Child's dynamic development map. Preschooler individual development map. Prerequisites for educational activities

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Sample chart of individual development of a child
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IN modern conditionsrequiring constant improvement of the quality of education, individualization of education becomes important, the possibility of assessing the individual preparation of a student.

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

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

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

Individual development map of the student

Personal and cognitive limitations are qualities that can prevent a student from learning at the level of his abilities, block his desire for a high educational result.
Individualization of training presupposes that teachers know the individual and cognitive style (ISS) of students.

IRS manifests itself in the following aspects:

• the form in which the student operates with information (the language of cognitive processes - images, symbols, words);
• the "way" by which information is processed (logic, intuition, associative links);
• information processing speed;
• time and conditions for the implementation of full-fledged cognitive activity;
• method and efficiency of managing the process of cognitive activity;
• distribution of productive and reproductive types of cognitive activity;
• conditions and ways of overcoming failures and achieving goals;
• conditions and factors affecting the increase or decrease in cognitive activity.

Individualization is carried out along three main lines: educational interaction, the organization of training time for students and the form of educational assignments. Individualization of teaching is necessary at all stages of the lesson - when questioning for verification homeworkexplaining new material.

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

Individual card development of a student child is compiled according to the following scheme:

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

2. The employee of the psychological service and the class teachers jointly carry out preparation for the consultation, develop recommendations for the class and individual students.

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

4. In the event of learning and behavioral difficulties in the classroom for individual students, subject teachers refer to the recommendations provided by the individual student card.

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

• find out the reason for these difficulties;
• develop recommendations for optimizing learning and learning interaction;
• invite parents for joint counseling in order to coordinate actions;
• find literature to improve the effectiveness of teaching in this class;
• help in establishing effective interaction with the student.

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

It is convenient for subject teachers to use not an individual student card, but class cards.

How the map is made individual development the child can be seen in the samples provided.

• Surname, name:Semyonov Sasha.
• A type nervous system: weak.
• left.
• Activity pace:at the beginning of the school day - a sharp maximum jump, in the middle of the first half of the day - a sharp decline in the rate of activity, by the end of the first half of the day - a slight rise, by the beginning of the second half of the day - a decrease, by the end of the day the rate of activity increases.
• due to sharp jumps in the rate of activity, fatigue sets in quickly, the time of greatest efficiency is the first half of the day, sometimes self-preparation.
• auditory, kinesthetic.
• Motivation to learn:average.

1. The ability to follow instructions is a very low level.
2. Mathematical abilities (the ability to perform mathematical actions, identify patterns and, based on them, predict) - a low level.
3. Verbal thinking (identifying connections between concepts, finding similar concepts, analyzing and synthesizing concepts, structure of language) is below the norm.

1. Classroom position is neglected.
2. The level of anxiety at school rises in situations where Sasha experiences a strong sense of loneliness, when he lacks the warmth and support of adults.

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

1. The amount of homework. Due to rapid fatigability, it is necessary to teach the boy to carefully plan his homework.
2. Oral subjects. It is useful for Sasha to use visual images when answering.
3. Written items. Due to weak internal control, the boy needs external control from adults.
4. Taboo (strictly prohibited). You cannot ignore any behavior of Sasha, it is important to understand what exactly he wants to say with this behavior.
5. "Harbingers of the storm" are behavioral signs of the ensuing emotional outburst. In situations of strong emotional arousal, he can scream loudly, fight, refuse to fulfill any requests, swear.

Sample 1
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Individual development map of a student child: sample

• Surname, name:Ivanov Grisha.
• Nervous system type:middle.
• The dominant hemisphere of the brain:right.
• Activity pace:at the beginning of the school day - the maximum sharp jump, by the middle of the first half of the day there is a sharp decline in the pace, which lasts until the end of the day.
• Fatigue and performance:working capacity is maintained in the first half of the day.
• Leading representational system:visual.
• Motivation to learn:average.

The level of formation of cognitive processes:

1. Ability to follow instructions is below normal.
2. Mathematical abilities (the ability to perform mathematical actions, identify patterns and, based on them, predict) - below normal.

