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Samples of graphic dictations for the preparatory group. Projective technique "Graphic dictation"

Sections: Speech therapy

Currently large number Kindergarten graduates with a history of various speech disorders face a number of difficulties in learning to write and read at school.

Students have poor orientation on the plane of the sheet, unlearned concepts of “top - bottom”, “left - right”, confusion of letters with similar outlines, mirror spelling of elements and letters. As a result, optical dysgraphia is formed and academic performance suffers.

The reason for these difficulties in children with speech pathology is the immaturity of visual-spatial perception (analysis, synthesis, attention), visual-motor coordination of movements, and poorly developed fine motor skills of the fingers. I.N. Sadovnikova, A.N. Kornev in this regard talk about insufficiency of finger praxis.

The question of increasing efficiency correctionally - pedagogical work for the prevention of optical dysgraphia in older children preschool age is relevant, and use in correctional work graphic dictations in cells is one of the reserves of speech therapy influence.

To solve this problem, I have developed a series of graphic dictations based on two types of cells:

  1. drawing lines in a given direction from the starting point ( Appendix 1);
  2. line by line coloring of cells ( Appendix 2).
  • Form auditory perception and memory;
  • Develop visual-spatial perception: analysis, synthesis;
  • Improve hand-eye coordination;
  • Strengthen visual memory;
  • Learn to navigate on a sheet of squared paper;
  • Activate and strengthen the small muscles of the fingers;
  • Continue working on strengthening your speech skills.

In accordance with the instructions, samples of lesson notes are presented.

The result of the graphic dictation is a schematic representation of the subject, which will help organize children's activities in an entertaining way. This will also be facilitated by specially compiled, selected or adapted entertaining material for each figure, proposed in the form of speech game techniques: author’s finger games, pure proverbs, logorhythmic exercises, riddles, etc., which will allow the teacher - speech therapist or educator to continue practicing certain skills in the correct pronunciation of sounds and the use of word forms beyond the boundaries of traditional speech therapy sessions and will ensure variability in correctional pedagogical work.

Since graphic dictations on cells are an element of propaedeutic work to prevent the occurrence of optical dysgraphia in children of senior preschool age with speech pathology, completing the proposed tasks will help improve the quality of their preparation for school education.

A reminder for conducting a graphic dictation in cells from the starting point

  • Activation of small muscles through a set of finger exercises (5 – 6 exercises);
  • Determining the starting point for drawing;
  • Dictation. Indication of the direction of movement of the line and the number of cells in the depicted segment;
  • Summing up.

Summary of a subgroup lesson - conducting a graphic dictation from the starting point

Subject: Cow.

Goals:

    • learn to draw straight lines of a certain length in a given direction;
    • improve hand-eye coordination by copying shapes;
    • update knowledge about the domestic animal – the cow;
    • automate the pronunciation of [r] in phrases and coherent speech;

Equipment: cow reproduction, simple pencils, erasers, checkered notebooks.

Progress of the lesson

I. Organizational moment.

II. Setting goals.

– Guess the riddle and find out who we will draw from the cells.

Red Dairy
He chews for a day and chews for two,
After all, grass is not so easy
Convert into milk.

Today we will learn how to draw a cow by cells.

III. Conversation. Looking at a reproduction of a cow.

- Let's remember what we know about the cow.

– Which group does a cow belong to?

– What animal is this? Why?

– Describe appearance cows.

– What actions can she perform?

– Find some kind words to call a cow?

-What is the name of a baby cow? Etc.

IV. Finger game.

A cow was walking across the bridge. (connect palms with middle fingers - bridge, form a fist, extend index finger and little finger)
She was carrying milk. (palms cupped)
Sparrow, tit, bunny, fox, (extend fingers in order)
A mustachioed cat, a striped tiger,
Squirrel and marten, hedgehog and lioness.
I fed everyone again. (pat belly)
And she went for a walk in the meadow. (fingers walk across the table)

Here is the left palm.
Here is the right palm.
We raise our hands up
And we do exercises.
Will strong right,
The left will be strong.
We will have fingers
Dexterous, skillful.
Down - up, down - up,
We draw better than anyone.

VI. Determining the starting point for drawing.

– Count two cells from the fields and place a dot at the intersection of the blue lines. Let's start drawing from there. (At the initial stages of training, the speech therapist puts the point).

VII. Dictation. Schematic illustration cows.

1 cell up, 5 cells right, 1 cell down, 1 cell left, 1 cell down, 9 cells right, 8 cells down, 1 cell left, 3 cells up, 1 cell left, 3 cells down, 1 cell left, 3 cells up, 1 cell left, 1 cell down, 1 cell left, 1 cell up, 1 cell left, 1 cell down, 1 cell left, 1 cell up, 1 cell left, 3 cells down, 1 cell left, 3 cells up, 1 cell left, 3 cells down, 1 cell left, 6 cells up, 1 cell left, 3 cells up, 1 cell left.

VIII. Finishing the drawing.

- Look, did you turn out to be such a cow that everyone would like it?

I think it's missing some details. Draw the eyes, nose, horns, tail, spots.

