The study of interpersonal characteristics with one’s peers is a complex and subtle area of ​​practical psychology. To get sufficiently reliable and, you need to use a set of techniques supplemented by observation over the behavior of children in the natural conditions of their stay (in play, on a walk, in classes, in routine moments).

In order to prevent conflict and emotional tension in the group, the results of the study should not be disclosed to children and parents. A teacher-psychologist can provide information about the nature of interpersonal relationships of preschoolers only to educators who work in this group.

Study of interpersonal relationships of preschool children: the “Two Houses” technique (T.D. Martsinkovskaya)

Goals: determining the child’s circle of significant communication, features of relationships in the group, identifying sympathies.

Material: sheets of paper depicting two houses, one of which is beautiful, the other is scary (Fig. 1, 2), cards with the names of the children of the group.

Rice. 1 Fig. 2

Instructions: “Look at these houses. Imagine that a beautiful house belongs to you. It has a lot of beautiful toys, and you can invite everyone you want to your place. And in the scary, ugly house there are no toys at all. Think and tell me which of the guys in your group you would invite to your place, and which one you would put in a bad house.”

After completing the selection procedure during the study of interpersonal relationships of preschoolers, the teacher-psychologist asks if the child would like to switch places with someone, or if he has forgotten anyone. The answers are recorded.

If the group consists of 10–15 people, the child is asked to make up to 3 positive and negative choices. If there are more than 16 guys in the group - 5 selections. If a child does not want to choose anyone, you should not insist on him making a decision.

interpersonal relationships of preschool children. The answers received must be entered into a table (matrix), in which the names of the children are arranged in alphabetical order. In a word, students receive a serial number, which is retained for other research options.

Study of interpersonal relationships of preschool children: the “Five Houses” technique 1

Goal: to identify each child’s preferences in communicating with children in the preschool group.

Material: a sheet of paper with the image of five houses.

Instructions: “Look at the picture. There are five houses in front of you. Let's put all your friends in the group in these houses. They are all the same. But there is one condition - different children live in different houses.

In the first - beautiful people who dress well, wear beautiful clothes and everyone likes the way they look.

In the second - smart people who know a lot or know how to do something.

In the third - obedient ones who behave well, they are not scolded, and the teacher often praises them and sets them as an example.

The fourth is interesting and funny.

In the fifth, they make friends with everyone, share toys and take part in the game.

Several people can live in one house at once, but one person cannot live in several houses.

Which house do you think you should put each of your friends in?”

The answers obtained during the study of interpersonal relationships of preschoolers are recorded. Processing and interpretation are carried out similarly to the “Two Houses” technique.

Study of interpersonal relationships of preschool children: methods for studying the child’s emotional attitude towards himself and others (N.I. Ganoshenko)

Purpose: express diagnostics of a child’s (4–9 years old) sphere of communication, his emotional relationships towards himself, significant adults and peers.

Material: a form with printed silhouettes of nine houses, which are located on the sheet space in a certain way, a set of pencils or felt-tip pens (must be at least three colors).

Form for the “Colorful Houses” technique

Last name, first name of the child ________________________________________________

Date of examination ___________________________________________________

Instructions: “Imagine that these houses are located in a clearing. No one lives in them yet. You can choose any of them for yourself. Which one will you choose?.. ( Next to the house that the child pointed to, you can put a mark “I”.) Which of the guys in the group (your relatives, friends) will you put up in these houses?.. Show me who you’ll put in which house... ( Depending on the specific situation, you should take turns calling the child’s relatives and friends.) In which of the houses will you place your mother... father... grandmother... grandfather... sister (brother)... teacher ( any person in respect of whom the nature of the relationship should be ascertained)?..»

Processing and interpretation of results during the study interpersonal relationships of preschool children. Each character from the list is assessed: according to the spatial location of the house that the child chose for him (1–3 points); according to suggestions in the color design of the house (from 1 to an unlimited number of points); by the number and direction of communication contacts (from 1 to an unlimited number of points). Based on these indicators, one can judge the attitude towards the character, the severity of the child’s need to communicate with him and establish contacts.

Study of interpersonal relationships of preschool children: the Vernissage technique (O.N. Kolesnikova)

Goals: to study the characteristics of the child’s relationship to himself, significant adults and peers, to determine his status place in the group.

