DEVELOPMENT AND CORRECTION WORK
Psychocorrectional technologies are included in the context of developmental work with preschoolers. The subject of activity of a teacher-psychologist in this area is not the correction of shortcomings in students, but the development of methods of self-regulation in them in a variety of educational situations that will help them become successful, achieve the required level of mastery of the educational program and, as a result, will lead to positive changes in the area of existing development difficulties.
Developmental work involves the creation of socio-psychological conditions for the normal psychological development of pupils. Psychocorrectional work involves psychological support for students who have difficulties in: mastering the educational program, behavior, social adaptation and personal development.
The correctional and developmental work of a teacher-psychologist at MBDOU No. 8 is based on an integrated approach and begins with diagnostic and analytical work. Medical records are analyzed to identify children with disabilities; information cards filled out by teachers in order to identify students in need of psychological support. A teacher-psychologist conducts screening diagnostics of MBDOU pupils, analyzes its results, and also identifies children in need of psychological support. If a pupil has complex developmental disorders: medical, psychological, speech therapy, the child is sent to the primary medical education center No. 8, and an individual correctional and developmental program is drawn up.
Direct correctional and developmental activities can be:
- group (front);
- individual.
Group classes are held in the group premises of the preschool educational institution. These are classes on the prevention of socio-psychological climate in a group. Individual classes are also held in group rooms; in the warmer months, classes are possible in the gazebo during a walk.
The content and structure of the lesson vary in accordance with age patterns, individual characteristics of children, the purpose and objectives of each lesson.
For group correctional and developmental work in middle and senior groups, the “Path to Your Self” programs are used. The author of this program is Olga Vladimirovna Khukhlaeva, Doctor of Pedagogical Sciences, Candidate of Psychological Sciences, Professor. In the school preparatory group, group correctional and developmental classes are held according to the program “Adventures of Future First-Graders” by Natalya Yuryevna Kurazheva, a child psychologist and psychotherapist.
In his work, the educational psychologist at MBDOU No. 8 uses elements of art therapy, guided by the technologies of M. V. Kiseleva, associate professor of the department of “Counseling Psychology, Health and Development Psychology” of the St. Petersburg Institute of Practical Psychology and Social Work.
Art therapy is a complex of various forms of creative (artistic) self-expression using drawing, music, play therapy, fairy tale therapy, dance therapy, body-motor therapy, and sand therapy. These methods provide support to the child to stimulate his personal growth and development.
Self-knowledge, self-acceptance, self-realization, and self-actualization of the individual gradually occur. The necessary conditions are created for self-expression and self-knowledge.
Various methods of depiction are the most accessible and attractive type of creative activity for a child, which uses basic artistic means and does not require previous experience in drawing. There is no need to worry about the beauty of the works, the dance or the harmony of the sound of the song, this type of art is used for the purposes of liberation, expression, relief.
The work of a teacher-psychologist has a wide range of indications for carrying out art therapeutic work not only with children, but also with the teaching staff:
∙negative self-concept, disharmonious self-esteem,
∙difficulties in emotional development, impulsiveness, increased anxiety, fears, aggressiveness;
∙feeling of loneliness, stress, depression;
∙conflicts in interpersonal relationships, dissatisfaction in the family situation.
PERFORMANCE OF CORRECTION AND DEVELOPMENT WORK
In September 2016, children from two school preparatory groups were diagnosed, and Pavlova-Rudenko’s rapid diagnostics were used to identify the children’s level of readiness for school. 38 children were examined.
— 59% of children are ready to start regular education.
— Conditionally ready to start school – 31% of children;
— 10% of children are not ready to start regular education.
After the diagnosis, group classes were held during the school year according to Kurazheva’s program “Adventures of Future First-Graders” with the aim of developing the cognitive sphere of older preschoolers.
Between October and January, 17 group lessons were conducted in two preparatory groups. Classes were held once a week. Interim diagnostics at the end of the semester using the Kern-Yerasik “school maturity” method showed:
— ready to start regular education – 67% of children;
— conditionally ready to start school – 28% of children;
– not ready to start regular education – 5% of children.
Since the beginning of the school year, at the request of parents and educators, individual work has been carried out with children with increased anxiety - 1 child, with aggressive ones - 3 children; for the development of fine motor skills - 2 children; child-parent relationships – 5 children; for increasing self-esteem – 5 children.
As part of individual correctional and developmental work with children, the following programs were used: T.D. Zinkevich-Evstigneeva “Workshop on fairy tale therapy”, T.M. Gradenko, T.D. Zinkevich-Evstigneeva “Miracles on the Sand”, Kiseleva M.V. "Art therapy in working with children."
Intermediate diagnostics (“Anxiety Test”, projective technique “Cactus” and “Non-existent animal”, technique “Ladder”) showed positive dynamics in the psychological states of children. The level of anxiety and aggressiveness decreased, self-esteem increased. Educators and parents note positive changes in children's behavior.