IX. Evaluation of results (mutual verification).

X. Dynamic pause. Pronunciation of pure phrases associated with movements.

Rowa - rowa - rowa (claps) - a cow is standing on the grass (hands on the belt, body turns).
Row - row - row (claps) - we look at the cow (bring your hands to your eyes with binoculars).
Rowa - rowa - rowa (claps) - a good cow (arms to the sides).

XI. Copying.

– Copy the same cow below (or on the right).

You had one cow, but will become... (two cows), we will all have... (many cows), a whole... (herd of cows).

XII. Checking the completion of the task.

XIII. Summing up the lesson.

A reminder for conducting a graphic dictation on line coloring of cells

  • Determining the subject (object) of drawing by isolating superimposed silhouette pictures;
  • Making a riddle about the subject (object) of drawing;
  • Examination of a natural object, toy or reproduction;
  • Conversation about the subject (object) of drawing (name of the group, properties, qualities);
  • Activation of small muscles through a set of finger exercises (5–6 exercises);
  • Updating spatial concepts “right”, “left”, “up”, “down”;
  • Updating the concept of “color”;
  • Familiarization with the working field, divided into cells arranged in lines;
  • Drawing attention to line numbering;
  • Indication of the direction and number of cells to be painted of a given color;
  • Intermediate control over the accuracy and precision of task completion, timely correction of errors;
  • Completing the missing details of the figure according to the instructions or sample;
  • Evaluation of the results of graphic dictation;
  • Dynamic pause with pronouncing phrases about the subject;
  • Independent copying of the received drawing schemes;
  • Assessment of independent work;
  • Exhibition of works, discussion;
  • Summing up.

Summary of a subgroup lesson - conducting a graphic dictation on line-by-line coloring of cells(preparatory group of kindergarten)

Subject: Bug.

Goals:

  1. to form graphomotor skills:
    • continue to work on developing orientation on a sheet of paper in a square (update spatial representations: up, down, right, left.);
    • learn to carefully color the required number of cells of the named color in a given line;
    • develop visual-spatial perception: analysis, synthesis;
    • continue to work on the development of finger praxis: coordination of movements and strength;
    • improve hand-eye coordination by copying shapes;
  2. work on the development and correction of speech:
    • update knowledge about the insect - beetle;
    • automate the pronunciation of [zh], [h] in phrases and coherent speech;
    • work on the prosodic side of speech - rhythmization through pure phrasing;
    • activate auditory perception and memory.

Equipment: insect overlays, beetle reproduction, colored pencils, checkered notebooks.

Progress of the lesson

I. Organizational moment.

The children are standing near the office door.

- Only the one who names any insect will go to his place.

(Children name the words and take their places.)

II. Setting goals.

Examination of overlaps, recognition, naming.

– Guess the riddle and find out which of these insects we will draw from the cells.

Zhu-zhu-zhu, I’m sitting on a branch,
And I repeat the sound [w].

Today we will learn how to draw a beetle by cells.

III. Conversation.

Looking at a reproduction of a beetle.

- Let's remember what we know about the beetle.

– Which group does the beetle belong to?

– Describe the appearance of the beetle.

– What actions can he perform?

– What beetles do you know?

– What do beetles eat? Etc.

IV. Finger game.

“Get your hands ready, we’ll play a little, stretch our fingers.”

The beetles ran along the path (fingers run along the table)
The silk backs sparkled. (stroking back sides palms)
The breeze knocked them over. (put the backs of your palms on the table)
Who would help those beetles? (quick finger movements)

V. Actualization of spatial representations (in the form of finger play).

Hand to the right, into a fist,
Let's open it to the side.
Hand to the left, into a fist,
Let's open it to the side.
Hands up, in a fist,
Let's open it to the side.
Hands down, into a fist,
Let's open it to the side.
The game ends - (hands in front of the chest - “motor” movement)
It's time for us to get down to business. (clench - unclench fingers)

VI. Updating the concept of color.

– What color of beetles did you meet? Where can you often see them?

We will need two colors: brown and green.

What is brown? What is green?

VII. Getting to know the work field.

(Looking at, naming the numbers that number the lines.)

VIII. Dictation. Schematic representation of a beetle.

  • 1 rub. – 3 green cells, 1 brown cell, 2 green cells, 1 brown cell, 3 green cells.
  • 2 r. – 4 cells are green, 2 cells are brown, 4 cells are green.
  • 3 r. – 1 brown cell, 3 green cells, 2 brown cells, 3 green cells, 1 brown cell.
  • 4 rub. – 1 green cell, 1 brown cell, 1 green cell, 4 brown cells, 1 green cell, 1 brown cell, 1 green cell.
  • 5 rub. – 2 green cells, 6 brown cells, 2 green cells.
  • 6 rub. – 2 green cells, 6 brown cells, 2 green cells.
  • 7 rub. - all cells are brown.
  • 8 rub. – 2 green cells, 6 brown cells, 2 green cells.
  • 9 rub. – 2 green cells, 6 brown cells, 2 green cells.
  • 10 rub. – 1 green cell, 1 brown cell, 1 green cell, 4 brown cells, 1 green cell, 1 brown cell, 1 green cell.
  • 11 rub. – 1 brown cell, 8 green cells, 1 brown cell.