Personal and communication characteristics:

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

1. It is necessary to teach work according to the instructions: ask the boy to repeat it, draw up an algorithm or work plan. Additional classes on the development of thinking are advisable. It is helpful to increase learning motivation by demonstrating the boy’s success to the class and eliciting peer approval for his learning success.
2. Support Grisha's endeavors, celebrate successes in front of the class, make him responsible for completing a task and support the manifestation of the masculine principle.

1. The amount of homework. Able to perform its full volume, but individually (without the help of friends) and under the close supervision of an adult.
2. Oral subjects. When preparing them, it is necessary to recite the read aloud to an adult (teacher) several times.
3. Written items. It is necessary to teach the boy to plan the execution of tasks, to encourage the right thing done.
4. Taboo (strictly prohibited). Disregard vulgar jokes about girls (it is important to show Grisha how he looks from the outside at this moment).

Sample 2
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Child's individual development chart: sample

• Surname, name:Petrov Vasya.
• Nervous system type:medium-weak.
• The dominant hemisphere of the brain:ambidextrous (left-right).
• Activity pace:the maximum jump at the beginning of the school day is replaced by a decline in the rate of activity until the middle of the second half of the day, then there is a slight rise and then a final decline in the rate of activity.
• Fatigue and performance:despite the sharp ups and downs of the rate of severe fatigue during the day is not observed.
• Leading representational system:auditory.
• Motivation to learn:very high.

The level of formation of cognitive processes:

1. Ability to follow instructions is normal.
2. Mathematical abilities (the ability to perform mathematical actions, identify patterns and, based on them, predict) are normal.
3. Verbal thinking (identifying connections between concepts, finding similar concepts, analyzing and synthesizing concepts, the structure of language) is normal.

Personal and communication characteristics:

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

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

1. The amount of homework. Able to perform full volume after extended outdoor activities.
2. Oral subjects. The boy needs to practice before public oral answers, for example, to reproduce the material covered in the presence of other people (teachers, classmates).
3. Written items. Give the opportunity to complete tasks in your own way.
4. Taboo (strictly prohibited). To say in front of classmates: "You, Vasya, as always, well done, you did the best!"
5. "Harbingers of the storm" are behavioral signs of the ensuing emotional outburst. Not observed.

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

1. The type of nervous system (NS) and performance

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

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

It should be borne in mind that 20% of students' working capacity decreases by the middle of the first half of the day; in 7% - the first half of the day is effective, and severe fatigue occurs by the middle of the day.

2. Cognitive sphere

Representative system type (RS).
The leading information perception system (64% of students) is analytical. It is typical for this category of students to prove, argue, convince, argue, debate. The material is learned more effectively if it is logical, has an evidence base, and is reasoned.

Kinesthetic type - 42%. This category of students is characterized by the desire for physical activity in the lesson (turn a pen, leaf through a notebook, sort out a support, etc.). Must be allowed within acceptable limits. They learn the material more effectively when they do something: build, draw, paint, etc.
Auditory (perception of information in the form of signs) and visual (perception of information in the form of visual images) MS are leading in 28 and 7% of students, respectively. With auditory MS, it is effective to repeat aloud, read aloud, pronounce words, discuss the topic, etc. With visual MS, it is effective to use visual materials (diagrams, tables, pictures, films, etc.) in teaching.

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

Verbal thinking is normal in 85% of students. Low level - at 16%. For the development of verbal thinking, it is effective to use schemes, graphs; to solve problems, it is advisable to use algorithms, to pronounce the conditions of the task.

3. Social sphere

Characteristic features are demonstrativeness, striving for showiness, unusualness, competition in self-expression and attracting attention to oneself.
The strong point of the class is its high creative potential and the desire to realize it.
- good intuition. Pupils clearly distinguish between sincere and insincere adults. Sometimes it is better to tell them something bluntly and openly than to talk about morality. The class reacts vividly to examples of adults from their own lives or other life examples. In a team, it is useful to conduct disputes, discussions.

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

The authority for this collective is a consistent, clear, fair, balanced, not infected with violent emotions transmitted from the class, an adult. Summary card of individual 9th \u200b\u200bgrade for a subject teacher.

