Visual impairment in children. Early diagnosis and correction of visual impairment in children Diagnosis of children with visual impairment middle age

Education Committee of the City District Administration –

Kamyshin town, Volgograd region

Municipal budgetary educational institution secondary school No. 14 of the city district - the city of Kamyshin, Volgograd region

Standardized diagnostic techniques adapted for working with children with visual impairments

2016

Method “Box of Forms”

Aimed at determining the formation of ideas about form. Since when performing tasks using this method, difficulties arise related to the perception of depth and volume, you should first analyze the insert figures with the child, isolating the necessary plane of the volumetric figure so that the child can identify it with a slot. There may be difficulties in practical insertion of figures due to underdevelopment of micro-coordination of movements. The psychologist must identify these differences by asking clarifying questions.

Target: assessment of the perception of shape and spatial relationships of the accuracy of coordination movements.

Stimulus material: drawer with slots and volumetric inserts. The bases of these liners correspond in shape to the slots of the box and represent geometric shapes: circle, triangle, rectangle (oval), square, polyhedron.

Carrying out the test:

An adult places a box in front of the child and lays out the insert figures.

Instructions:

An adult says to a child: “Let's play. Look at my box (house, elephant...), and there are windows in it for figures. Each figure has its own window. If you find the right window for the figure, it will drop into the box.

During the work, the adult records in the protocol: the correspondence of the shape of the insert to the slots of the box, taking into account the spatial position of the insert and the method of performing the action (visual correlation, trying on, trial and error).

Evaluation of results:

High level: performing a task based on visual

correlating the base of the liner with the slot in the box, taking into account the spatial position of the liner.

Average level: trying on, applying the liner figure

to a suitable slot. Simple inset figures (with a circle, square base) are visually correlated with the slots, and complex ones (with a base

triangle, polyhedron) tries on different ones, including those that do not correspond to the required slots. Spatial position

the insert is not always taken into account (may be inserted sideways into the desired slot)

Low level: performing a task through trial and error

(the child tries to push the insert first into one, then into another, etc., slots, or tries to push different inserts into one slot).

Protocol for the “BOX OF FORMS” technique

F.I. child_________________________________Age_________________

Venue___________________Group_________________

Date_____________________Educator-psychologist__________________

Form

Matching the shape of the liner with the slot of the box

Accounting for spatial

provisions

How to perform an action

Conclusions__________________________________________________________________________________________________________________________________________________________________________

Methods “Pyramid” and “Bowls”

Aimed at determining the formation of objective actions and ideas about magnitude.

When performing object actions, children with visual impairments may suffer from accuracy and coordination of movements, which causes slow test performance. For a more adequate assessment, it is necessary to first determine whether children have developed the concept of size and the ability to arrange objects in a series series.

“Bowls” technique

Goal: identifying the level of perception of the relationships of objects in size and mastering object actions.

Material: 5 - 7 bowls of the same shape, but different in size, which can be arranged as elements of a serial series.

The experimenter shows the child bowls nested one inside the other (matryoshka principle), then lays them out in disarray in front of the child and suggests: “Assemble the bowls as they were.” If necessary, the experimenter shows how to complete the task on the first two elements - a smaller bowl is placed in the largest bowl. Then the child must complete the task independently.

A high level of task performance corresponds to solving a problem based on visual correlation. For children of the fourth year of life, it is permissible to complete this task with one or two practical tests.

At an average level of difficulty, a positive result is not achieved on the first try. The child folded 2 - 3 bowls correctly, then skipped the right one, continued folding, adding one more (two) needed bowls. He had an extra one left, and he began to fold it again. It happens that it will take not one, but several practical tests to correctly fold the bowls, but in the end the child completes the task independently.

A low level is considered as the absence of an independent solution to this problem. In this case, the child can be asked to add a smaller number of elements (3 - 4) or modify the task: choose the largest element from two, and then from three.

Methodology "Pyramid"

Target: is aimed at identifying the level of perception of the relationships of objects in size and mastery of object actions.

Material: children's pyramid (5 - 7 elements)

The adult shows a sample of a pyramid or turret, fixing the child’s attention on the fact that the pyramid is smooth: “Look how smooth the pyramid is.” The sample is then sorted out of the mess. The experimenter asks: “Assemble the pyramid as it was.”