IX. Finishing the drawing.

- Look, have you made a beetle that will please everyone?

I think it's missing some details. Draw the eyes and line of the wings.

X. Evaluation of the results of completing a graphic dictation (mutual check).

XI. Dynamic pause. Pronunciation of pure phrases associated with movements.

Chok - chok - chok (claps) - there is a bug sitting on the leaf (squat down).
Chka - chka - chka (claps) - we are not afraid of the bug (hands on the belt, turns the head).
Chka - chka - chka (claps) - we will look at the beetle (palm with visor to the eyes, turns of the body).
Chka - chka - chka (claps) - take the beetle on your palm (alternately, arms to the sides).
Chok - chok - chok (claps) - the bug flew away from the hand (waving hands).

XII. Exhibition of children's works, selection of the most accurate.

XIII. Copy.

– Copy the same beetle below (or on the right).

You had one beetle, but will become... (two beetles), you and I will have... (many beetles).

XIV. Checking the completion of the task.

XV. Summing up the lesson.

Teaching a child to navigate a notebook sheet, while developing handwriting, accuracy and, most importantly, teaching him to write, is very difficult. Repeated and lengthy writing leads to a reluctance to learn and robs the child of all the joy from learning. But in kindergarten, where the classes have a lot of time and there are no strict requirements for the child and no limits to academic performance, you can teach children not only to navigate the notebook sheet and not be afraid of the notebook, but also to hold a pencil and pen correctly, strengthen the small muscles of the hand and develop fine motor skills.

Graphic dictations conducted in an interesting, game form have the opportunity to contribute to the development of all of the above.

Fragment of a mathematics lesson in 3rd grade (VIII type school):

Working with children of senior preschool age in the preparatory group, I used several techniques and forms of graphic dictations that I developed while working at school and where they brought tangible result and essential support in the development of writing, numeracy, motor skills, etc. My goal was, first of all:

  • development of fine motor skills of the hands;
  • development of the concepts “left / right”, “top / bottom”;
  • strengthening numeracy skills;
  • development of attention;
  • development of imagination;

Along the way, we observed the position of the sun in the sky throughout the day, which means the children also:

  • developed powers of observation;
  • expanded knowledge about nature.

Stage 1. Preparatory work. Consolidating knowledge of the left and right hands

Let's take it album sheet and fold it in half in height, bending the sheet from left to right (the next day - from right to left), aligning the edges. We bend the sheet folded in this way again, but from top to bottom (then from bottom to top). The result is a rectangle. Let's expand it. We have a sheet of 4 rectangles. Draw along the folds with a pencil. In the future, we will begin to use a ruler for this. We count the rectangles, paying attention to the fact that we have two rectangles on the right and left and two rectangles at the top and bottom.

Stage 2. Tasks

Draw a circle in the bottom right rectangle, a triangle in the bottom left, a square in the top right, and a triangle in the top left.

Stage 3. Observations of the sun

Where is the sun in the morning? Show me. Name (bottom left rectangle). During the day? Show me. Name (top left). After sleep? Show me. Name (top right). Let's go for a walk. Show me. Name (lower right).

Stage 4. Complicating tasks

Place a red dot in the middle of the lower left rectangle, and a blue dot in the upper right corner of the lower right rectangle. We carry out this work in stages: show the lower right rectangle with your finger, now find the upper right corner in it, put a dot there with a blue pencil.

Stage 5. Observations of the sun

Drawing the sun in different times days, looking out the window. The window is also divided into rectangles.

I note that this work was carried out by me for only 4 months almost every day, in different forms complexity. But, nevertheless, 2 weeks after the first lesson we began doing work in checkered notebooks. By that time, the children already had the concept of a cage and were able to navigate a little on a piece of paper.

We draw the lines “by hand”, along notebook lines according to my samples. I drew samples for everyone. You can use entertaining game moments of preparation: large colored cells, various figures that children traced with pencils different colors etc.

Before starting work with graphic dictation, draw a large visual sample on the board, put a large red dot in each notebook. Start working: 3 cells down, 3 cells to the right - this is an auditory sample, a landmark of the point from which we begin to “dance” and build a figure.

First graphic dictation.

The figure is a cage. I say place the tip of your pencil on the red dot. Without lifting the tip of the pencil from the sheet, draw a line to the right 2 cells. Without lifting your pencil, draw a line down 2 cells. Without lifting your pencil, draw a line to the left 2 cells. Without lifting your pencil, draw a line up 2 cells. Connected the lines. What did we get? Square. Well done.

Take a red pencil, trace the square along the lines you drew and color it in.

We performed simple figures every day until the children stopped being afraid of the sheet. I took the material to get started from the manual “Developing our hands - to learn and write and draw beautifully”, authors S.E. Gavrina, N.L. Kutyavina, I.G. Toporkova, S.V. Shcherbinina. (Yaroslavl, “Academy of Development”, “Academy and K”, 2000).

  • Do not put a red dot to indicate the start of work.
  • Perform not one, but 2-3 figures.