Materials: sheets of A4 paper, colored pencils, frames for drawings, buttons for attaching drawings to the wall.

Instructions: “Let’s play artists today. Please draw portraits of the guys in your group - those you want. And your portrait too...” After finishing drawing, the child is asked the following questions: “Is there anyone else you would like to draw? Draw” – if the answer is positive, additional time is given for drawing and then a discussion is held (Who is depicted in the portrait? Who is not drawn? Why?). After the discussion, the educational psychologist suggests: “Now let’s arrange an exhibition of your drawings, like those of real artists. You can choose any place for your painting on any of the walls of our office, at any height from ceiling to floor. And I'll help you attach them if you want. First put your own portrait on the wall... ( Then portraits of the group’s children are attached.)»

Another option for carrying out this technique is possible. In the group, children each draw their own portrait. Then each child independently arranges an exhibition of drawings in the teacher-psychologist’s office according to the instructions.

Processing and interpretation of results during the study interpersonal relationships of preschoolers are carried out similarly to the “Two Houses” technique.

Study of interpersonal relationships of preschool children: methods “I am in kindergarten” (M. Bykova, M. Aromshtam), “My favorite group” (E.I. Rusina) 2

Objectives: determining the degree of emotional comfort of the child during his stay in kindergarten, his relationship with other children and teachers.

Material: paper, colored pencils or markers.

Instructions: “You have been going to kindergarten for a long time, to your group. Every morning you are greeted by teachers. While mom and dad are at work, you spend the whole day in kindergarten and do a variety of things. Please draw one day in the life of your group in kindergarten. The drawing can be called “My Favorite Band.”

Refusal to draw on the proposed topic indicates a negative attitude towards the group, and the topic chosen by the child is an important source of information, since it determines the area of ​​emotional compensation.

In order for the results obtained in this study of interpersonal relationships of preschoolers to be objective and reliable, it is necessary to repeat it after some time.

Study of interpersonal relationships of preschool children: the “Unusual Tree” method 3

Goal: determination of emotional closeness, relationships between family members, among members of the children's team.

Material: form with a picture of a tree, colored pencils (Fig. 3).

Rice. 3

Instructions: “Look, on this sheet you see a tree with little men. Find yourself and the children from kindergarten (your family) among them, paint each one with the color that suits him best.”

Processing results during the study interpersonal relationships of preschool children. It is necessary to note who was the first to be singled out by the child in the drawing: himself, one of his relatives, friends, etc. At the same time, pay special attention to what position the children of the group (family members) take in relation to the child (distance, posture, color). The higher a child places himself on this tree, the higher his self-esteem. The higher he places his family members and friends, the better he treats them and the more importance they have in his eyes.

Study of interpersonal relationships of preschool children: the “Paints as a birthday gift” technique (E. Panko, M. Kashlyak)

Goal: diagnostics of the structure of a children's group, the nature of relationships in it between peers.

Material: markers in blue, green, red, yellow, purple, brown, black, gray.

Instructions: “Every person has a birthday, his holiday, once a year. On this day, guests usually come, congratulate, and give gifts. Which of the children in your group would you like to go to for such a holiday? You can choose three. Now look at these markers. Which one would you like to give to each of these children?”

Study of interpersonal relationships in preschool children: the “Secret” technique (T.A. Repina)

Objectives: to identify the position (sociometric status) of the child in the kindergarten group, his attitude towards children, as well as ideas about the attitude of his peers towards him; the degree of children's goodwill towards each other, their emotional well-being.

Material: three pictures or three toys.

Instructions: “Today all the children in your group, in secret, so that no one knows about it yet, give each other pictures (toys). Here on the table there are pictures (toys) that you can give. And other children will give it to you - after all, today everyone gives gifts to each other. Do you want to give pictures (toys) to the children of your group? ( Having received a positive answer, the educational psychologist continues.) Then please choose the picture (toy) that you like best. Which of the children in your group would you like to give it to? Why?"

To exclude the possibility of collusion, the child is escorted to another room. When all the children in the group make their choice, the educational psychologist identifies the children who did not receive anything and puts one or two pictures (toys) for them, and then invites everyone to receive gifts. In this case, it is advisable to record the behavior and statements of children.