If the child finds it difficult, then the adult shows him in the first two elements how to complete the task.

A high level corresponds to performing a task based on visual correlation.

The average level corresponds to trying on, comparing the elements of the pyramid before putting it on the rod.

A low level is considered as the absence of an independent solution to this problem. In this case, the child can be asked to complete a task with fewer elements.

Methodology “Cut pictures”

Belopolskaya N.L.

Target: identifying the level of development of children’s holistic perception of an object picture.

Carrying out the examination: The adult shows the child parts of the cut picture and asks him to put the whole picture together:Look carefully at these cards. What do you think it is? What object is shown on them? Now fold these cards so that you get the item you named.

Training: an adult shows how to connect the parts into a whole. After this, he again invites the child to complete the task independently.

Stimulus material: subject pictures cut into several parts (2-6).

Processing instructions: Children with normal mental development from the age of 3 put together a picture from two parts using the trial method. After 4 years they move on to visual correlation. Pictures cut into 4 parts are offered from the age of 4; by the age of 5, the task is completed using the method of visual correlation. When working with pictures cut straight into three parts, children often “lose” the middle part, shifting the beginning and end of the image, but when surprised and asking, “Where should we put this piece?” fix the error themselves.

Children with mental retardation can assemble a picture of two parts by the age of 4; a picture of 4 parts can cause difficulties for them even at the age of 5. After showing the method of action (the adult collects, shows the child, and then destroys the picture), the child completes the task. Children are distracted, may not complete the task, and require organizational help and support.

Children with mental retardation do not understand the meaning of the task and randomly rearrange parts of the picture. By the age of 5–6 years, these children are able to assemble a picture cut into 2–4 parts, but to do this they need to be shown an already folded image. If the parts are upside down, folding becomes very difficult. Only after being shown and done together with an adult do they begin to assemble the picture on their own. However, for some of them, composing pictures from four parts remains inaccessible at this age.

1 point – does not understand the purpose of the task, acts inadequately in the learning environment.
2 points – accepts the task, but does not understand the terms of the task, acts chaotically, and after training does not move on to an independent method of execution.
3 points – accepts and understands the purpose of the task, performs it using the method of enumerating options, after training moves on to the method of targeted trials.
4 points – accepts and understands the purpose of the task, acts independently by trial or practical testing.

Sample stimulus material.

Methodology “Design by sample” (author T.V. Lavrentyeva) The “Construction by Model” technique is aimed at determining the level of development of spatial perception based on an analysis of the relative position of objects in space.

The material used is three pieces of building material of different shapes (for example, figures with a base - a semicircle, a triangle, a rectangle). The experimenter and the child have their own sets of parts.

The experimenter behind a screen (or a sheet of paper - a screen) creates a structure from building parts. Then he opens the structure and asks the child: “Build it the same way with your cubes.”

1. High level of task completion - construction of a structure based on visual comparison with the model.

2. In case of difficulties, the experimenter builds a structure without a screen (screen), in front of the child. Correct completion of the task in this case corresponds to the average level.

3. A low level is considered as a lack of independent completion of the task, even when the experimenter built the structure in front of the child.

“Free drawing” technique (“Drawing on a free topic”, “Beautiful drawing”)

The level of formation of ideas about the environment is revealed. Level of proficiency in drawing techniques and development of motor skills. The child is provided with paper (not glossy), pencils and colored pencils, and markers. Pencils are selected that are more contrasting in relation to the paper (red, blue, green, black, brown) Blind people use N.VKlushina’s device

This technique is a drawing - a message.
Instructions : “Draw whatever you want” or “Draw a beautiful color drawing.”
Materials : paper, a large selection of pencils and pastels.
Interpretation :

General impression;

Detailed interpretation begins with the most unusual elements of the design; clarifying questions on these elements;

Formal features:

The format of the drawing and its adequacy to the size of the sheet of paper;
- pressure in general (strong may indicate excessive control, sometimes - aggressive tendencies, weak - about uncertainty, an asthenic state, variable - about instability, mobility of the nervous system);
Meaningful features :
- absence of important elements of the picture;
- pressure when drawing details.
Location of the drawing on the sheet:
- the location in the center of the sheet is typical and is not interpreted;
- upward displacement – ​​high level of aspirations, “soaring in the clouds”, lack of support, instability of family / social ties;
- downward displacement – ​​lack of self-confidence, desire to remain in the shadows, low self-esteem;
- an upside-down drawing - in children under 4 years old it can be considered the norm, in older ones - it can indicate a violation of the concepts of “top-bottom”.
Other elements and their possible meaning:
- sharp corners - a tendency to aggressive manifestations;
- clear geometry - intellectualism, sometimes combined with insufficient development of the emotional sphere;
- an abundance of geometric (including rectangular) shapes - the need to fit into boundaries, standards, the desire to comply with generally accepted norms;
- chess coloring – rationality;
- shading – anxiety;
- darkening of an element or its excessive drawing in a specific area - a problem area, rigidity, for example, darkening of the mouth, may indicate difficulties in the communication sphere;
- sketchiness – poor understanding of oneself or reluctance to reveal oneself in pictures and words;
- oddities in the drawing, for example, the use of plant elements in a drawing of a person or animal and other elements that are inadequate to the context are alarming, painful signs, except in cases of strong creativity.

Methodology “Completing Figures” O.M. Dyachenko

The technique is aimed at determining the level of development of imagination, the ability to create original images

The material used is one set of cards (out of two offered), on each of which one figure of an indeterminate shape is drawn. There are 10 cards in total in each set.

Two equivalent sets of such figures have been developed.

One of these kits is offered during one examination, the other can be used during a follow-up examination or after a year.

Before the examination, the experimenter tells the child: “Now you will finish drawing the magic figures. They are magical because each figure can be completed so that you get any picture, any picture you want.”

The child is given a simple pencil and a card with a figure. After the child has completed drawing the figure, he is asked: “What did you get?” The child's answer is recorded.

Then the remaining cards with figures are presented sequentially (one at a time).

If the child does not understand the task, then the adult can show several options for completing the drawing on the first figure.

To assess the level of task completion for each child, the coefficient of originality (K) is calculated op ): number of non-repeating images. Images in which the figure turns into the same element for finishing are considered identical. For example, turning both a square and a triangle into a TV screen is considered repetition and both images are not counted toward the child.

Then the images created by each of the children in the study group based on the same figurine are compared. If two children turn a square into a TV screen, then the drawing does not count towards either child.

Thus, Kor equal to the number of drawings that are not repeated (according to the nature of the use of a given figure) by the child himself and by any of the children in the group. It is best to compare the results of 20-25 children.

Below is a protocol for processing the results obtained.

Figures for finishing are located horizontally. Vertically - the names of the children. Under each figure it is written which image the child gave. The names of repeated images horizontally (repetitions for one child) and vertically (repetitions for different children of the same figure) are crossed out. Number of uncrossed answers – K op every child. Then average K is output op by group (individual values ​​of K op sum and divide by the number of children in the group).

Low level of task completion – K op less than the group average by 2 or more points. Intermediate level – K op equal to the group average or 1 point above or below the average. High level – K op above the group average by 2 or more points.

Along with quantitative processing of results, it is possible to qualitatively characterize the levels of task completion.

The following levels can be distinguished:

At low level children actually do not accept the task: they either draw something of their own next to a given figure, or give non-objective images (“such a pattern”).

Sometimes these children (for 1–2 figures) can draw an object

a schematic drawing using a given figure. In this case, the drawings are usually primitive, template diagrams.

At average level Children finish drawing most of the figures, but all the drawings are schematic, without details. There are always drawings repeated by the child himself or other children in the group.

At high level children give schematic, sometimes detailed, but, as a rule, original drawings (not repeated by the child himself or other children in the group). The figure proposed for finishing is usually the central element of the drawing.

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

Federal State Budgetary Educational Institution of Higher Education

"South Ural State Humanitarian and Pedagogical University"

(FSBEI HE "SUGPU")

Vocational Pedagogical Institute

Department of Training of Teachers of Vocational Education and Subject Methodologies

Course work

ADAPTATION OF DIAGNOSTIC TECHNIQUES

Completed:

Group student ZF-109-102-3-1St

Gorelkina Lyudmila Anatolyevna

Scientific adviser:

Korneeva N.Yu.

