Psychologist in kindergarten and his functions. Consultations with a kindergarten psychologist

Diagnostics

In modern kindergartens, classes are conducted according to the education and training program, which was approved by the Ministry of Education for the coming years. That is, all classes in the kindergarten are structured and conducted based on the requirements for the level of knowledge by age categories of children. Let’s say, by the age of three, children should know colors and understand what “more” and “less” are, and by six they should be able to count to 20, solve simple addition and subtraction examples, and have a good understanding of how a vowel sound differs from a consonant – This is the level required to enter school.

The tasks of a psychologist in kindergarten

Considering all of the above, we can summarize the tasks of a child psychologist in a preschool setting:

• using diagnostic psychological methods to identify the causes of developmental disorders in children;
• develop individual or group correctional and developmental programs;
• take measures to prevent negative consequences in case of low competence of staff or characteristics of the health status of children;
• carry out work with children of an adaptation nature to the conditions of preschool educational institutions;

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• prepare children for school, monitor the dynamics of personality development appropriate to age;
• provide psychological assistance to parents and teachers through consultations and corrective conversations;
• monitor the level of psychological and pedagogical culture (and participate in its improvement) and professional competencies of adults who participate in the educational process.

Psychological counseling in preschool educational institutions

Psychological counseling in preschool educational institutions

Psychological counseling in kindergarten settings,

as noted by psychologist T.D. Martsinkovskaya, is “a system of communicative interaction between a psychologist and persons in need of psychological help of a recommendatory nature.” In preschool settings, psychological influence is carried out indirectly, through parents and teachers. Psychological and pedagogical counseling is aimed at the practical solution of the most important task of developmental psychology - the task of systematic monitoring of the progress of children’s mental development in order to optimize and correct it. Unlike other types of psychological counseling, the subject of psychological and pedagogical counseling is the dynamics and content of the child’s mental development at each age stage of development, that is, individual characteristics of age-related development.

The practice of psychological and pedagogical counseling is based on the theory of the child’s mental development in ontogenesis. The principles of psychological and pedagogical counseling include (O.A. Karabanova) ethical, strategic and tactical.

The most important ethical principles

are:

— principles of respecting and protecting the interests of the child and respect for his personality;

— principles of voluntariness and confidentiality of seeking advice, non-disclosure of information;

— the principle of competence and responsibility of the consultant.

Strategic principles

, defining the goals and objectives of counseling and assistance in overcoming psychological problems and developmental difficulties are:

— the principle of normative development (comparing individual development options with the age norm);

— the principle of systematic mental development, which necessitates the establishment of a system of causes of difficulties and deviations in the development of a child and the development of a comprehensive program of preventive and corrective measures.

Tactical principles

psychological counseling include:

— the principle of subtext analysis that reveals the true reasons for seeking advice;

— the principle of comprehensiveness of a child’s psychological examination, which allows us to give a complete picture of the child’s current psychological status, features of the development of the emotional, personal and cognitive spheres;

— the principle of stereoscopic diagnosis, which sets the need to study the peculiarities of understanding and experiencing problematic situations by all its participants;

— the principle of reconstructing the history of a child’s development (L.S. Vygotsky), which requires recreating the child’s individual life path;

— the principle of actively involving parents and other significant persons in the child’s environment in the joint development of a system of preventive and correctional and developmental measures and their implementation.

Psychological and pedagogical consultation takes place in several stages

, on each of which the corresponding tasks are solved:

1. stage of collecting initial information (initial reception, identifying a complaint, clarifying and formulating a request, collecting anamnestic data);
2. stage of comprehensive psychological examination;
3. analytical stage (analysis of the data obtained, their integration, formulation of a psychological diagnosis and conditionally variable forecast; drawing up a psychological report, development of a system of psychological and pedagogical recommendations);
4. the stage of actually consulting and providing psychological assistance to the client (bringing the results of the examination to the addressee, jointly developing recommendations for optimizing the child’s development, determining a plan for correctional and preventive work);
5. stage of implementation of corrective and preventive measures.