What was the result on the part of the children? The children began to confidently navigate the notebook sheet. They tried to strictly follow my instructions and listened to me carefully. They were very interested to know what would come out of the dictation, what shape it would be.

We have already marked the path of the sun as follows:

And they told it like this: In the morning the sun is in the lower corner of the lower left rectangle, then it rises to the upper right corner of the upper left rectangle. After lunch, the sun begins to sink down to the middle of the upper right rectangle. Before the evening walk, it goes down even further to the lower corner of the lower right rectangle.

The result of such work with a group of preschoolers was that almost all of the graduating children were not afraid to do work in a notebook, they began to understand that in a notebook it is necessary to work not in an arbitrary place on the sheet, they began to confidently hold a pencil and pen, and did not confuse the right and left side, learned to note the weather. Their attention also improved, their imagination began to develop, and they became interested in studying at school.

The technique is aimed at identifying the ability to listen carefully and accurately follow the instructions of an adult, correctly reproduce the given direction of a line on a sheet of paper, and independently act as directed by an adult.

The technique is carried out as follows. Each child is given a checkered notebook sheet with four dots marked on it (Fig. 6). In the upper right corner, the child’s first and last name, the date of the examination, and additional data, if necessary, are recorded. After all the children have been given the sheets, the examiner gives preliminary explanations: “Now you and I will draw different patterns. We must try to make them beautiful and neat. To do this, you need to listen to me carefully - I will tell you how many cells and in which direction you should draw the line. Draw only the lines that I tell you. When you do it, wait until I tell you how to do the next one. The next line should begin where the previous one ended, without lifting the pencil from the paper. Everyone remembers where right hand? Extend your right arm to the side. You see, she points to the door (called any real landmark in the room). When I say that you need to draw a line to the right, you will draw it - to the door (on a board previously drawn into cells, a line is drawn from left to right, one cell long). I drew a line one cell to the right. And now, without lifting my hand, I move up two squares (a corresponding line is drawn on the board).

Now pull out left hand. You see, she points to the window (again, the actual reference point in the room is called). So, without lifting my hand, I draw a line three cells to the left - to the window (a corresponding line is drawn on the board). Does everyone understand how to draw?”

After preliminary explanations have been given, they move on to drawing a training pattern. The inspector says:

“We begin to draw the first pattern. Place the pencils at the highest point. Attention! Draw a line: one cell down. Don't lift your pencil from the paper. Now one cell to the right. One cell up, bottom cell to the right. One cell down. One cell to the right. One cell up. One cell to the right. One cell down. Then continue to draw the same pattern yourself.”

When dictating, you need to pause long enough so that the children have time to finish the previous line.

You are given one and a half to two minutes to independently continue the pattern. Children need to be explained that the pattern does not have to run across the entire width of the page. While drawing a training pattern (both under dictation and then independently), the assistant walks along the rows and corrects the mistakes made by the children, helping them to accurately follow the instructions. When drawing subsequent patterns, such control is removed, and the assistant only makes sure that the children do not turn over their sheets of paper and start a new pattern with desired point. If necessary, he encourages timid children, but does not give any specific instructions.

After the time allotted for the independent continuation of the pattern, the examiner says:

“Now place your pencil on the next point. Get ready! Attention! One cell up. One cell to the right. One cell top. One cell to the right. One cell down. One cell to the right. One cell up. One cell to the right. One cell up. One cell to the right. “Now continue to draw the same pattern yourself.”

Having given the children one and a half to two minutes to independently continue the pattern, the inspector says:

“That’s it, there’s no need to draw this pattern any further. We will draw the following pattern. Pick up your pencils. Place them on the next point. I start dictating. Attention! Three squares up. One cell to the right. Two cells down. One cell to the right. Two squares up. One cell to the right. Three cells down. One cell to the right. Two squares up. One cell to the right. Two cells down. One cell to the right. Three squares up. Now continue to draw this pattern yourself.”

After one and a half to two minutes, the dictation of the last pattern begins:

“Place the pencils at the lowest point. Attention! Three cells to the right. One cell up. One cell to the left (the word “left” is highlighted in voice). Two squares up. Three cells to the right. Two cells down. One cell to the left (the word “left” is again highlighted in voice). One cell down. Three cells to the right. One cell up. One cell to the left. Two squares up. Now continue to draw this pattern yourself.”

After the time given to independently continue the last pattern, the inspector and assistant collect the sheets from the children. Total time The procedure usually takes about 15 minutes.

Evaluation of results

The results of the training pattern are not evaluated. In each of the subsequent patterns, the completion of the dictation and the independent continuation of the pattern are assessed separately. The assessment is made on the following scale:

Exact reproduction of the pattern - 4 points (unevenness of the line, “trembling” line, “dirt”, etc. are not taken into account and do not reduce the marks). vReproduction containing an error in one line - 3 points.

Reproduction with several errors - 2 points.

Reproduction in which there is only similarity of individual elements with the dictated pattern - 1 point.

Lack of similarity even in individual elements - O points.For independent continuation of the pattern, marks are given on the same scale.

Thus, for each pattern the child receives two marks: one for completing the dictation, the other for independently continuing the pattern. Both of them range from 0 to 4.