(Candidate of Pedagogical Sciences, Associate Professor)

Chelyabinsk, 2017

Content

Introduction…………………………………………………………….……………………..…………………... 3

Problems adaptation. ………………..………………………………………………………………....…5

1. children with visual impairments ……………………………………………………………………………………………. .5

   Characteristic cognitive processes for children with visual impairments… ………….……………………………………………………………………….8

   Features of socialization methods for diagnosing cognitive processes for children with visual impairments ……………………………………………………..12

Conclusions on the first chapter…………………………….………………………………….16

………………………………………………….. ……………………………………......17

2.1. , aimed at formation cognitive processes for children with visual impairments … ………………………………………………………………………...…17

cognitive processes for children with visual impairments…………………………………………………………….........25

Conclusions on the second chapter………..…..……………………………...……………….…..34

Conclusion………...……………….……………..………...……………..….………...35

List of references………...…………………..…….……….......…………36

Applications………………………………………………………………………………..………...........40

Introduction

Every newborn baby perceives the world through hearing, sight and touch. Unfortunately, nature does not favor every baby, and sometimes a child is born with some kind of disorder. Children with visual impairments see the world completely differently, and their upbringing and development has its own characteristics. Proper upbringing of such a child is very important for his development, subsequent and in later life.

An increase in the number of such children is noted all over the world, so the problem of learning difficulties has become one of the most pressing psychological and pedagogical problems.problems of today. Visual impairment in a child can be functional or organic. The first are characterized by transient changes that can be corrected or can go away on their own (for example, strabismus, myopia, farsightedness, astigmatism, etc.). Organic lesions are based on morphological changes in the structure of the eye or other parts of the visual analyzer (optic nerves, pathways, etc.). Often, with organic visual impairment, concomitant lesions of the nervous system or congenital malformations are identified - cerebral palsy, hearing impairment, mental retardation, etc..

Education of children with visual impairments should take into account the recommendations of the ophthalmologist. Absolutely blind children can attend specialized kindergartens and study in boarding schools for the blind and visually impaired. It is possible to obtain secondary education through home schooling. With residual vision, children with disabilities can be taught using special equipment and aids.Based on this, we can considertopic coursework " Adaptation of methods for diagnosing cognitive processes for children with visual impairments» relevant.

Purpose of the study: explore the features adaptation of methods for diagnosing cognitive processes for children with visual impairments and develop practical recommendations for teachers and parents on the formationcognitive processes for children with visual impairments

Object of study: process socialization and correctionmethods for diagnosing cognitive processes for children with visual impairmentsSubject of study: Features of socialization of methods for diagnosing cognitive processes for children with visual impairments

In accordance with the purpose and subject of the study, the following were set and resolved:research objectives :

1. Study psychological, pedagogical, methodological literature on the problem under study;

2.Characterize peculiarities socialization and correctionmethods for diagnosing cognitive processes for children with visual impairments;

3.Identify methodsdiagnostics of cognitive processes for children with visual impairments

4.Develop a summary of direct educational activities, aimed atsocialization and correctionmethods for diagnosing cognitive processes for children with visual impairments.

Research methods:

theoretical: theoretical analysis of the problem based on the study of psychological, pedagogical, methodological, educational literature, synthesis, generalization.

empirical: observation, development of lesson notes,testing, conversation, experiment, study of activity products.

statistical: data processing, charts, tables.

Base of practice: Preschool educational institution at the Municipal educational budgetary institution of secondary school in the village. Oktyabrskoye Municipal District of the Sterlitamak District of the Republic of Bashkortostan.

Chapter 1. Theoretical foundations Problems

1. Psychological and pedagogical features of developmentchildren with visual impairments

Activity is a necessary condition for a child’s development. In the process of activity, life experience is acquired, the surrounding reality is learned, knowledge is acquired, skills and abilities are developed, thanks to which the activity itself develops. Research by A. Leontyev, S. Rubinstein, B. Teplov and others showed that mental processes develop in activity, mental, emotional and volitional qualities of the individual, his abilities and character are formed.

Cognitive activity is the child’s active activity in acquiring and using knowledge. In the process of cognitive activity, the child’s cognitive development occurs, i.e. development of his cognitive sphere (cognitive processes): visual and logical thinking, voluntary attention, perception, memory, creative imagination.