In Order 2405 “On approval of the basic component of the activity of a teacher-psychologist” dated November 12, 2010, one of the priority tasks of a teacher-psychologist at a preschool educational institution is to identify and overcome deviations and problems of a preschooler. Currently, the following difficulties characteristic of preschool educational institutions are identified:

1. Deterioration of children's health:

- changes in the physical and mental state of children, which have a negative impact on the process of education and development of the child’s personality.

2. Children's unpreparedness to enter kindergarten.

3. Difficult adaptation of children to the conditions of kindergarten.

4. Failure of parents to support the child.

— incompetence of parents in matters of psychological and pedagogical development of children;

- weakening of spiritual ties between parents and children, crisis state of family relationships;

- exclusion of children from the family, leading to “social orphanhood” and an increase in vagrancy.

5. Insufficiency of scientific, methodological and technological materials providing support process:

- the absence today of a generally accepted theory of psychological and pedagogical support for a child in practical activities;

— insufficient methodological and didactic support for psychological and pedagogical support;

— pedagogical technologies implemented in preschool educational institutions are focused on the collective education of children, without taking into account their individual characteristics;

— complicating educational programs without taking into account the capabilities of children.

6. Low qualifications of teaching staff:

— insufficient number of highly qualified specialists who could effectively provide the necessary assistance to children and their parents in full;

7. Maintaining an authoritarian style in relationships with a child.

Cases of complications in the mental development of a child of senior preschool age lead to the emergence of many psychological problems and negatively affect his social and psychological adaptation. Various deviations in the psychological health of children have been the subject of research by many domestic and foreign psychologists, and therefore, today, there is a generally accepted classification of psychological problems that arise in children (Wenger A.L. 2001).

Highlight:

1. Problems associated with mental development (underachievement, poor memory, impaired attention, difficulties in understanding educational material, etc.);
2. Behavioral problems (uncontrollability, rudeness, deceit, aggressiveness, etc.);
3. Emotional and personal problems (low mood, increased excitability, frequent mood swings, fears, irritability, anxiety, etc.);
4. Communication problems (isolation, inadequate claims to leadership, increased sensitivity, etc.)
5. Neurological problems (tics, increased fatigue, sleep disturbances, headaches, etc.) Alekseeva E.E. considers thumb sucking, object sucking, nail biting, masturbation as pathological habits of children, and puts them on a par.

The purpose of psychological counseling

is to optimize the interaction of participants in the educational process and provide them with psychological assistance in building and implementing an individual education and development program. Psychological counseling consists of providing psychological assistance in solving problems that parents, educators and preschool administration address.

Consulting presupposes the active position of the counselee, joint elaboration of existing difficulties and the search for optimal solutions.

The topics of the consultations should not go beyond the professional competence of the teacher-psychologist of the preschool educational institution.

Necessarily:

— Consulting on issues related to optimizing the educational process in preschool educational institutions and families in the interests of the child.

-The psychologist must conduct group and individual consultations with teachers and parents (1 group consultation for parents and 1 for teachers per month)

— A psychologist can initiate other forms of work with the staff of an institution for the purpose of personal and professional growth.

Psychological education and training.

Target:

creating conditions for increasing the psychological competence of teachers, preschool administration and parents, namely:

— updating and systematization of existing knowledge;

— increasing the level of psychological knowledge;

— inclusion of existing knowledge into the structure of activities.

Psychological education should not be limited to general information on child psychology. It is necessary to rely on the results of studying the specific features of a given preschool educational institution, take into account traditions and local conditions, the qualifications and characteristics of the teaching staff, the uniqueness of children and parents.

Necessarily:

— Conducting systematic psychological education of teachers (possible topics - see “sample list”).

— Conducting systematic psychological education of parents in the form of parent-teacher meetings, round tables, etc., with mandatory consideration of the relevance of the topics under consideration for parents in the topics of the children’s age. (see list of topics)

The source of additional counseling is the creation of information corners, stands, and folders of movements similar to “Advice from a Psychologist”

Each of these areas should be built taking into account the age capabilities of children, the leading type of activity and, if possible, rely on gaming technologies and techniques.