Study of interpersonal relationships of preschool children: the “Mail” method (E. Anthony, E. Binet)

Goal: to study the characteristics of the child’s relationship with a group of peers, with significant people.

Material: attributes for the role-playing game "Mail" - a postal machine, a postman's bag, small boxes in the form of mailboxes; images or small figures of people, small envelopes with phrases written on them.

Instructions: “Let's play postmen. Do you know who the postman is? What does he do? ( The child’s answers are supplemented as necessary by the educational psychologist.) I want to offer you the role of a postman. These are letters that the postman must deliver to the recipients ( at the same time, a toy is placed in front of the boys - a car loaded with mail; girls are offered a colorful messenger bag filled with letters; While the child is considering the attributes of the game, the educational psychologist continues...) Usually letters are sent to friends, family and friends. Let the postman bring these letters to the guys from your group ( your mother, father, grandmother - all members of the child’s family are called). Choose figures that will represent the guys in your group ( your mom, dad, grandma and other members of your family; the selected figures remain on the table in the child’s field of vision, each is placed in a box - a “mailbox”). Look, a Stranger has come to us ( The educational psychologist places a figurine of the Stranger and a mailbox for him on the table.). The postman can also put letters in the Stranger’s mailbox, but only if you don’t want to give some of the letters to any of your friends ( relatives)».

If a child puts letters into each box purely mechanically, then the educational psychologist can ask him after reading the “address” (a short phrase on the envelope): “Think about which of the recipients the letter with such an address relates to most? Now think about who to put the next letter in the box.”

1 Modification by A.Yu. Kremlyakov’s “Two Houses” technique.

2 Possible options for the topic “My friend (girlfriend)”, “I’m with a friend (girlfriend) in kindergarten.”

3 Modification by A.Yu. Kremlyakov’s “Tree with Little People” technique.

Rauza Khamzina
Two houses

Methodology "Two Houses»

Target: identify likes and dislikes for group members (nature of interpersonal relationships).

Stimulus material: two are drawn on an A4 sheet Houses. One is red, the other is black (or draw while explaining the task).

Instructions: Look at these houses. Imagine that the red house belongs to you. You can invite anyone you want there (there are a lot of interesting and sweet things there, you can list them).

There are also toys in the black house, but there are few of them there (downplaying).

Think about which one:

1. Guys from your group;

2. Family members;

3. Educators,

You will invite to your house, and whom you will put in the back house.

Carrying out the test:

First we explain the task;

We give the task of placing people in the house;

We record all answers in the protocol.

Analysis of results: The interpretation is quite simple. Particular attention should be paid to those children whom the child decides to place in a black house (we write: child is open, sociable or timid, unsociable). First we ask about the group, then about the family.

Protocol: technique "Two Houses»

Last name, first name of the child: Sergeev Alyosha.

Age: 4 years.

Question no.

Alyosha decided to place the boy Maxim, with whom he has a difficult relationship, in the black house.

Geometric shapes square, circle and rectangle. Tasks: Learn to distinguish and name geometric shapes consciously - by motor visual means. The ability to classify them by shape and color. Progress of the lesson. The teacher places pictures of geometric shapes on a flannelgraph. Together with the children, first look at the figures one by one (circle, square and rectangle). Then, sitting at the table, the game “Find the same one” is organized. The teacher, in turn, shows a circle, a square, a rectangle, and the children choose from those figures lying in front of them on the table, exactly the same one and shows it to the teacher. Next, the Teacher organizes an examination of geometric shapes. Combines a circle with an oval, a square with a rectangle of the same color. And it clarifies their differences and similarities. Uses superposition techniques to identify facilitative features. After this, the Teacher offers to perform the application work: - Guys, let’s make a car out of our geometric figures! Look, we’ll make a cabin out of a green rectangle. Children glue a rectangular cabin onto a white sheet of cardboard. -Blue square, there will be a window. Children take a blue square and stick it on a green rectangle (cabin, it turns out to be a window. - From an orange rectangle, you can make a trailer. Children glue an orange trailer next to the “cabin”. - The red square will serve as the hood. Glue the red square in front of the “cabin.” - And what is our machine missing? (Children's response)-That's right, wheels! Take the yellow circles and make wheels for our car. Children stick circles on “wheels”. After completing the application work, the teacher and the children examine the machines. - These are some wonderful cars you have made. Well done guys, you worked hard today! List literature: 1. L. A. Paramonova “Developmental activities with children” 3-4 years old 2. O. A. “Mathematics lessons” 3. Poster. Geometric shapes 4. Poster. Colors, shapes 5. V. P. Novikova “mathematics in kindergarten” 3-4 years

Publications on the topic:

Children's games at home If bad weather prevents you from playing outside, play with your child at home! Show in full... "Loto" Traditional Russian entertainment.