Cognitive activity is always based on a problem, so its goal is determined by solving the difficulties that have arisen.

An important component of cognitive activity is cognitive interest - focus on the material (game, environmental, mathematical, etc.), associated with positive emotions and generating the child’s cognitive activity.

The main principle of organizing the cognitive activity of preschool children is the principle of awareness and activity in the process of acquiring knowledge.

The main task of a child’s cognitive development is the formation of the need and ability to think actively and overcome difficulties in solving various mental problems.

Means of cognitive activity - abilities, methods of action, skills characteristic of the activity “within” which cognitive activity is located: gaming, artistic, etc.

The full cognitive development of children should be organized on 3 main blocks of the cognitive process:

At specially organized educational classes;

In the joint cognitive activity of children with the teacher;

In independent cognitive activity of children.

A child with a vision pathology develops in conditions of limited, distorted or complete absence of visual information about the world around him. Visual impairment negatively affects the development of all cognitive processes (visual sensations, perception, representation, speech, memory, attention, imagination).

The child has insufficient ideas about the objects and phenomena of the surrounding reality. In this regard, it is important during the preschool period to teach children, using their defective vision, to correctly visually identify important essential signs and properties.

The topic of familiarization is, first of all, the child’s close environment at home, in kindergarten. The familiarization process is based on the principle of a detailed study of objects, their properties and relationships. During the study, children learn sequential visual selection and analysis of the main identifying visually fixed features.

Where it is impossible or difficult to obtain visual information, children are taught to actively include intact analyzers in the examination process. The child receives additional information through polysensory connections (auditory-motor, tactile-motor, tactile, and others). This provides more complete and accurate information.

In the 1st and 2nd years of study, classes on familiarization with the outside world are closely related to the development of speech, since, along with the formation of sensory experience in the child, work is carried out on the children’s mastery of words, which ensures the ability to correlate a specific feature with its verbal designation.

In the 3rd and 4th years of study, work is carried out to expand and systematize ideas in certain connections of social science, natural history, mathematical and other knowledge.

The main methods and means in working with children are: examinations, excursions, observations, didactic games, exercises, illustrations, watching filmstrips, visual material, listening to recordings with the voices of birds, animals, sounds of the surrounding world.

When working with children with visual impairments, it should be taken into account that the child most successfully learns about the world around him based on acquaintance with real objects, and then on models, dummies and illustrative material.

Of great importance in the development of thought processes in children with visual pathology is the guidance of their activities by the teacher, its direction and stimulation. The teacher guides children’s visual perception, teaches them to identify in the environment all the signs that can be recognized not only with the help of vision, but also with all intact analyzers (touch, hearing, smell, taste, tactile, temperature sensitivity). This ability is extremely important for children with vision pathology; it significantly enriches their understanding of the world around them.

The teacher’s task is to make the perception of the world around us purposeful and conscious. The children are given the following instructions: “Look carefully”, “Listen...”, “Touch, feel, try”, “Smell...”, “Feel...”, “Feel...” (perception of temperature changes, rain, snow, water, etc.). d.). The following questions are asked: “What do you see around you?”, “What do you see far from you, close, next to you?”, “What sounds do you hear?”, “What smells do you smell?” etc.

The teacher gives tasks and conducts games depending on the problem statement:

Find leaves, fruits, vegetables that are the same color (shape);

Select objects of the same shape (buckets, cubes, etc.);

Find objects of the same shape, color, size;

Find the tallest, shortest tree;

Find the hidden toy, your house;

Run together to see who can reach the house faster;

Listen to what sounds;

Tell me what the weather is like.

Describe the signs of autumn, winter, spring, summer.

The teacher offers children games to imitate the movements of birds, animals, vehicles, role-playing games, etc.

1. Characteristic cognitive processes for children with visual impairments

The most important characteristic that allows a person to be classified as visually impaired and blind is the acuity of central vision.

TO blindinclude people with visual acuityfrom 0 to 0.05on the better seeing eye under conditions of optical correction. Go to categoryvisually impaired – from 0.05 to 0.4.

It should be noted that with congenital or early acquired blindness, children are deprived of not only visual stimuli. Their stimulation of other modalities is sharply reduced due to the insufficient development of intact analyzers. Such limitations lead to various changes in behavior and psychophysical development.