Interaction of a teacher-psychologist with parents of preschool children in kindergarten
Anastasia Vodopyanova
Interaction of a teacher-psychologist with parents of preschool children in kindergarten
Solnechnogorsk municipal district of the Moscow region
Department of Education
Municipal budgetary preschool educational institution
«Kindergarten No. 43»
Legal address: 141500, Moscow region, tel/fax 8(496)
26-4-49-31
Solnechnogorsk, Microdistrict Rekintso E-mail: sadik [email protected]
Developed by: teacher - psychologist
MBDOU No. 43 Vodopyanova A. WITH.
Work of a teacher-psychologist with parents in kindergarten
Interaction of a teacher-psychologist with parents of preschool children in kindergarten.
Interaction with parents of preschool children is one of the most important areas of activity of a teacher-psychologist in a preschool institution . In an effort to make such interaction most effective, the specialist plans various forms of work with parents ; At the same time, he tries to use all the knowledge and tools available in his arsenal, to take into account all the developments that exist in his personal professional experience and in the experience of his colleagues.
And as this experience shows, the interaction of a teacher with parents is a truly significant and very productive component of the pedagogical process as a whole . This, in particular, is expressed in the general interest of parents in cooperation with an educational psychologist ; in their active participation in various events held in both traditional and non-traditional forms; as well as in the frequency of requests from parents for advice on problems of socio-psychological adaptation and development of preschool children (difficulties of children associated with communication with both peers and adults; difficulties associated with the specifics of age, emotional problems of children; problems of children associated with development and etc.).
The psychologist's first meeting with parents occurs precisely when they first bring their children to kindergarten . And it is at this moment, that is, from the very beginning, that it is important to properly organize the psychologist’s contact with parents , first of all, to outline possible points of contact with them; justify the significance of joint activities, outline the main ways, forms and means of interaction .
At the same time, personal professional experience allows us to conclude that for the greatest effectiveness, work with parents should be carried out in stages. In this case, it would be advisable to highlight the following stages of interaction with the student’s family:
1. Preparatory stage. Objectives of this stage: establishing contact with parents , developing in them a positive attitude towards kindergarten , confidence in the benefits for the child of visiting this preschool institution ; their awareness of the importance of special efforts of the family during the period of adaptation of the child to new social conditions; assisting parents in establishing positive and productive relationships with educators.
At this stage:
• The teacher-psychologist organizes a parent meeting , at which he introduces parents to the main tasks, directions and forms of his activities in kindergarten , and outlines the range of problems and issues that are within his professional competence.
• Conducts a mini-questioning of parents on the topic : “How do I see interaction with a psychologist ”
.
• Prepares a series of meetings “Psychological Lounge”
where he discusses with
parents issues related to the child’s adaptation to kindergarten ; reveals the importance of family support for a child, especially during the period of the child’s adaptation to the conditions of kindergarten ; here parents receive recommendations on how to prepare and adapt their children to new social conditions. An important topic of discussion at these meetings is the psychological readiness of parents for their child to attend kindergarten .
•Carry out a survey on the topic: “The child’s readiness to enter kindergarten ”
, where his readiness for
kindergarten and the specifics and pace of his social adaptation are predicted.
• Meets with parents individually, organizes a conversation on the topic: “How to prepare a child for kindergarten ”
, during which it helps
parents decide on the sequence of their actions during this important period for the baby.
• Develops and presents to each of the families of kindergarten once every two weeks reminders about the development and upbringing of children.
2. Stage of cooperation. Objectives of this stage: study of the relationship between parents and children , analysis of the difficulties that parents during the development and upbringing of the child. In this regard, the educational psychologist draws up an action plan for the entire school year with the participation of parents with children in each age group. Their topics are determined taking into account the results of a survey of parents and requests from teachers .
At this stage:
• Information stands are being set up.
• Individual conversations are organized.
• Reminders are given with practical advice from a psychologist and with various games, for example, aimed at developing social competence in children, developing cognitive processes, etc.
• Group consultations, workshops, and trainings are conducted.
The topics of the meetings are very diverse:
• “Features of behavior of children 5-6 years old”
• “Hyperactive child. What to do?"
• “Causes of conflicts that arise in relationships with a child and ways to resolve them”
• “Features of the development of cognitive processes in preschool . How to develop them?
• “Psychological readiness of a preschooler for school ”
• "Family on the threshold of school life"
• “Patterns and features of development of young children”
• “How to cope with the crisis of 3 years?”
These meetings use unusual techniques, such as:
• modeling and analysis of situations in which a child may find himself; the main task of such modeling is to teach parents to develop behavioral skills in their child;
• discussing similar problem situations at group meetings with parents and finding ways to overcome them;
• conducting role-playing games, during which parents take on the role of the child, trying to understand how the child feels in different situations and how he reacts to interactions with adults ;
• joint analysis of children's drawings and adaptation sheets;
• conducting interviews in question-and-answer form
The topics of the reminders and information corners are also very interesting and varied.
Information stands:
• “Age characteristics of children 6-7 years old”
• “Psychological readiness for school, its components”
• “Soon to school. How to develop cognitive processes in children 6-7 years old?