The final score for dictation work is derived from three corresponding scores for individual patterns by summing the maximum of them with the minimum), there is a score that takes intermediate position or coinciding with the maximum or minimum, is not taken into account). The resulting score can range from 0 to 7.

Similarly, from the three marks for the continuation of the pattern, the final score is derived. Then both final grades are summed up, giving a total score (TS), which can range from 0 (if both for work under dictation and for independent work received 0 points) to 16 points (if 8 points were received for both types of work).

Purpose: to determine the child’s ability to accurately carry out the tasks of an adult, offered to him orally, and the ability to independently complete the task according to a visually perceived model.

Material: notebook sheet of paper in a box, in the upper right corner - last name, first name of the child, date of examination. On the left side of the sheet, at a distance of four cells from the edge, 3 dots are placed, one below the other (the vertical distance between them is 7 cells) (Appendix 12).

Progress: first instruction: “Now you and I will learn to draw different patterns. We must try to make them beautiful and neat. To do this, you must listen to me carefully - I will tell you in which direction and how many cells to draw the line. Draw only those lines that I will dictate. When you draw a line, wait for me to tell you where to point the next one. Every new line start where the previous one ended, without lifting the pencil. Does everyone remember where the right hand is? This is the hand in which you hold the pencil. Right. So, when I say that you need to draw a line to the right, you will draw it like this (points to the board). This is a line drawn one cell to the right. And now, without lifting my hand, I draw a line two cells up, and now three cells to the right (the words are accompanied by drawing lines on the board).”

After this, they move on to drawing a training pattern.

The experimenter continues: “We begin to draw the first pattern. Place the pencils at the highest point. Attention! Draw a line: one cell down. Don't lift your pencil from the paper. Now one cell to the right. One cell up. One cell to the right. One cell down. One cell to the right. One cell up. One cell to the right. One cell down. Then continue to draw the same pattern yourself.”

While working on this pattern, the experimenter walks along the rows and corrects the mistakes made by the children. Guys should be warned that it is not necessary to take up the entire width of the page.

Second instruction: “Now place the pencil on the next point. Are you ready? Attention! One cell up. One cell to the right. One cell up. One cell to the right. One cell down. One cell to the right. One cell down. One cell to the right. One cell down. One cell to the right. Now continue drawing the pattern yourself.”

Instructions for the final pattern: “That’s it. There is no need to draw this pattern further. We'll work on the last pattern. Place your pencil on the next point. I start dictating. Attention! Three squares up. One cell to the right. Two cells down. One cell to the right. Two squares up. One cell to the right. Three cells down. One cell to the right. Two squares up. One cell to the right. Two cells down. One cell to the right. Three squares up. Now continue drawing the pattern yourself.”

When analyzing the results of completing a task, it is necessary to evaluate the actions taken under dictation and the correctness of the independent execution of the pattern. The first indicator indicates the ability to listen carefully and clearly follow the instructions of an adult, without being distracted by extraneous stimuli. The second is about the degree of independence of the child in educational work. In both cases, you can focus on criteria such as:

High level: both patterns (not counting the training one) generally correspond to the dictated ones; in one of them there are individual errors;

Average level: both patterns partially correspond to the dictated ones, but contain errors, or one pattern is made without errors, and the second does not correspond to the dictated ones at all;

The level is below average: one pattern partially corresponds to what is dictated, the other does not correspond at all;

Low level: neither of the two patterns matches the dictated pattern.

Basa–Darki Questionnaire.

This questionnaire is intended to determine the state of aggression in children and adolescents. The questionnaire consists of 75 statements to which the child gives “yes” or “no” answers. Based on the number of matches between the respondent's answers and the key, indices of various forms of aggressiveness and hostile reactions are calculated.

    At times I cannot control the urge to harm others.

    Sometimes I gossip about people I don't like.

    I get irritated easily, but calm down quickly.

    If I am not asked in a good way, I will not fulfill the request.

    I don't always get what I'm supposed to.

    I know that people talk about me behind my back.

    If I don't approve of my friends, I let them feel it.

    If I happened to deceive someone, I felt a painful remorse.

    It seems to me that I am not capable of hitting a person.

    I never get irritated enough to throw things.

    I am always forgiving of other people's shortcomings.

    If I don't like a rule, I want to break it.

    Others know how to almost always take advantage of favorable circumstances.

    I am wary of people who treat me a little more friendly than I expected.

    I often disagree with people.

    Sometimes thoughts come into my mind that I am ashamed of.

    If someone hits me first, I won't hit back.

    When I get irritated, I slam doors.

    I'm much more irritable than I think.

    If someone pretends to be a boss, I always act against him.

    I'm a little saddened by my fate.

    I think a lot of people don't like me.

    I can't resist arguing if people don't agree with me.

    People who shirk work should feel guilty.

    Anyone who insults me or my family is asking for a fight.

    I'm not capable of rude jokes.

    I get angry when people make fun of me.

    When people pretend to be bosses, I do everything so that they do not become arrogant.

    Almost every week I see someone I don't like.

    Quite a lot of people are jealous of me.