Classifications:

Highlight three groupspersons with visual impairments:

1. Blind:

born blind

early blindness (up to 3 years)

late blind

persons with light perception (persons whose visual acuity is almost 0, but can navigate by light).

Perception type:tactile-auditory

2. Partially sighted:

Persons with visual acuity from 0.01-0.05 on the better seeing eye under conditions of optical correction.

Perception type:tactile-auditory-visual

3. Visually impaired - visual acuity from 0.05 to 0.03 in the better seeing eye under optical correction. (children with amblyopia and strabismus)

Perception type:visual-auditory-tactile

Research by L.I. Solntseva indicate that the development of a child born blindin the first three months of lifeis not fundamentally different from the nature of the formation of the psyche of normally sighted infants (explanation: in the first months of life, vision does not yet play a decisive role in the development of the child, as in the later stages of the formation of the psyche). From 4-5 months of life, visual impairment has an inhibitory effect on the process of formation of the child’s psyche (manifests itself in a slowdown in general physical and sensorimotor development, a decrease in general activity).

Children begin to walk and crawl later, the formation of a vertical position is delayed (in some children it is observed until 3-4 years of age), and a fear of space appears. Manipulation with objects appears after 2 years.

The main means of cognitionpreschoolers performinghearing and touch.

Tactile perceptionperforms a compensatory function, but at the same time requires systematic corrective action, since the characteristics of normally developing peers lag behind in development. In the process of tactile perception, children are able to identify only individual properties of objects, without combining them into a single image. This leads to a slowdown in the process of formation of objective tactile perception.

By the end of preschool childhood, a blind child’s objectivity of perception is formed.

Visual perceptionpartially sighted and visually impaired people are impaired. Visual defects lead to the fact that visual perception correctly reflects only some, often secondary, features of an object. In this regard, images are distorted and are inadequate to reality.

Many visually impaired people have difficulty developing writing and reading skills.

The speed and activity of perception, its completeness and accuracy are reduced.

Auditory sensations -its importance increases with complete or partial loss of vision. With the help of sounds, it becomes possible to navigate in space, recognize people and objects.

Tactile sensations– due to vision loss, hand activity increases sharply. Thanks to the temperature sensitivity of the integument of the face, hands, blind people can judge its location by the heat transfer of objects, determine the level of liquid in a vessel, and the position of the sun.

Kinaesthetic sensations(muscular-articular, reflect the speed and accuracy of body movement in space, spatial characteristics) - in case of congenital or acquired blindness, the sensitivity of the kinesthetic analyzer does not reach the norm. In the absence of vision, a person begins to use arm length and hand size as measurements. And also the step when walking when determining the distance.

Vibration sensations– the role of orientation in space. Thanks to the vibration sensation, an obstacle on the way is determined. Plays a compensatory function.

Attention – Solntseva Lyudmila Ivanovnaindicates that almost all properties of a blind child’s attention, such as activity, direction, breadth, switchability, stability, etc., are influenced by impaired vision. However, the ability to develop attention to the level of healthy children is not lost.

The incompleteness and fragmentary nature of perception images affects the processes of switching attention, affects the volume and stability.

Process formation of ideasDue to deficiencies in perception, it is slowed down and does not reach differentiation. There is fragmentation and narrowness of ideas about the world around us.

Imagination– its quality depends on the richness of the stock of ideas. Deficiencies in the development of the imagination of persons with vision pathology are manifested in the low level of originality of images, their imagination, imitation, and in the poverty and lack of independence of the plan.

Memory processesfor the blind and visually impaired are difficult and have specific features of memorization, preservation, and recognition. But the general patterns of memory in the blind and visually impaired, as well as in the sighted, remain the same.

Among features of the memorization processblind and visually impaired (smaller volume and speed) A.G. Litvak also highlights the lack of meaningfulness of the memorized material. He associates deficiencies in logical memory with defects in perception and causes deficiencies in thinking (the gap between a concept and its specific content; hence the difficulties with mental operations of analysis and synthesis, comparison, etc.). But memorization of material that has semantic connections is quite successful in people with vision pathology..

Researchers explain the slow development of the memorization process in the blind and visually impaired by a lack of visually effective experience.

