacher is he?
5. What grades are given at forest school?
6. How do animals study at forest school?

By fantasizing and composing a story about a forest school, the children convey their feelings and their perception of the educational process, which they themselves empathize with. If a child describes forest school negatively, he signals to us about his problems and failures in real school life.

Composition

Students without preliminary preparation and a special warning, you are invited to write an essay on one of the following topics (optional):

1. What do I know about the Russian language?
2. What do I know about mathematics?
3. My most favorite subject.
4. My favorite activity.
5. My saddest day at school.
6. My happiest day at school.
7. My day off.
8. What do I think about my studies at school?
9. How I want to end the school year.
10. My school difficulties.

Essays can be analyzed according to various criteria. One of the analysis criteria is the student’s choice of essay topic. If a student writes an essay and chooses, for example, “My saddest day at school,” it means that this topic or problem dominates over all others, causes anxiety, and requires an immediate solution.

The most important thing is that the children’s essays do not go unnoticed by an adult. Based on the results of working on an essay, you can organize extracurricular work with students: individual work with students: individual consultation, educational assistance, mutual assistance, etc.

This material has been collected to help psychologists working in educational institutions. There is nothing difficult in choosing diagnostic methods yourself. But this sometimes takes up time that could be usefully spent working with children. And sometimes it’s really difficult for young, novice specialists to get their bearings. Therefore, I have compiled this list of methods for diagnosing the emotional and personal sphere of preschoolers, their relationships with surrounding peers and adults. It is quite convenient to use this table for planning work and directly examining children, since it indicates the age category, what exactly this or that technique is intended for, and there is a brief description.

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Methods of psychological diagnostics.

The material was prepared by a teacher-psychologist of MBDOU No. 21 of the city of Armavir

Vasilenko O.N.

Diagnosis of a child’s personality characteristics .
Diagnosis of a child’s emotional state .
Diagnostics of interpersonal relationships .

………………………………………………………………………………………………………………………………

Diagnostics of personal development of a primary school student

Primary school teacher

Municipal educational institution secondary school No. 10, Pavlovo

Gracheva Tamara Viktorovna

Diagnostics is an analysis of the development of a child’s personality, identifying its positive aspects, shortcomings and their causes, aimed at solving practical problems - harmonizing personality development and increasing the effectiveness of the holistic pedagogical process.

Diagnostic goals:

1. early identification of signs and manifestations of social and pedagogical neglect of children, qualities and personality traits
2. identifying ways and means of correction
3. predicting the further development of the child.

Let's consider an algorithm for planning psychologically based educational tasks:

• Study of personality development, level of education and education of students
• Setting educational goals taking into account the individual characteristics of the student
• Selection and implementation of educational techniques
• Assessing the success of activities from the point of view of positive changes in the personal development of children.

Thus, teacher planning educational work begins with studying the individual characteristics of students.

Children entering first grade are so different, but they all want to study, study well, and be successful. The teacher’s task is to help them with this, based on

resources for educational success and self-development of a child:

“I know” (trained)

“I can” (attention, memory, modality, hemispheric dominance)

“I can” (organizational, communication, information, thinking) skills

“I want” (level of development of the motivational-need sphere.

Memory, attention, modality and functional dominance of the hemispheres, along with motivation and will, are practically the main “tools” that ensure the success of educational and cognitive activity of a primary school student, especially at the beginning of education, until general educational skills are formed at a sufficient level.

There are different diagnostic methods and techniques: tests, questionnaires, questionnaires, conversations, observations, sociometry. There are many proprietary techniques. We, teachers, choose those that are the most informational and easy to use and process.

For example, why is it important for a teacher to identify students whose dominance of the right or left hemisphere is pronounced? Students with clear dominance of the right hemisphere prefer the left hemisphere of the board, dark color chalk on a light board, and “left-hemisphere” people are exactly the opposite. It is very important what option we put these children on. The preferences of “left-hemisphere” and “right-hemisphere” people are different both in the conditions necessary for the emergence of stable learning motivation and in the perception and processing of information. The dominance of one hemisphere dramatically changes the way we perceive new information.

Information about the individual characteristics of students can also be obtained in the process of observing students.

For example, about the development cognitive activity You can obtain information based on observations of a beginning student as he completes tasks.

The criteria are as follows:

• High level:the child shows expressed interest in the proposed tasks, asks the teacher questions, makes efforts to overcome difficulties, asks Additional tasks, wishes to continue contact
• Average level : the child actively gets involved in the work, but at the very first difficulties, interest fades away, there is no initiative, he asks few questions, and with the help of the teacher he is able to overcome difficulties
• Low level : starts completing tasks only after additional prompting, is often distracted, and refuses to work.

Information about the level of cognitive activity helps the teacher choose teaching tactics. Children with a low level require the organization of exciting learning, the predominance of gaming technologies. Children with an average level need constant help, they need the experience of success. A high level of cognitive activity requires training in high level difficulties, opportunities to show oneself and assert oneself, to take the position of a teacher.