• "Developing attention"
• "Developing thinking"
Reminders:
• “Development of hand-eye coordination. Games"
• “How to properly form self-esteem in children 6-7 years old?”
• "Crisis of 7 years"
• “How to help an anxious child?”
• “Preparing your hand for writing”
• “Development of spatial orientation in children 6-7 years old”
• “Test for parents “Am I ready for school?”
3. Stage. Monitoring the child while he or she is attending kindergarten . The tasks of this stage are: providing to parents in solving the problems of development and upbringing of the child, identifying and solving problems that arise. Taking this into account, the further work of the educational psychologist with the child and his family is built.
At this stage, information stands are also prepared; Individual conversations are held, parents, together with a psychologist, analyze the diagnostic results and try to comprehend the results of observations of the child. Memos with individual recommendations are also prepared for parents
4. Reflective-analytical stage. The task of this stage is to summarize the results of the interaction . At this stage, as a result of the interaction between the teacher-psychologist and parents , a parent meeting is held in a group of children aged 6–7 years on the topic: “I’m ready for school”
, in which
parents study the results of their children’s psychological readiness for school, assess their role in the interaction throughout the entire period of the child’s attendance at a preschool institution .
So, in the process of my professional practice, some beliefs have formed that determine the characteristics of my work as a specialist in this area.
1. I am convinced that an individual approach to each family is necessary, since all families and children are different.
2. Mutual trust between the educational psychologist and parents and emotional contact between them are of great importance in the work. It is the trusting, warm relationship that developed at the stage of the first interaction that subsequently largely determines the nature of the relationship between parents and the kindergarten as a whole .
3. Practice has shown that interesting and effective techniques in working with parents are : modeling situations, analyzing children's work , as well as the participation of parents in business and role-playing games.
PSYCHOPREVENTIVE WORK
The psychoprophylactic work of a teacher-psychologist at an MBDOU is aimed at developing among teachers, students and their parents the need for psychological knowledge, the desire to use it in working with a child or in the interests of their own development, creating conditions for the full mental development of a child at each age stage, as well as timely identification and prevention of such characteristics of the child that can lead to certain difficulties, deviations in intellectual and emotional development, in his behavior and relationships.
Preventive work with preschool children is aimed at developing communicative, cognitive and creative abilities, the emotional sphere and social adaptation of children.
Preventive work with parents and teachers is educational in nature. Planned and carried out in the form of consultations and trainings.
Work with teachers is aimed at preventing emotional burnout, increasing efficiency in working with children and parents, and professional and personal growth.
Diagnosis of parent-child relationships
In the standard “Teacher-psychologist (psychologist in the field of education)” such an area as diagnosing child-parent relationships is not highlighted, but I felt that it needed to be voiced. After all, we must work with the child in conjunction with all participants in educational relations. Therefore, it is very important for us to understand what kind of relationships a child has in his family and how this can affect his behavior and development.
- Projective technique “Family Drawing”. This technique is aimed at diagnosing emotional well-being and the structure of family relationships.
- Test “Diagnostics of emotional relationships in the family” Authors E. Bene and D. Anthony (under the general editorship of A.G. Leaders and I.V. Anisimova). This test is aimed at studying the emotional relationships of a child in the family.
- Rene Gel's projective technique. Research into the sphere of a child’s interpersonal relationships and his perception of intrafamily relationships
- Children's Apperception Test (CAT) (Authors: Leopold and Sonya Bellak)
EDUCATIONAL WORK
Psychological education is an important component of the preventive direction of the work of an educational psychologist. In modern society, psychological knowledge and skills are not yet widespread enough, especially respect for the characteristics of a child’s personality. Also, in teaching teams and in families, conflicts are possible, based on the inability and unwillingness to understand one’s own relationships, experiences, actions, to listen to each other, to understand. The main purpose of psychological education is to acquaint educators and parents with the basic patterns and conditions for the favorable mental development of a child, explain the results of psychological research, and create the need for psychological knowledge and the desire to use it in working with a child or in the interests of developing one’s own personality. Psychological education takes place in the form of lectures, conversations, seminars, distribution of printed materials, publications on the MBDOU website.
EXPERT WORK
Expert activity is a special way of studying innovative phenomena and processes in education to discover the potential for further development (G.A. Mkrtychyan, 2002).
The main areas of expert work in preschool educational institutions:
- Participation in the development of the regulatory, legal and documentation framework for the functioning of a psychological, medical and pedagogical council on the basis of preschool educational institutions for the support of children with special educational needs (disabilities).
- Study of the influence of the social situation of development on the characteristics of the child’s psyche.
- Study of the effectiveness of students’ assimilation of the educational program.
- Participation in the formation of a subject-development environment that meets the requirements of the zone of proximal development and the current level of development of the child.
- Monitoring compliance with preventive measures that help relieve psycho-emotional stress in children and staff - correction of routine aspects (organization of sleep, nutrition, optimization of motor activity, training of the body’s thermoregulatory system).