All children, without exception, love to play in the sand. And if in the warm season there are no problems with such games, in almost every yard.

Consultation “What to do with your child at home” Consultation: “What to do with a child at home” The everyday life of a child in a family is busy. Saturated with tasks no less significant than those of adults. Baby all the time.

Consultation for parents “Holidays at home” HOLIDAYS AT HOME. Holidays at home...There are many reasons for them - a child’s birthday, graduation from kindergarten, grandma’s or grandpa’s anniversary, etc.

Consultation “Child’s leisure time at home” The child spends most of his time in kindergarten, where all conditions are created for proper upbringing and physical development. But everyone.

NOD "Pets at our home" NOD “Pets at our home” Program content: Introduce children to pets. Reinforce the characteristics of the home.

Sections: Working with preschoolers

In almost every kindergarten group, a complex and sometimes dramatic picture of children’s interpersonal relationships unfolds. Preschoolers are friends, quarrel, make peace, get offended, are jealous, and help each other. All these relationships are acutely experienced by the participants and carry a lot of different emotions. Emotional tension and conflict in the sphere of children's relationships are much higher than in the sphere of communication with adults.

Parents and educators are sometimes unaware of the wide range of feelings and relationships that their children experience and, naturally, do not attach much importance to children's friendships, quarrels, and insults. Meanwhile, the experience of first relationships with peers is the foundation on which the further development of the child’s personality is built. This first experience largely determines the nature of a person’s attitude towards himself, towards others, and towards the world as a whole. This experience does not always go well. Many already in preschool age develop and consolidate a negative attitude towards others, which can have very sad long-term consequences. Identifying problematic forms of interpersonal relationships in a timely manner and helping a child overcome them is the most important task of a teacher and psychologist.

Identifying and studying interpersonal relationships is associated with significant methodological difficulties, since relationships, unlike communication, cannot be directly observed. Verbal methods, widely used in the study of interpersonal relationships among adults, also have a number of diagnostic limitations when we are dealing with preschoolers. Questions and tasks from an adult addressed to preschoolers, as a rule, provoke certain answers and statements from children, which sometimes do not correspond to their real attitude towards others. In addition, questions that require a verbal response reflect more or less conscious ideas and attitudes of the child. However, in most cases there is a gap between conscious ideas and real relationships of children. The relationship is rooted in deeper layers of the psyche, hidden not only from the observer, but also from the child himself.

In psychology, there are certain methods and techniques that allow us to identify the characteristics of interpersonal relationships of preschoolers. These methods can be divided into objective and subjective. Objective methods include those that allow you to record the external perceived picture of the interaction of children in a peer group. This picture, one way or another, reflects the nature of their relationship. At the same time, a psychologist or teacher notes the behavioral characteristics of individual children, their likes or dislikes, and recreates a more or less objective picture of the relationships between preschoolers. In contrast, subjective methods are aimed at identifying the deep internal characteristics of attitudes towards other children, which are always associated with the characteristics of his personality and self-awareness. Therefore, subjective methods in most cases are projective in nature. When faced with “undefined” unstructured stimulus material (pictures, statements, unfinished sentences, etc.), the child, without knowing it, endows the characters depicted or described with his own thoughts, feelings, experiences, i.e. projects (transfers) his Self.

Among the objective methods used in a group of preschoolers, the most popular are: sociometry, observation method, method of problem situations. We offer a description of these methods in more detail for their use in diagnostic work with children.

Sociometry

The position of children in the group (their degree of popularity or rejection) in psychology is revealed sociometricmethods, which allow us to identify mutual (or non-mutual) selective preferences of children. Already in the senior group of kindergarten there are quite strong selective relationships.