An approximate list of topics for psychological education of teachers:

1. Psychophysiological characteristics of children of each adult group.
2. Patterns of development of children's collectives.
3. Features of a teacher’s work with problem children.
4. Styles of pedagogical communication.
5. Psychological foundations of working with families.

parents:

1. Adaptation of a child to a preschool educational institution.
2. Crises of 3 years and 6-7 years.
3. The most common mistakes in family education.
4. Prevention of unfavorable development of a child’s personality: infantilism, demonstrativeness, verbalism, withdrawal from activities, etc.
5. Education of arbitrariness of behavior and controllability. Psychological readiness for learning.6. Sex education and development.

Psychological organizational methodological work

A practical psychologist in a kindergarten is a specialist who constantly gets acquainted with new trends in his field and constantly masters new techniques. In this he is helped by psychology centers and methodological associations, which are regularly held with all employees of the district or city, where topical issues are raised. Optionally, psychologists from kindergartens and schools undergo additional training at trainings and seminars, mastering innovative methods of working with children, parents and teaching staff.

Help for teachers

The psychologist is obliged to actively interact with the teaching staff of the kindergarten. Work with employees can be carried out in various directions:

1. At pedagogical councils, meetings, lectures and seminars, the specialist talks about effective methods and techniques that make it possible to best organize work with students.
2. If necessary, the psychologist helps the teacher establish contact with the child and suggests appropriate forms and methods of interaction.
3. A teacher-psychologist helps resolve conflict and non-standard situations that arise in a team. Maintains a favorable psychological climate.
4. Any kindergarten employee can contact a teacher-psychologist not only for work issues, but also for personal issues.

Recommendations from a psychologist to parents

Each person has a special temperament and character, so learning to listen and hear each other can sometimes be difficult. Especially when it comes to the relationship between children and parents. And here you need to adhere to some rules recommended by psychologists:

The parent's authority must be correct.

Many people confuse authority with authoritarianism. You should be close to the child, but not over him. Do not dictate your own rules of life, but unobtrusively correct them. Remember when you were told as a child: You can’t! What have you done)? That's right, they did exactly the opposite. Now your child reacts in exactly the same way to your prohibitions.

Manipulation leads to aggression and protest on the part of children; this method can develop a number of complexes: helplessness, low self-esteem, etc. Such influence should be excluded from educational methods. Prohibitions and restrictions should be present in education, however, in limited quantities and there is no need to deviate from them. By violating your strict instructions, you show that they are not binding and can be broken.

In some situations, allow your child to make his own choices. So, he will understand that his opinion is important to you and he is a person.

What a preschool psychologist does not have the right to use when working with children

Child psychology is not a branch of medicine, so a preschool psychologist:

• does not have the right to diagnose diseases;
• does not prescribe medications;
• does not provide specific treatment;
• does not draw up any program calling on parents to take mandatory actions in raising their children.

Also, the law strictly prohibits any manipulations that can harm the physical or mental health of students!

We repeat, the work of a psychologist is of a recommendatory, advisory, research and helping nature, therefore the main points of his professional activity will be:

• tips to help preschool children acclimatize to kindergarten conditions;
• assistance in the development and interaction of children with the outside world;
• analysis and correction of situational and behavioral issues that can harm the health of children;
• support for children, their parents and preschool staff in interaction and mutual understanding with each other.

Consultation for educators: “Psychological health of a teacher”

“Health is the highest value of society; the higher human health is valued in the collective consciousness of society, the higher the resource and development potential of society itself”

The primary tasks of any preschool institution are to strengthen the health and physical development of pupils, functional improvement and increase the performance of their body.

It is not difficult to assess the importance of a teacher’s health with this approach - a sick teacher cannot raise healthy children. Thus, the health of a teacher must be considered not only as an educational value, but also as a necessary condition for the sustainable and harmonious development of modern society.

A warm-up that will allow participants to concentrate and relieve internal tension.

Swap places...

1. Who woke up in a joyful mood this morning?
2. Who barely woke up this morning?
3. Those who couldn't achieve their plans.
4. Some feel like a squeezed lemon at the end of the working day.
5. Who doesn't sleep well?
6. For whom communication with people brings less and less pleasure.
7. Who is negatively affected by his work?
8. Who always knows what needs to be done.
9. Who ate chocolate and cabbage in the next 3 days?
10. Who rode the carousel in the next 3 days?
11. Who can avoid conflicts at work?
12. Who has a hobby?