    I demand that people respect my rights.

    It depresses me that I don't do enough for my parents.

    People who constantly harass you deserve to have their noses punched.

    I am sometimes gloomy from anger.

    If I am treated worse than I deserve, I am not upset.

    If someone makes me angry, I don't pay attention.

    Although I don't show it, sometimes I get jealous.

    Sometimes I feel like they are laughing at me.

    Even if I'm angry, I don't use harsh language.

    I want my sins to be forgiven.

    I rarely fight back, even if someone hits me.

    When things don't go my way, I sometimes get offended.

    Sometimes people irritate me with their presence.

    There are no people I truly hate.

    My principle: “Never trust strangers.”

    If someone annoys me, I'm ready to say everything I think about him.

    I do so many things that I later regret.

    If I get angry, I might hit someone.

    Since I was ten, I have never had an outburst of anger.

    I feel like a powder keg ready to explode.

    If everyone knew how I felt, I would be considered someone who is not easy to get along with.

    I always think about what secret reasons make people do something nice for me.

    When people yell at me, I start yelling back.

    Failures make me sad.

    I fight no less and no more often than others.

    I can remember times when I was so angry that I grabbed something that came to hand and broke it.

    Sometimes I feel like I'm ready to start a fight.

    Sometimes I feel like life is treating me unfairly.

    I used to think that most people were telling the truth, but now I don't believe it.

    I swear with anger.

    When I do wrong, my conscience torments me.

    If I need to use physical force to protect my rights, I use it.

    Sometimes I express my anger by pounding the table with my fist.

    I can be rude to people I don't like.

    I have no enemies who would like to harm me.

    I don't know how to put a person in his place, even if he deserves it.

    I often think that I have lived wrong.

    I know people who can bring me to a fight.

    I don't get upset over little things.

    It rarely occurs to me that people are trying to make me angry or insult me.

    I often just threaten people, although I have no intention of carrying out the threats.

    IN lately I became a bore.

    I try to hide bad attitude to people.

    I would rather agree with something than argue.

Processing the results.

Indices of various forms of aggressive and hostile reactions are determined by summing up the responses received.

    Physical aggression: “yes” answers to questions 1,25, 33, 48, 55, 62, 68; Answers “no” to questions 9, 17, 41.

    Indirect aggression: “yes” answers to questions 2, 18, 34, 42, 56, 63; answers “no” to questions 10, 26, 49.

    Irritation: answers “yes” to questions 3, 19, 27, 43, 50, 57, 64,72; answers “no” to questions 11, 35, 69.

    Negativism: answers “yes” to questions 4, 12, 20, 28; “no” answers in question 36.

    Resentment:“yes” - 5, 13, 21, 29, 37, 51.58; “no” - 44.

    Suspicion: “yes” – 6, 14.22, 30, 38.45, 52.59; “no” – 65.70.

    Verbal aggression: “yes” – 7, 15, 23, 31, 46, 53, 60,71,73; “no” – 39,66,74,75.

    Feelings of guilt: “yes” – 8, 16, 24, 32, 40, 47, 54, 61, 67.

The hostility index includes scales 5 and 6, and the aggressiveness index (direct or motivational) includes scales 1, 3, 7.

The norm for aggressiveness is its index value equal to 21+-4, and for hostility 6.5-7+-3. At the same time, attention is drawn to the possibility of achieving a certain value indicating the degree of manifestation of aggressiveness.

Stott's observation map.

This observation card (OC) is intended to record forms of maladjusted behavior in children based on the results of long-term observation of the child. The CN includes 196 fragments of fixed forms of behavior, the presence or absence of which must be judged by the observer filling out the card. These fragments are grouped into 16 syndromes (see protocol in Appendix 13).

Observation map.

1. ND – distrust of new people, things, situations. This leads to the fact that any success costs the child enormous effort. From 1 to 11 - less obvious symptoms, from 12 to 17 - symptoms of a clear disorder.

    Talks to the teacher only when he is alone with him.

    Cries when reprimanded.

    He never offers any help to anyone, but willingly provides it if asked.

    The child is “subordinate” (agrees to “non-winning” roles, for example, during a game he runs after the ball, while others calmly watch it).

    Too anxious to be naughty.

    Lies without fear.

    He loves if people show him sympathy, but does not ask for it.

    He never brings flowers or other gifts to the teacher, although his comrades often do this.

    He never brings or shows the teacher things he has found or any models, although his comrades often do this,

    Has only one good friend and tends to ignore the other boys and girls in the class.

    He greets the teacher only when he pays attention to him. Wants to be noticed.

    Does not approach the teacher on his own initiative.

    Too shy to ask for things (such as help).

    Easily becomes “nervous”, cries, blushes if asked a question.

    Easily withdraws from active participation in the game.

    He speaks inexpressively and mumbles, especially when people greet him.