The use of the bottom technique allows us to identify the different status positions of children within the group, because some are more preferred by most children, while others are less preferred. The degree of popularity of a child in a peer group is of great importance. In these techniques, the child, in imaginary situations, selects preferred and non-preferred members of his group. The description of the proposed methods corresponds to the age characteristics of preschoolers 4-7 years old.

Captain of the ship

During an individual conversation, the child is shown a drawing of a ship (or a toy boat) and asked the following questions:

• If you were the captain of a ship, who in the group would you take as your mate when you set out on a long voyage?
• Who would you invite on the ship as guests?
• Who would you never take on a sailing trip with you?
• Who else is left on the shore?

As a rule, such questions do not cause any particular difficulties for children. They confidently name two or three names of peers with whom they would prefer to “sail on the same ship.” Children who received the largest number of positive choices from their peers (1st and 2nd questions) can be considered popular in this group. Children who received negative choices (3rd and 4th questions) fall into the group of rejected (or ignored).

Two houses

To carry out the technique, you need to prepare a sheet of paper on which two houses are drawn. One of them is large, beautiful, red, and the other is small, nondescript, black. The adult shows the child both pictures and says: “Look at these houses. In the red house there are many different toys and books, but in the black house there are no toys. Imagine that the red house belongs to you, and you can invite everyone you want to your place. Think about which of the guys in your group you would invite to your place, and which one you would put in a black house.” After the instructions, the adult marks those children whom the child takes to his red house, and those whom He wants to move into a black house. After the end of the conversation, you can ask the children if they would like to change places with someone, if they have forgotten anyone.
Thus, having applied this technique in practice, we see that the child’s likes and dislikes are directly related to the placement of peers in the red and black houses.

Verbal election method

Older preschoolers (5-7 years old) can quite consciously answer a direct question about which of their peers they prefer and who does not arouse their particular sympathy. In an individual conversation, an adult can ask the child the following questions:

• Who would you like to be friends with, and who will you never be friends with?
• Who would you invite to your birthday party, and who would you never invite?
• Who would you like to sit at the same table with and who would you not?

Data processing and analysis of results. As a result of these procedures, each child in the group receives a certain number of positive and negative choices from his peers. Children's answers (their negative and positive choices) are entered into a special protocol (matrix) Appendix No. 1

The sum of negative and positive choices received by each child makes it possible to identify his position in the group (sociometric status). Several options for sociometric status are possible:

• popular(“stars”) - children who received the largest number (more than four) of positive choices,
• preferred- children who received one or two positive choices,
• ignored- children who received neither positive nor negative choices (they remain, as it were, unnoticed by their peers),
• rejected- children who received mostly negative choices.

When analyzing the results of the methodology, an important indicator is also the reciprocity of children’s choices. The most favorable cases are considered to be cases of mutual elections. Based on the children’s answers in each of the methods, a sociogram of the group is compiled, where there are pronounced stars and outcasts.

Observation method.

The use of this method allows us to see a specific picture of the interaction of children, provides many living, interesting facts that reflect the life of a child in his natural conditions. It is indispensable for obtaining preliminary information. When observing children's relationships, it is necessary to pay attention to indicators of children's behavior:

• initiative- reflects the child’s desire to attract the attention of a peer, to encourage joint activities, to express his attitude towards himself and his actions, to share joy and sorrow,
• sensitivity to peer influences- reflects the child’s desire and readiness to perceive his actions and respond to suggestions. Sensitivity is manifested in the child’s actions in response to requests from a peer, in the alternation of proactive and reactive actions, in the consistency of one’s own actions with the actions of another, in the ability to notice the wishes and moods of a peer and adapt to him,
• prevailing emotional background - manifests itself in the emotional coloring of the child’s interaction with peers: positive, neutral-business and negative.

We suggest noting the presence of these indicators and the degree of their expression in the individual protocol. Appendix No. 2

But, in our opinion, this method also has a number of disadvantages, the main one of which is its extreme labor intensity. It requires high professionalism and a huge investment of time, which does not at all guarantee obtaining the necessary information. Therefore, we recommend using this method in conjunction with additional techniques.

Method of problem situations.