The status of a child in the class and the nature of his communication with peers is reflected by sociometry.

If a student has the status of “accepted” or “isolated,” you should find out whether the child is characterized by low sociability all the time or whether it only manifests itself in the classroom. This will allow you to choose the direction to help him. Of particular concern are “rejected” children, who are, as it were, “scapegoats” in the classroom. Difficult and long work to include them in the class team.

One of the tasks that is used to determine the child’s status in the team is called “3 candies.” Children are asked to write down who in the class they would treat if they had 3 candies. After testing, it is useful to let children think about how each of them would feel if they did not receive a single “candy,” think about why some children receive a lot of “candy” from their comrades, while others receive little or none at all, talk about what friendship in the classroom is and how it should manifest itself. The purpose of the conversation is to awaken a sense of compassion in children, to emphasize the importance of tolerance towards others, and attentive attitude towards others. Thus, diagnostic task is also developmental.

The level of well-being of relationships in the classroom is indicative.

The number of children with the status of “leaders” and “preferred” is compared with the number of children with the status of “accepted”, “isolated” and “rejected”.

If the first is greater, then the BLV is high; if these quantities are approximately equal, then it is average; if the first is less, then the BLV is low.

The level of formation of the children's team is also studied through children's mini-essays on the following topics:

- “What am I?”

- “If I had a magic wand...”

- "My friends"

- “What kind of friend am I?”

- “What have I become?”

- “Who do I want to say thank you to?”

- “What is he like, our 4B?”

Odnoklassniki Odnoklassniki

Friendly, good Cheerful, kind

They study, argue, have fun, think, play, help

They respect each other, help each other, study and relax together

Friends Friends

Studying moral values and the orientation of the personality of children and adolescents is carried out through the “Fantastic Choice” technique. The following tasks are offered::

• “You are going to a desert island and you will live there for a very long time, maybe for the rest of your life. You can take with you everything that is denoted by five words. So what will you take with you?”
• "If you could become a wizard for just 60 minutes, what would you do?"
• “A goldfish swam to you and asked: “What do you want?” Answer it.”
• "In your hands The Scarlet Flower, what would you do with him?"
• “Mentally tearing off the petals of a seven-flowered flower, decide what you will ask for.”

You can publish a newspaper with texts and drawings on the topics of the children’s answers. Children find this type of communication interesting: they can compare their answers with the answers of their friends. Mathematical calculations carried out by a teacher can make it possible to diagnose the tendencies of children’s moral guidelines, and communication between children based on the results of their work will allow them to gain positive experience in behavior in various situations.

Having conducted a sociometric study in the first grade using the “Flower of Seven Flowers” ​​method, I discovered that almost all children’s desires are connected with themselves, their loved ones. Only 16% of children's wishes are intended for loved ones, 8% for classmates and 4% for all people.

These results naturally direct teachers to solve the following problems:

• Organization of all types and use of the diversity of all forms of individual and collective activities based on universal human values ​​and, as a consequence, the development of communicative culture.
• Creation of a great team that promotes optimal growth and development of everyone’s personality, conditions for the realization of individual creative potential.
• Correction of individual development of students, prevention of maladjustment.

The teacher conducting pedagogical diagnostics is faced with the task of not only identifying any disorder in the child, but, most importantly, analyzing the nature of this disorder and building on this basis a forecast for overcoming this difficulty. Therefore, after diagnosis, corrective work is necessary, which is incorporated into the content of lessons and extracurricular activities.

For example, types of work aimed at:

• removing conflicts

Behavior correction using role-playing games

Formation of adequate forms of behavior in a team

Relieving tension in children (relaxation)

• Correction of anxiety

Drawing with spiral lines

Plasticine painting

Picture of your mood

Building hand skill and confidence

All information obtained during the diagnosis allows the teacher to track the developmental effect of his activities, see the advantages and disadvantages educational process, identify problems in the development of each child and provide timely and necessary assistance. Diagnostics is necessary for the teacher to understand what educational actions and for which children need to be formed already in the first weeks of training, to foresee who does not know how to accept instructions and who needs to be repeated several times, who must constantly pronounce their actions out loud, who needs constant step-by-step help from the teacher.

The information obtained by the teacher during the diagnosis contributes to the teacher’s better understanding of his students, helps him build a lesson and communication more effectively, create an atmosphere of acceptance and trust, which stimulates student activity. Showing attention to the personality of each child, the teacher implements a person-oriented approach to teaching, which ultimately allows the child to more fully reveal and realize his potential.

Knowing the individual characteristics of students helps the teacher not only create open, unique communication, but also be ready to receive in this communication feedback; including in the form of assessments of the teacher’s personal manifestations by the student, and this contributes to professional growth and the development of one’s own individuality.