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

Organization of work of the psychological and pedagogical service

Olga Donichenko, director of the district center of MPP support

Attached files

• Summary map of individual psychological parameters.doc

PRESCHOOL'S INDIVIDUAL DEVELOPMENT MAP

SurnameZavarzin_______________________________________

NameStepan_____________________________________________

middle nameIvanovich _______________________________________

Date of Birth_21.07.2008.________________________________

Name of parents:

motherZavarzina Natalia Ivanovna____________________________

father Zavarzin Ivan Semyonovich ______________________________

Information about the educational institution:Municipal autonomous preschool educational institution "Combined Kindergarten No. 41" Berezka "in Balakovo, Saratov Region

Individual child development chart

Surname, name: Zavarzin Stepan

Date of birth: 21.07.2008

Information about educational institutions that the child attended:

OU name MADOU kindergarten number 41

Date of receipt 08.08.2011

Deduction date May 29, 2015

1. GENERAL INFORMATION

Surname, name: Zavarzin Stepan

Group number 7 preparatory to school

	Early age (2-3 years)		Jr preschool age (3-4 years)		Middle preschool age (4-5 years old)		Senior Preschool Age (5-6 years old)		Senior Preschool Age (6-7 years old)
Height (cm)
Weight, kg)
Health group
Family (complete, incomplete)									full, two children
The degree of adaptation to the conditions of the preschool educational institution ( filled in the cell corresponding to the age of admission to the preschool educational institution)
Leading hand

Physical development(to be completed by the physical education instructor)

Group _№7 preparatory to school

Physical culture instructor Kukushkina S.A.

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

3.Mental development

Last name first name Zavarzin Styopa

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

Educator-psychologist: Ivannikova N.V.

Diagnosed parameters	2014 - 2015the beginning of the year		2014 - 2015 end of the year
	development	Development parameters	development	Development parameters
MENTAL PROCESSES:
Thinking:
Visual-effective		prevails		prevails
Visual-figurative		age appropriate		age appropriate
Logical		In the stage of formation		age appropriate
Attention:		scattered		involuntary attention predominates
Memory
Auditory		Prevails Remembers quickly		age appropriate
Visual				formed
Imagination
Speech		inhibited
PERSONAL QUALITIES
Self-assessment		adequate		adequate
Strong-willed quality		Tries to see it through		Able to finish what he started with everyone
Temperament		phlegmatic person		phlegmatic person
With adults		Keeps in touch
With peers		Doesn't have contact with all children		Trying to be friends
Status in group		Quarrels often		trying to be a leader
General output		At the stage of formation, memory, thinking, communication qualities		The development of mental processes corresponds to age
		Develop mental processes: memory, thinking: teach interaction skills with other children		Mental processes are formed. the child comes into contact with children and adults