2. O – weakness (asthenia). We are not talking about clinical or even subclinical forms of weakness, but about manifestations of apathy, low mood, and a kind of “neurophysical exhaustion.” In pain mild form declines in energy alternate with manifestations of energy and activity. KS speaks of a shortage of energy resources in the child’s body, and therefore of his inability to be active. In a milder form (symptoms 1-6), various changes in activity and mood changes are observed from time to time. The presence of symptoms 7 and 8 indicates a tendency to irritation and physiological exhaustion. Symptoms 9–20 reflect more acute forms of depression. Points of this symptom are usually accompanied by pronounced syndromes of VV and TV, especially in extreme forms of depression. In all likelihood, they do represent elements of depressive exhaustion.

    When answering in class, he is sometimes diligent, sometimes he doesn’t care about anything.

    Depending on how he feels, he either asks for help with schoolwork or not.

    He behaves very differently. Diligence in academic work changes almost daily.

    In games he is sometimes active, sometimes apathetic.

    IN free time sometimes shows complete absence interest in anything.

    When doing manual work, sometimes he is very diligent, sometimes not.

    Impatient, loses interest in work as it progresses.

    Angry, “flies into a rage.”

    Can work alone, but gets tired quickly.

    For self made lacks physical strength.

    Lethargic, lacking initiative (in class).

    Apathetic, passive, inattentive.

    Sudden and sharp drops in energy are common.

    Movements are slow.

    Too apathetic to get upset about anything (and therefore doesn't ask anyone for help).

    The look is “dull” and indifferent.

    Always lazy and apathetic in games.

    Often daydreams.

    He speaks expressionlessly and mumbles.

    Causes pity (oppressed, unhappy), rarely laughs.

3. U - withdrawal into oneself. Avoiding contact with people, self-withdrawal. A defensive attitude towards any contact with people, rejection of the feelings of love shown to him.

    Absolutely never greets anyone.

    Doesn't respond to greetings.

    Does not show friendliness and goodwill towards other people.

    Avoids conversations (“closed in”).

    Dreams and does something else instead of schoolwork (lives in another world).

    Shows no interest in manual work at all.

    Shows no interest in group games.

    Avoids other people.

    Stays away from adults, even when hurt or suspected of something.

    Completely isolated from other children (it is impossible to get close to him).

    Gives the impression that he doesn't notice other people at all.

    He is restless in conversation and gets off topic.

    Behaves like a “wary animal.”

4. TV – anxiety towards adults. Anxiety and uncertainty about whether adults are interested in him or whether they love him. SK expresses the student’s anxious hopes, aspirations, and attempts to establish and maintain good relationships with adults. Symptoms 1-6 The child tries to make sure whether adults accept and love him. Symptoms 7-10 – attracts attention and exaggeratedly seeks the love of an adult. Symptoms 11-16 – Shows great concern about whether adults are taking it.

    He is very willing to carry out his duties.

    Shows an excessive desire to greet the teacher.

    Too talkative (bothers with his chatter).

    Very willing to bring flowers and other gifts to the teacher.

    Very often he brings and shows the teacher objects, drawings, models, etc. he has found.

    Overly friendly towards the teacher.

    Tells the teacher an exaggerated amount about his family activities.

    He “sucks up”, tries to please the teacher.

    Always finds an excuse to keep the teacher busy with his special someone.

    Constantly needs help and control from the teacher.

    Gets the teacher's sympathy. He comes to him with various small matters and minor complaints about his comrades.

    Tries to “monopolize” the teacher (occupy him exclusively with his own person).

    Tells fantastic, fictitious stories.

    He tries to interest adults in his special someone, but does not make any efforts on his part in this direction.

    Overly concerned with attracting adults' interest and gaining their sympathy.

    Completely "eliminated" if his efforts are unsuccessful.

Reading time: 7 minutes.

Method for developing spatial imagination

Graphic dictations are one of the most effective methods for developing a child’s spatial imagination. They help to achieve precision in hand movements, teach them to deftly use a pen and pencil, and navigate in space. And the child’s free orientation in space is the key to successful mastery of educational material.

In addition, such tasks seem very interesting for children. They are like a game during which the child watches small miracle: before his eyes, thanks to his own actions, a certain hero or object appears in the cells, the page of the notebook comes to life.

While performing such graphic exercises, hard work, perseverance are cultivated, and imagination develops. Children experience pleasure and joy, which directly affects their emotional state.

Ordinary beautiful drawing Only a capable child can create, but anyone can! This inspires the child and gives him confidence in his abilities.

Graphic dictations are often used in diagnostic practice.

Using performance standards, the psychologist has the opportunity to conditionally divide children into 4 categories:

  1. Children who showed a good and sufficient level of test performance. It can be assumed that they will not have any special learning difficulties in the process of acquiring knowledge.
  2. Children who completed the task at an average level mostly correctly followed the verbal instructions, but made a few significant errors at the reproductive level when completing the work independently. Usually need individual assistance on initial stage, mainly adapt to perform educational tasks independently.
  3. Children who showed low level execution. Specific reasons are indicated and individual difficulties are analyzed. Such children require increased attention from the teacher and step-by-step control on his part in the process of mastering new knowledge. Difficulties noticed in a timely manner and the use of certain measures to prevent failure significantly increase the likelihood of correcting the situation.
  4. Children who hardly did any work. Individual reasons are analyzed in order to develop correctional and developmental measures to overcome the underachievement of specific children. These children require a more in-depth psychodiagnostic examination and psychological and pedagogical support.