However, the blind have better developedauditorymemory. They quickly understand the meaning of a sentence in a foreign language, and also better identify the source of sound.

Profound visual impairments negatively affect the development of visual and effective thinking of a blind and visually impaired child. Preschool age is characterized by low cognitive activity. Deficiencies in the development of thinking affect the rate of formation of visual-figurative thinking. The narrowness of ideas, their fragmentation and schematism make it difficult to operate with secondary images in the process of thinking.

Verbal-logicalthinking is less dependent on the pathological factor, since it proceeds based on concepts with varying degrees of generality, many of which do not have figurative content, but only a verbal analogue. Verbalism is dangerous for a blind child because knowledge is presented to him in a ready-made form, he does not have the possibility of a sensory basis for the concepts he uses, as a result, understanding and the level of cognitive interests decrease.

Speech is compensation factor.Speech development is influenced by a narrowed circle of communication. Preschoolers encounter many speech patterns that are not typical for their age (speech development occurs at 1.5-2 years), the meaning of which they do not always understand. This makes the speech overly formal and poor in content. There is a gap between word and image. There are problems in the pronunciation side of speech when articulating a number of sounds, the production of which requires visual control. In general, speech remains the most intact aspect of the mental development of a blind child and is capable of performing regulatory and communicative functions..

1. Features of socialization methods for diagnosing cognitive processes for children with visual impairments

In the federal law “On the education of persons with disabilities”

health (special education)" refers to the rights of citizens in the field of special education to "free preschool education, primary general and basic general education from the age of six to eight years on the basis of a psychological, medical and pedagogical commission and an individual curriculum."

Before presenting specific methods of psychodiagnostics of cognitive processes: perception, attention, imagination, memory, thinking and speech in preschool children, let us consider the concept of a “standardized set of psychodiagnostic methods”, which has already been encountered and will be repeatedly mentioned in the text.

A standardized set of psychodiagnostic techniques for children of a certain age is understood as a minimum set of techniques included in it, necessary and sufficient to comprehensively, in all essential qualities and properties, assess the psychology of children of a given age, determine the level of psychological development of the child as a whole and in individual areas. qualities and properties. The word “standardization” included in the name of the complex means the possibility of obtaining, using all these methods, indicators that are identical in nature and comparable, which make it possible to determine the level of development of individual cognitive processes in a given child, to compare the degree of development of different cognitive processes in him and monitor the child's development from year to year. In addition, standardization involves the use of a single rating scale for all methods.

Most of the methods described in this section (this applies not only to the diagnosis of preschoolers, but also children of any age, as well as adults) allow one to obtain indicators of psychological development, expressed on a standardized, ten-point scale. At the same time, indicators ranging from 8 to 10 points, in most cases, indicate that the child has pronounced abilities or inclinations for their development. Indicators ranging from 0 to 3 points indicate that the child has a serious lag in psychological development from most other children. Indicators that fall within the range of 4-7 points indicate that the child’s level of development of the corresponding psychological quality is within normal limits, i.e. differs little from most other children his age.

Where it was difficult to establish a standard assessment system (this mainly concerns methods that involve a detailed qualitative description of the psychological property being studied), other, non-standard assessment methods have been proposed. These cases are specifically discussed and argued accordingly in the text.

For each of the methods presented in the complex, after its detailed description, preceded by brief instructions, a method for assessing the results obtained, a procedure and conditions for drawing conclusions about the level of development of the child based on the data obtained are given. The text of the entire standardized set of methods ends with the presentation of an Individual Card of the Child’s Psychological Development, which includes all the indicators obtained using private psychodiagnostic methods during a comprehensive examination of the child. Over the course of several years, you can enter data into this card regarding repeated and subsequent psychodiagnostic examinations of the same child, and thus monitor how the child develops psychologically from year to year or from month to month..

Indicators – scores and characteristics based on them of the level of psychological development of the child, used in the described methods, as absolute, i.e. directly reflecting the achieved level of development, concern children of five to six years of age. If the child is so old, then based on the indicators he receives, one can directly draw a conclusion about the level of his psychological development. The same indicators apply to children of younger age, but in this case they can only be relative, that is, considered in comparison with the level of development of children aged five to six years.