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

4. SUMMARY INFORMATION ABOUT THE CHILD'S ACHIEVEMENT OF THE PLANNED RESULTS OF LEARNING OOP BEFORE IN EDUCATIONAL AREAS

Surname, name of the child: Zavarzin Stepan

Group number 7 preparatory to school

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

Date: September-May

DIAGNOSTICS OF A CHILD'S ACHIEVEMENT OF THE PLANNED OOP LEARNING RESULTS BEFORE (EDUCATIONAL ACHIEVEMENTS)
EDUCATIONAL AREA				2014-2015 beginning of the year		2014-2015 end of the year
				(1-5 points)		(1-5 points
Speech development	Lexico-grammar				find it difficult to compose stories from the picture		composes a related story based on the painting
					does not determine the place of sound in a word		has a rich vocabulary
	Active dictionary,				Weak vocabulary		picks up words synonyms
	Coherent speech				is in a hurry, does not express his thoughts consistently		likes to retell fairy tales
	Preparation for teaching literacy (preparatory group)				The ability to distinguish all sounds by ear and in works is not sufficiently developed native language		can do sound analysis of a word
	Perception of artistic literature				likes to listen and tell fairy tales		reads poetry with expression
Cognitive development	The world	Familiarization with the social. the world			confused in the name of the city's enterprises		consolidated knowledge about his hometown
		Familiarization with the subject. the world			Does not classify items		has an idea of \u200b\u200bgeneralizing words
		Acquaintance with the natural world			has little idea of \u200b\u200bwildflowers		figured out the classification of plants
		Moral patriot. education			treats elders with respect		formed ideas about the patriotism of our people in the Second World War
	FEMP	Quantity and count			Does not own direct and reverse accounts,		likes to solve and compose problems
		Orientation in space and time			find it difficult to determine the position of an object in space		defines parts of the day, days of the week, seasons.
		Shape, size			compares items by size		distinguishes and names geometric shapes
	Pozn-research. active	Sensory development			confuses shades of colors
		Logical thinking, d / games			likes to invent fables		age appropriate
Social and communicative development	Socialization				the child is not in contact with all children		trying to be a leader
					independently maintains order in the group		he is happy to help
					observes elementary rules of conduct in kindergarten		knows and observes the elementary rules in nature
Artistic and aesthetic development	Visual activity		Drawing		paints objects not neatly, work on the painting technique		distinguishes between genres of fine arts
			Molding		owns the techniques of modeling, but does not make efforts to this		loves to sculpt by design
			Application		poor scissors		likes to create images by design
			Applied creativity		prefers natural material		creates crafts from natural materials
	Construction Modeling Activities				builds with pleasure from any constructor		developed creative imagination
	Music				develop an ear for music		knows and names musical instruments
Physical development					teach yourself to organize outdoor games
OLS					pay attention to the peculiarities of his health and body (I need to wear glasses)		familiar with TB in the gym
findings					Attention is not developed, the ability to determine the place of sound in a word is not formed, not sociable		Attention is more stable, speech is formed, trying to make friends with children
					Continue to shape speech development		development is age appropriate
Signature of teachers

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

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

Surname, name of the child: Zavarzin Stepan

Group number 7 preparatory to school

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

	2014-2015 beginning of the year		2014-2015 end of the year
	(1-5 points)		(1-5 points)
Health and physical activity		observes basic rules of food intake		observes the rules of hygiene
Target benchmarks
Sensory		does not orientate on a sheet in a cage		skills are age-appropriate
Intellectual		in the stage of formation
Regulatory		does not keep in touch with everyone		communicates on an equal footing with peers
Creative		shy		gladly performs leading roles at the holidays
Communicative		Doesn't always know how to negotiate		maintains contact with adults
Ability to form speech utterance		find it difficult to find words for definitions		corresponds to the age norm
Idea about yourself, about the world around you		Knows family members, lack of knowledge about hometown, symbols		Loves his city, knows the address, his pedigree
		the child is not sociable, interest in fiction is not formed, poor vocabulary		knowledge and skills are formed
		develop an eye, the ability to navigate on a sheet in a cage, form speech, teach builds relationships with children		ready for school

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

6.Individual educational route of the child

for the first half of the 2014-2015 academic year

Surname, name of the child: Stepan Zavarzin

Group number 7 preparatory group for school

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

Relevance: has an average level of development in the educational field: "Speech development", "Artistic - aesthetic development", communication qualities are not formed

Purpose:To increase the level of development of the program in the educational area "Speech development", "Artistic - aesthetic development", status in the group

Tasks:

Generate interest in fiction

To develop and enrich the phonemic and lexico-grammatical structure of speech. Develop productive activities (drawing, modeling, application)