Builder

The game involves two children and an adult. Before construction begins, the adult invites the children to look at the construction set and tell them what can be built from it. According to the rules of the game, one of the children must be a builder (i.e., carry out active actions), and the other must be a controller (passively observing the actions of the builder). Preschoolers are asked to decide for themselves: who will build first and, accordingly, will play the role of a builder, and who will be a controller - monitor the progress of construction. Of course, most kids want to be a builder first. If children cannot make a choice on their own, an adult invites them to use lots: guess in which hand the construction cube is hidden. The one who guessed is appointed as a builder and builds a building according to his own plan, and the other child is appointed as a controller, he observes the construction and, together with an adult, evaluates his actions. During construction, the adult encourages or reprimands the child builder 2-3 times. For example: “Very good, great house, you build great” or “Your house looks strange, there are no such things.”

Dress up the doll

The game involves four children and an adult. Each child is given a paper doll (girl or boy) that must be dressed up for the ball. An adult gives children envelopes with parts of doll clothes cut out of paper (dresses for girls, suits for boys). All clothing options differ from each other in color, trim and cut. In addition, the envelopes contain various items that decorate a dress or suit (bows, lace, ties, buttons, etc.) and complement the doll’s outfit (hats, earrings, shoes). An adult invites the children to dress their doll for the ball; the most beautiful of the dolls will become the queen of the ball. But, starting to work, the children soon notice that all the items of clothing in the envelopes are mixed up: one contains three sleeves and one shoe, and the other contains three shoes, but not a single sock, etc. Thus, a situation arises that involves a mutual exchange of details. Children are forced to turn to their peers for help, ask for something they need for their outfit, listen to and respond to the requests of other children. At the end of the work, the adult evaluates (praises or makes comments) each dressed doll and, together with the children, decides whose doll will become the queen of the ball.

Mosaic

The game involves two children. An adult gives each person a field to lay out a mosaic and a box with colored elements. First, one of the children is asked to lay out a house on their field, and the other is asked to observe the actions of their partner. Here it is important to note the intensity and activity of the observing child’s attention, his involvement and interest in the actions of his peer. As the child completes the task, the adult first condemns the child’s actions and then encourages them.

The reaction of the observing child to the adult’s assessment addressed to his peer is recorded: whether he expresses disagreement with unfair criticism or supports the adult’s negative assessments, whether he protests in response to rewards or accepts them. After the house is completed, the adult gives a similar task to another child.

In the second part of the problem situation, children are asked to race to place the sun on their field. At the same time, elements of different colors are not distributed equally: in one child’s box there are mainly yellow elements, and in the other child’s box there are blue ones. Having started to work, one of the children soon notices that there are not enough yellow elements in his box. Thus, a situation arises in which the child is forced to turn to his peer for help, to ask for the yellow elements needed for his sun.

After both suns are ready, the adult asks to make the sky above the sun. This time the necessary elements are not in the other child's box.
The child’s ability and desire to help another and give away his part, even if he himself needs it, and the reaction to requests from peers serve as indicators of empathy.
Appendix No. 3 (Data processing and analysis of results).

Thus, using methods for diagnosing interpersonal relationships in practice, we promptly detect problematic, conflict forms in relation to each child with other children. The use of these methods in practice allowed us to reveal a fairly complete picture of not only the characteristics of the child’s behavior, but also to reveal the psychological foundations of this or that behavior aimed at a peer. Emotional and practical attitudes are revealed in these methods in inextricable unity, which is especially valuable for diagnosing interpersonal relationships.

Literature.

1. Bychkova S.S. Formation of communication skills with peers in older preschoolers. Publishing house "Arkti", Moscow, 2003
2. Volkov B.S., Volkova N.V. Psychology of communication in childhood. Textbook - M.: A.P.O., 1996
3. Wenger L.V. Psychology of a preschooler. M.: Education, 1975
4. Kann-kalik V.A. Grammar of communication. – M.: Education, 1995
5. Lisina M.I. “Communication, personality and psyche of the child”: M.; Voronezh, 1997
6. Lisina M.I. Problems of ontogenesis of communication. M., 1996.
7. Smirnova E.O., Kholmogorova V.M. "Interpersonal relationships of preschool children." Moscow, humanitarian center “Vlados”, 2003
8. Samukina N.V. "Games at school and at home: psychological exercises and correctional programs." – M.: New School, 1995
9. Smirnova E.O. Child psychology: Textbook for pedagogical schools and universities. M., 1997.
10. White B. The first three years of life. M., 1982.