Graphic dictations - how to work?

Graphic dictation can be done in two ways:

  1. The child is offered a sample of a geometric design and asked to repeat exactly the same design in a checkered notebook.
  2. The adult dictates the sequence of actions indicating the number of cells and their directions (left, right, up, down), the child does the work by ear, and then compares his image of the ornament or figure with the example in the manual using the overlay method.

Graphic dictations are supplemented with riddles, tongue twisters, and tongue twisters. During the lesson, the child practices correct, clear and competent speech, develops fine motor skills of the hands, learns to highlight distinctive features objects, replenishes your vocabulary.

The tasks are selected according to the principle “from simple to complex.” If you start studying these graphic dictations with your child, do the tasks with him in order: start with the very first simple dictations and gradually move on to more complex ones.

For classes, you need a squared notebook, a simple pencil and an eraser so that the child can always correct the wrong line.

For children 5–6 years old, it is better to use a notebook with a large square (0.8 mm) so as not to strain their eyesight.

Starting from an older age, for graphic dictation, all drawings are calculated at the usual school notebook(they won’t fit in a large squared notebook).

The following notations are used in the tasks: the number of cells being counted is indicated by a number, and the direction is indicated by an arrow.

For example, the entry:

An example of graphic dictation should read: 1 cell to the right, 3 cells up, 2 cells to the left, 4 cells down, 1 cell to the right.

During classes, the child’s attitude and the friendly attitude of the adult are very important. Remember that classes for a child are not an exam, but a game.

Help your child, make sure he doesn’t make mistakes. The result of the work should always satisfy the child, so that he wants to draw in the cells again and again.

Your task is to help your child master the skills necessary for good study in a playful way. Therefore, never scold him. If something doesn’t work out for him, just explain how to do it correctly. Praise your baby more often, and never compare with anyone.

The duration of one lesson with graphic dictations should not exceed 10 - 15 minutes for children 5 years old, 15 - 20 minutes for children 5 - 6 years old and 20 - 25 minutes for children 6 - 7 years old.

But if the child gets carried away, do not stop him and interrupt the lesson.

Pay attention to the child’s sitting position during the dictation and how he holds the pencil. Show your child how to hold a pencil between the phalanges of the index, thumb and middle fingers. If your child doesn't count well, help him count the cells in his notebook.

Before each lesson, be sure to talk with your child about what to eat. different directions and sides. Show him where is right, where is left, where is up, where is down. Pay attention to the baby that every person has a right and a left side.

Explain that the hand with which he eats, draws and writes is his right hand, and the other hand is his left. For left-handers, on the contrary, it is necessary to explain to left-handers that there are people for whom working hand- right, but there are people for whom the working hand is the left.

After this, you can open the notebook and teach your child to navigate on a piece of paper. Show your child where the left edge of the notebook is, where the right edge is, where the top is, where the bottom is.

It can be explained that previously there were slanted desks at school, which is why the top edge of the notebook was called the top edge, and the bottom edge was called the bottom edge. Explain to your child that if you say “to the right,” then you need to point the pencil “there” (to the right). And if you say “to the left,” then you need to point the pencil “there” (to the left) and so on. Show your child how to count the cells.

You yourself will also need a pencil and an eraser in order to mark the lines you read. Dictations can be quite lengthy, and to avoid getting confused, put dots with a pencil opposite the lines you are reading. This will help you not to get lost. After the dictation, you can erase all the dots.

Each lesson includes graphic dictation, discussion of images, tongue twisters, tongue twisters, riddles and finger gymnastics. Each stage of the lesson carries a semantic load.

Activities with your child can be structured according to different sequence. You can first do finger exercises, read tongue twisters and tongue twisters, and then do a graphic dictation. On the contrary, you can first do a graphic dictation, then tongue twisters and finger gymnastics. It is better to make riddles at the end of the lesson.

When the child draws a picture, talk about the fact that there are objects and their images. Images can be different: photographs, drawings, schematic images. Graphic dictations are a schematic representation of an object.

Talk about how each animal has its own distinctive characteristics. Schematic illustration shows distinctive features by which we can recognize an animal or object.

Ask your child what the distinctive features of the animal he or she has drawn are. For example, in a hare - long ears and a small tail, an elephant has a long trunk, an ostrich has a long neck, a small head and long legs, and so on.

Work with tongue twisters and tongue twisters in different ways:

  1. Let the child pick up the ball and, rhythmically tossing and catching it with his hands, say a tongue twister or a tongue twister. You can throw and catch the ball for each word or syllable.
  2. Let the child say a tongue twister (pure tongue twister) while throwing the ball from one hand to the other.
  3. You can pronounce a tongue twister by clapping the rhythm with your palms.
  4. Suggest saying the tongue twister 3 times in a row and not getting lost.

Do finger exercises together so that the child sees and repeats the movements after you.

And now that you have become familiar with the basic rules for conducting a graphic dictation, you can begin classes.

I have selected several options for graphic dictations for preschool children. I hope your baby can handle them easily.