In the 21st century, society's demands on educators are much higher than in the previous century. But these requirements cannot be met unless favorable conditions are created for educational work in preschool educational institutions.

Most of the working day of a preschool teacher takes place in an emotionally tense environment: emotional intensity of activity, constant concentration of attention, increased responsibility for children. Stressful factors of this kind have an impact on the emotional, physical and mental well-being of the teacher: nervousness, irritability, fatigue, and various types of ailments appear. As V. A. Sukhomlinsky wrote, the teaching profession is “the work of the heart and nerves”

Research shows that recently among preschool teachers there has been an increase in the number of diseases of the nervous system, ENT diseases, musculoskeletal system, and vascular system.

Primary known factors influencing the physical and psychological health of a teacher:

• Huge emotional stress associated with responsibility for the lives of children;
• Stable tension of the speech apparatus;
• Constant need to switch attention;
• Physical inactivity;
• Low self-organization;
• Insufficient level of psychological culture;
• Job dissatisfaction;
• Unstable financial situation;
• Personal reasons.

These factors influencing the psychological health of a teacher can cause problems in the general condition of a female teacher. Sometimes this leads to emotional, psychological and professional burnout, which entails various diseases.

For teachers with 15-20 years of teaching experience, “pedagogical crises” and “exhaustion” are typical. In 30%, the degree of social adaptation is equal to or lower than that of patients with neuroses.

In the early seventies of the 20th century, scientists drew attention to the fact that many people, after several years of work, experience a state close to stress (constant fatigue, headaches, insomnia, general deterioration in health). Work ceases to bring pleasure, but on the contrary, even causes hostility. A person develops a feeling of his own incompetence, helplessness, and indeed, specific professional achievements, as well as endurance and attention in general, decrease. This phenomenon is aptly called “burnout.”

The term “emotional burnout” was introduced by the American psychiatrist H. J. Freudenberg in 1974 to characterize the mental state of healthy people who are in intensive communication with clients, patients, in an emotionally charged atmosphere when providing professional assistance.

What is professional burnout syndrome?

Professional burnout

is a syndrome that develops against the background of chronic stress and leads to depletion of the emotional, energetic and personal resources of a working person.

The profession of “teacher,” otherwise known as “the work of the heart and nerves,” requires literally daily, even hourly expenditure of enormous mental strength. The ability to control oneself and control oneself is one of the main indicators of a teacher’s activity, on which both his professional success and psychological health depend.

Professional burnout occurs as a result of the internal accumulation of negative emotions without a corresponding “discharge” or “liberation” from them. “The smell of burning psychological wiring.” It leads to the depletion of a person’s emotional, energetic and personal resources.

Test "Weather in preschool educational institution"

You go to a bakery and buy a donut with jam. But when you come home and bite into it, you discover that one essential ingredient is missing - the jam inside. What is your reaction to this minor setback?

1. Take the defective donut back to the bakery and ask for a new one in exchange.
2. Tell yourself: “It happens” - and eat an empty donut.
3. You eat something else.
4. Spread with butter or jam to make it tastier.

If you chose the first option

, then you are a person who does not give in to panic, who knows that your advice is more often listened to. You see yourself as a reasonable, organized person. As a rule, people who choose the first answer are not eager to become leaders, but if they are chosen for a command position, they try to justify trust. Sometimes you treat your colleagues with a certain sense of superiority - you certainly won’t allow yourself to be caught off guard.

If you chose the second option

, then you are a soft, tolerant and flexible person. You are easy to get along with and colleagues can always find comfort and support from you. You do not like noise and fuss, you are ready to give up the main role and support the leader. You always find yourself in the right place at the right time. You may seem indecisive at times, but you are able to stand up for beliefs in which you firmly believe.

If you chose the third option

, then you know how to quickly make decisions and act quickly (although not always correctly). You are an authoritarian person, ready to take on the main role in any matter. Conflicts are possible in the preparation and conduct of serious events, since in relations with colleagues you can be persistent and harsh, demanding clarity and responsibility.