An important task of psychologists working in the field of education is to determine a child’s readiness for school. After all, if the necessary skills are not sufficiently developed, this can create many problems in order to fully integrate into the educational process, up to a complete loss of motivation to study.

Today, a number of methods have been developed in pedagogy to help assess a child’s readiness for school. One of them is the N.I. test. Gutkina “House”, which helps to determine not only the baby’s sensorimotor skills, but also the degree of educational motivation.

Characteristics of N.I.’s technique Gutkina "House"

The “House” test is part of the “Diagnostic program for determining the psychological readiness of children 6–7 years old for school,” mentioned by Nina Iosifovna Gutkina in her book “Psychological readiness for school.” The author's methodology is intended to test the skills of children of a specified age necessary for successful learning. In particular, using the “House” diagnostic, the following is determined:

• the preschooler’s ability to focus on a model;
• the formation of voluntary attention, which allows the child to focus on completing a task for a relatively long time;
• level of development of fine motor skills, which is important for learning to write, which begins with repeated copying of letter elements.

The results obtained using Domik testing have a high degree of reliability.

The technique can also be used to track the development of specified skills in the same test taker.

Despite the age limits defined by the author of the diagnosis, today the test is organized with children from 5.5 to 10 years old inclusive.

Testing procedure for preschoolers and primary schoolchildren

Test "House" N.I. Gutkina is a task to copy a sample, which shows a house consisting of geometric shapes and elements of capital letters. The subject will need stimulus material, that is, a sample drawing, a sheet of unlined paper and a simple pencil.

An eraser and other means for correcting work are not provided to the test subject. Moreover, the experimenter must ensure that the child does not use them without permission. If it is necessary to correct something in a drawing, the test taker is asked to draw the correct option on top of the incorrect one.

Before starting the test, the subject must be instructed, telling him that his task is to copy the given sample as accurately as possible. It is worth advising the child not to rush and complete the task very carefully. After announcing the diagnostic conditions, the test organizer should make sure that the child understands everything and give a start to the beginning of his work.

As the subject completes the task, the experimenter records:

• which hand he draws with (right or left);
• how he works with a sample: does he often look at it, draw air lines over it, repeating the contours of the picture, compare what he has done with the stimulus, or, after briefly glancing at it, draw from memory;
• draws lines quickly or slowly;
• Are you distracted while working?
• whether he comments on the “masterpiece” or asks questions while drawing;
• Does he check his drawing with the sample after completion?

When the child finishes completing the task, the experimenter needs to give him the opportunity to once again check the result with the stimulus and correct (if necessary) any shortcomings and inaccuracies.

Processing and interpretation of results

For each mistake in copying a drawing, the subject is awarded points according to the following scheme (in accordance with the recommendations of the author of the technique):

• 4 points - for the absence of any detail of the drawing, such as: a fence (one or both halves), smoke, a chimney, a roof, shading on the roof, a window, a line depicting the base of the house. Points are scored for each missing part.
• 3 points - for enlarging each individual part of the picture more than twice while maintaining the relatively correct size of the entire image.
• 2 points - for an incorrectly repeated element, for example: smoke rings, fence, shading on the roof, window, pipe. If the sticks that make up the right (left) part of the fence are drawn incorrectly, then 2 points are awarded not for each of them, but for the entire side. The same applies to smoke rings coming out of a chimney and to the shading on the roof of a house: 2 points are added for all incorrectly copied smoke and for all shading in general.
• The right and left parts of the fence are scored separately: so, if the right side is drawn incorrectly, and the left side is repeated without an error (or vice versa), then the subject receives 2 points for the drawn fence; when mistakes are made on both the right and left sides, the child earns 4 points (2 for each part).
• If part of the right (left) side of the fence is copied correctly, and part is incorrect, then 1 point is added for this side of the fence. The same applies to the smoke rings and the shading on the roof: when only one part of the rings is drawn correctly, the smoke is scored 1 point; If only one side of the shading on the roof is reproduced correctly, then the whole side is scored 1 point.
• 1 point - for incorrect arrangement of parts in the drawing space. Errors of this kind include: drawing a fence not on a line common with the base of the house, but above it (the house seems to be hanging in the air) or below; displacement of the pipe to the left corner of the roof; significant shift of the window in any direction from the center; smoke deviates more than 30° from the horizontal line; the base of the roof corresponds in size to the width of the house, and does not exceed it (in the example, the roof hangs over the house).
• 1 point - for deviation of straight lines by more than 30° from the given direction. This includes the skew of the lines that make up the house and the roof; “overwhelming” fence sticks; changing the angle of inclination of the side borders of the roof (their location at a right or obtuse angle to the base of the roof instead of an acute one); deviation of the base of the fence from the horizontal line.
• 1 point - for breaks between lines in those places where they should be connected (each is assessed separately). In the event that the hatching lines on the roof do not reach the boundaries of the roof, 1 point is given for the entire hatching as a whole, and not for each incorrect stick.
• 1 point - for contours climbing on top of each other. In the case of hatch lines on the roof, 1 point is scored for the entire element as a whole, and not for each incorrect stick.