Introduce to the fine arts

Form communication skills, develop memory

Implementation of an individual route

Time spending		Result of work	Note
daily	D / and "Find out who's talking", "Guess what's in the bag" ("Magic bag"), "Guess what I'm doing", "Say what sounds", "How the bell rings", "Guess and tell, who screams like. Conversations on the topics of the week and consolidation of the material covered. Reading fairy tales by A.S. Pushkin , Zhukovsky V.A. and other writers.	There is a positive trend in development. In the middle of the year, it has a level of development above average. He became more interested in works of art, developed and enriched the lexico-grammatical and phonemic structure, began to accurately and evenly paint over objects.
2 times per week	Experimenting with water, sand and snow, natural and household materials.
Daily optional	Games: "Who will finish the sentence correctly", "choose the desired picture", "Guess the riddles" "Close the chain",
2 times per week	Sculpting objects using pinching techniques (cat ears), pulling. Game exercise "Feel and blind", "Cut straight." Reinforce the techniques for cutting symmetrical objects from paper folded in half. Exercise in smooth turns of the hand when drawing rounded lines, curls in different directions.
daily	Outdoor games ("The Hunter and the Hares", "Sly Fox", "Trappers") In games, give leading roles, work out the power of throwing a medicine ball
	Board games (small constructor).
daily	Didactic, outdoor games of choice In role-playing games, give leading roles.
Psychologist	Did. Attention games, relaxation, fairy tale therapy, attention exercises	The level of development of attention, concentration and switching increased. The child copes with tasks of a mathematical nature, logical problems.
Teacher speech therapist	Did. Exercise "Caterpillar", "Whose house?" memorizing pure phrases for the sound "Ш"	Sounds are delivered, speech development is normal

School readiness level

(For pre-school age groups)

F.I. child: Name of student, age, class

1. General information about the child

Girl from 4 pregnancies, childbirth 1.

Pathology - partial placental abruption, was born at 7 months. Weight: 2.900. She began to sit at 8 months, walk at 1 year 2 months. She began to speak individual words at the age of 2.5.

General physical development:

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

Health status:

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

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

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

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

From the characteristics of the class teacher of the 8th grade: “(name of the child) copes with the program material of this school satisfactorily. Respect for teachers and adults. Relationships with peers are not always good, there are conflicts, although the girl is among the "accepted" in the classroom. (Name of the child) herself does not provoke conflict situations and tries to avoid them. Likes to do needlework, draw. Performs work efficiently, but very slowly, often distracted, "flies in the clouds", quickly gets tired. Gait is not confident, often stumbles, falls. At home he spends all his free time watching TV.

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

5. Formation of social and household orientation: The girl lives not far from the school, so she attends it on her own, but in the neighborhood and the city she is poorly oriented. Not independent enough and socialized. Household skills are formed at a sufficient level. Easily influenced, the family is registered in the SOP (socially dangerous situation).

General and fine motor skills: Fine motor skills of the hands are developed above average. General motor skills are average.

6. Cognitive processes:

Sensory development: on the Middle level. Irrational and unproductive manipulations are observed with the methods of performing actions. An independent ability to transfer knowledge to new conditions is difficult or absent.

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

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

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

Thinking: methodology "Simple analogies", "Mediated memorization". Result: concrete thinking, average level. Forms connections slowly, i.e. violation of the dynamic side of thought processes.

Speech not expressive, pace - slow; often uses nouns in speech. Medium storytelling autonomy. In speech uses simple, uncommon sentences. Difficulty building a phrase. Inaccuracy in the use of some words. The vocabulary is small.

Formation of the concept of space-time relations: can navigate in space, owns the concepts of "right - left", "up-xy - down", "closer - further". Knows how to determine the time on the clock, but the understanding of the length of time is not formed.

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

Socio-psychological status: (sociometry) - "accepted" (5 elections);

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

Level of claims: ("Motor tests" by Borozdina) - an inadequately low level of claims.

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

(projective technique "Non-existent animal") Result: egocentrism, self-affirmation, emotional immaturity, dependence on the environment, orientation "outside".

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

Professional self-determination: (according to Klimov) "Ch-P" - 8, "Ch-Ch" - 4, "Ch-HO" -4; (across Holland) "K" -10. Conclusion on self-determination: awareness of the world of professions is at a low level, professional plan is not formed, the choice of profession is not realized. A profession related to nature, in structured activities (according to plan, point by point) is recommended.

Conclusion:

Disturbed thinking, concrete. Attention is unstable. Short-term memory, visual memory is normal, auditory memory is below normal. Average performance. Self-esteem is adequate. The level of aspiration is not adequately low. Uncommunicative, insecure, dependent on the environment. Emotionally immature, prone to frustration. Low anxiety. Socio-psychological status is normal. Sensitive to resentment and grief. Inertia in the manifestation of affects, in mental operations, in motor skills. She is quite responsible, knows how to yield, timid, accurate, disciplined. Cannot be an organizer. Professional plan not formed.