If you chose the fourth option

, then you are a person capable of unconventional thinking, innovative ideas, and some eccentricity. You treat your colleagues as playing partners and may be offended if they do not play by your rules. You are always ready to offer several original ideas to solve a particular problem.

Each participant chooses one of four options without communicating their choice out loud. The psychologist gives everyone a card with an interpretation (others do not know about this) and invites the participants to form four groups (non-verbally), then check empathy using the cards.

Let's think about whether it is only objective reasons that destroy a teacher's health. We see that one person almost falls apart from some misfortune, and the other will grin and say: “Thank you, it could have been worse, after all, I’m a lucky person.”

A person’s worldview and personal qualities are the main reason for life stability.

Reasons that destroy health can be:

- inability to accept life as it is, without criticism and protest;

- inability to live in the moment, considering it the main thing in life;

- the presence of high life aspirations that do not correspond to a person’s capabilities;

- inability to find a place in life that would allow one to receive satisfaction from the fact of existence, from one’s profession and thereby maintain health.

Mental reasons:

- inability to withstand stress;

- lack of control over your emotions;

- inability to cultivate and master the emotion of joy.

We choose to believe that burnout is not inevitable, but rather that preventative steps must be taken that can prevent, reduce, or eliminate its occurrence.

In this regard, organizing work to preserve the mental health of teachers is one of the most pressing tasks of the modern education system, and the problem of emotional self-regulation is one of the most important psychological and pedagogical problems relevant for the personal and professional development of a modern teacher.

Both laughter and tears help relieve stress. The healing power of laughter is known to everyone: laughter improves blood circulation, digestion, laughter helps the brain release endorphins - natural substances that relieve pain. Most people admit that after crying, they feel better. Scientists believe that tears cleanse the body of harmful stress products.

The parable is read:

“Once upon a time, a sage, being in the circle of his students, did the following. He filled a large glass vessel to the brim with large stones. Having done this, the sage asked the disciples if this vessel was full. The disciples replied that the vessel was full.

Then the Teacher took a bag of small pebbles, poured them into a vessel and gently shook it several times. The pebbles ended up in the gaps between the large stones and filled them. The sage asked his disciples again:

- Is the vessel full now?

The disciples again confirmed his words:

- Yes, the vessel is full.

And finally, the sage poured sand into a glass vessel. And the sand filled all the remaining spaces between the stones in the vessel.

“And now,” the Teacher turned to his students again, “I would like you to be able to recognize your life in this vessel!”

Large stones represent the most important and necessary things in our lives: our family, our loved one, our health, our children - everything that, even despite the absence of everything else, can fill our lives.

Small pebbles represent less important things, such as our work, our apartment or house, our car.

Well, sand symbolizes the daily bustle and other little things in life.

And if you go through life in a hurry, only looking at your feet so as not to stumble. We may not notice the wonderful things that are around us. In the hustle and bustle, emotions fade and emotional health suffers. The vessel of life is filled with sand (daily vanity, life's little things) and there is no longer room in it for large stones. And your impoverished emotional sphere will not immediately notice that instead of smooth, light stones, gray, rough pebbles appear.

So it turns out: if we spend all our vital energy on a bunch of small things, then there will be nothing left for large things. Therefore, let's pay attention only to important things, find time for our children and loved ones, and look after our own health.

And we will still have plenty of time for home, work, celebrations and much more.

Training

A teacher-psychologist is obliged to regularly improve his qualifications, take courses, attend methodological associations of psychologists, participate in seminars, and master new technologies for the development and education of children.

A teacher-psychologist should know:

1. Laws, regulations and other regulatory legal documents in the field of education, including the Convention on the Rights of the Child.
2. Psychology: general, differential, children's, developmental, personality, social, medical, fundamentals of occupational psychology and psychological counseling.
3. General pedagogy, neuropsychology, fundamentals of defectology.
4. Labor protection standards and safety regulations.
5. Rules for providing first aid.

The successful development of preschool children, their emotional well-being and even the psychological climate in the teaching staff depend on how professionally the psychologist fulfills his duties. This is a specialist who helps children, their parents and staff live harmoniously, develop and learn together, feeling easy and comfortable.