Since points are awarded in the test for errors in copying a sample, a total of 0 points is an excellent result.

1–2 points indicate an average degree of development of voluntary attention, while 3–4 points indicate a low level of its development.

If there are no parts in the subject’s drawing, the experimenter can invite him to try to draw them in the form of separate figures according to the same model. This is done to test the ability to reproduce elements such as circles and squares. The absence of them in the picture may be due to a simple inability to depict them, and not to the degree of development of voluntary attention. When processing the results, the experimenter must take into account the age of the subjects.

Preschoolers almost never complete a test without making mistakes. The fact is that the areas of the brain responsible for sensorimotor coordination are not yet mature enough to accurately copy the proposed model. Therefore, for example, 3–4 points would be the norm for a 5-year-old child. While even 1 point on the test results in a 10-year-old subject may indicate some lag (impaired spatial orientation, selective attention, voluntariness), as well as a decrease in learning motivation. If the outcome is unsatisfactory, the child will need to visit a psychologist who will build a correction program for him.

Timely detection of problems will help to effectively carry out the necessary corrective work. The “House” method allows you to assess the child’s skills and understand whether they correspond to the age norm.

Practical psychologist in kindergarten. A manual for psychologists and teachers Veraksa Alexander Nikolaevich

Methodology “Two Houses” (I. Vandvik, P. Ekblad)

Features of the technique

The psychologist gives the child the following instructions: “Look, there are two houses in front of you. You see (points to the red house), this house was built especially for you. Look how handsome he is. You will live in it. Show me where you will live." After the child indicates the place where he will live, the psychologist writes his name in this cell. Next, the experimenter asks the child about who will live with him (“Who do you want to take with you to the house? You can accommodate whoever you want, because this is your home.”) The psychologist asks the child where the tenant will be. The experimenter writes the resident's name in the indicated box and asks who this person is.

When the child places everyone he wants in the red house, the psychologist remarks: “There is also a second house. Someone needs to live there too. Who will you put in it? At the same time, it is prohibited to say that the second house is “black”, “bad” or characterize it in any other way. Since the technique is projective in nature, it is assumed that the image acts as a symbol and the child himself will see which house is “good” and which is “bad.” A similar procedure is carried out with the second house.

Interpretation of the technique

Traditionally, the results of this technique are interpreted as follows: those who are in the red house are significant to the child, and therefore he either has or wants to have a good relationship with them; those who end up in the black house are rejected. Such a superficial analysis allows you to see the number of social connections and their emotional nature (based on how many characters the child mentioned and in which house there are more of them). An equally important indicator is the order in which the characters are named - those whom the child named first are subjectively perceived by him as more significant.

In addition, it is important to pay attention not only to who the child took into his house, but also to where he placed the character. There are drawings in which both the child and the parents are in the same cell; or drawings in which the child is on the top floor and the parents are on the bottom. It can be assumed that the most significant characters for the child will be closer to him in spatial terms.

Particular attention should be paid to those cases when a child misses one of the family members. After the preschooler has “placed” all the residents in the houses, the psychologist can point to the missing family member and say: “Oh, (name of the missing character), we forgot! Where will he (she) live? This question needs to be asked to the child, because sometimes a preschooler, having settled himself in one cell or another, seems to imply that he is there, for example, with his mother. In addition, the technique allows you to introduce additional characters (for example, a teacher) if it is necessary to explore the child’s attitude towards them.

This text is an introductory fragment. by Janes Hilley

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