PRESCHOOL'S INDIVIDUAL DEVELOPMENT MAP

Surname

Name

middle name

Date of Birth

Information about educational institutions that the child attended:

1. OU name

receipt date

Deduction date

2. OU name

receipt date

Deduction date

EXPLANATORY NOTE

The result of the development by the pupils of the content of the educational program of preschool education (hereinafter - EPED) is their achievement of the necessary and sufficient level of readiness to master the basic general educational programs of primary general education. Evaluation of the results of the development of EPDO is carried out with the aim of optimal design of the educational process of a preschool educational institution. The map of the individual development of a preschooler allows you to track the development of the child and identify problem points in educational processrequiring the participation of an adult, to implement continuity between preschool and primary general education and to help parents support a positive attitude towards fulfilling their duties as participants in the educational process in the context of implementation Federal law dated December 29, 2012 No. 273-FZ "On education in Russian Federation"And the Federal State Educational Standard of Preschool Education.

The preschooler's individual development card is provided for entering information about a child studying according to the EPDO, developed in accordance with:

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

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

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

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

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

When filling out the map of the individual development of a preschooler, a three-point rating scale is used, where each level assessment corresponds to a qualitative characteristic.

1 - low level (H);

2 - sufficient (average) level (D);

3 - optimal (high) level (O).

Legend:

n.g. - the beginning of the year

since. - the end of the year

II... GENERAL INFORMATION

(1.5-2 years)

Early age

Health group

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

Leading hand

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

(INDIVIDUAL DYNAMICS (TRAJECTORY) OF THE CHILD'S DEVELOPMENT) -p. 2.11.1., p. 3.2.3. FSES DO

EDUCATIONAL ACHIEVEMENTS

Educational area of \u200b\u200bEPDO

(1.5-2 years)

Early age

Junior preschool age (3-4 years)

Middle preschool age (4-5 years old)

Senior preschool age (5-6 years old)

Senior preschool age (6-7 years old)

Social and communicative development

Cognitive development

Speech development

Artistic and aesthetic development

Physical development

Physical fitness indicators (physical qualities):

Rapidity

Endurance

Flexibility

Speed \u200b\u200bforce

Signature of teachers

INTEGRAL CHILD DEVELOPMENT INDICATORS * (intellectual and motivational characteristics of the activity)
Spheres of initiative (the nature of self-realization in different types of cultural practice)	Junior preschool age (3-4 years)		Middle preschool age (4-5 years old)		Senior preschool age (5-6 years old)		Senior preschool age (6-7 years old)
Creative Initiative (in story game)
Initiative as goal-setting and volitional effort (in productive activity)
Communication Initiative (in joint play and productive activities)
Cognitive initiative - curiosity (in cognitive research and productive activities)
Propulsion initiative (in different forms motor activity)
Signature of parents (legal representatives)

* assessed by parents ( legal representatives) child

DIAGNOSTICS OF A CHILD'S READINESS TO MAINTAIN PRIMARY GENERAL EDUCATION PROGRAMS
	Senior Preschool Age		Senior Preschool Age
Health and physical activity
Abilities:
Sensory
Intellectual
Creative
Communicative
Regulatory
Ability to form speech utterance
Ideas about the spheres of reality
Activities:
Construction
Visual activity
DIAGNOSTICS OF A CHILD'S READINESS FOR MAINTAINING PRIMARY GENERAL EDUCATION PROGRAMS (continued)
	Senior Preschool Age		Senior Preschool Age
Prerequisites for educational activities:
The presence of cognitive and social motives of learning
Ability to fantasize and imagine
Ability to independently perform tasks based on the visual perception of the sample
Ability to focus on a given system of requirements
Ability to consciously obey the rule
The child's ability to generalize
Ability to listen attentively to the speaker and reproduce tasks offered orally
Ability to communicate with adults and peers
Signature of teachers
Date of acquaintance and signature of parents (legal representatives)

Recommendations _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Signature, transcript of the signature of the teacher-psychologist _____________________________

Signature, decryption of the signature of the deputy. Head on water resources management ________________________________

Signature, decoding of the signature of the head of the educational institution _______________________________