Let us explain this with an example. Let’s assume that a five- to six-year-old child, as a result of his psychodiagnostics using a perception assessment method called “What’s missing in these pictures?” received 10 points. His level of psychological development should accordingly be assessed as very high. If, using this method, the same child receives 2-3 points, then it follows that his level of psychological development is low. However, if, using the same method, a child of three or four years of age receives 2-3 points, then it will no longer be possible to simply say about him that his level of development is low. He will be this way only in relation to children of five or six years of age, but in relation to his peers he may turn out to be average.

The same can be said for high scores. 6-7 points for a child of five or six years of age can indeed mean an average score, but the same points received by a child of three or four years of age may indicate a high level of psychological development of this child in relation to the bulk of his peers. Therefore, whenever children other than five or six years of age are subjected to psychodiagnostics, the verbal conclusion regarding their level of development should contain the phrase: “...compared to children of five or six years of age.” For example: “In terms of memory development, this child is in the average range compared to children of five or six years of age.” There is no need to make such a reservation only if the appropriate age standards are established when using this technique. Then, instead of the words “in relation to children aged five or six,” it is necessary to say: “compared to the norm.”

The relative form of assessment at the first stages of using psychodiagnostic techniques is not only inevitable, but also very useful, as it allows one to compare indicators of the level of psychological development of children of different ages.

In the proposed complex of psychodiagnostic methods (Appendix 1), in addition, for many psychological properties there is not one, but several methods that evaluate these properties from different angles. This was done not only to obtain reliable results, but also because of the versatility of the diagnosed psychological phenomena themselves. Each of the proposed methods evaluates the corresponding property from a specific perspective, and as a result, we have the opportunity to obtain a comprehensive, comprehensive assessment of all the psychological characteristics of the child. The corresponding properties, the methods proposed for them and the resulting indicators are presented in the Card of the individual psychological development of the child.

Conclusions on the first chapter

From this theoretical aspect, several conclusions can be drawn regarding the adaptation of methods for diagnosing cognitive processes.Only a patient, friendly, positive emotional attitude of the teacher towards children promotes sustainable interest in play, work, and educational activities, activates the child’s cognitive activity, develops the cognitive sphere - visual and logical thinking, voluntary attention and perception, memory, creative imagination.

The described methods make it possible to assess the child’s perception from various angles, identifying, simultaneously with the characteristics of the perceptual processes themselves, the child’s ability to form images, make conclusions related to them, and present these conclusions in verbal form. The last two characteristics were introduced into the psychodiagnostics of children's perception because the main trend in the development of perception is precisely its gradual intellectualization.

For timelysocialization and correctioncognitive interestsin children with visual impairmentsit is important to note the main directions of psychological and pedagogical support for such families: diagnosis, correction and prevention of deviations in the development of the child’s vision; providing assistance to the child in realizing his educational needs, creating pedagogical conditions for conducting correctional and developmental classes with him; information assistance to parents regarding child development problems and the formation of their pedagogical ethics and psychological and pedagogical competence; inclusion of parents in the pedagogical process.

Chapter 2. Practical work on experimental researchadaptation of methods for diagnosing cognitive processes for children with visual impairments

2.1. A series of notes on direct educational activities, aimed at formation cognitive processes for children with visual impairments

1. GCD for the formation of spatial concepts in children with severe visual impairment in a mixed-age group

Topic: “Looking for puppies”

Goal: To develop children’s ability to navigate in micro and macro space.

Creating conditions for successful cooperation between a teacher and children of different ages in joint activities.

Tasks:

Correctional and developmental tasks for preparatory age are to continue to develop auditory perception by means of distinguishing the direction of sounds in space.

Encourage children to actively use spatial terminology when indicating the location of objects (second from bottom, third from top)

Activate visual orientation and search activity in space.

Consolidation of sensory standards, correlation by form.

To strengthen children's understanding of the prepositions B, OVER, UNDER, ON and the ability to see the spatial arrangement of objects.

Continue to consolidate spatial concepts through orientation in space: “from oneself”, “from an object”, “on a plane”, act according to verbal instructions, encourage children to dialogue.

Improve mental functions - attention, thinking, imagination, memory

Strengthen the ability to see and recognize and change direction.

Correctional and developmental tasks for middle age

Develop auditory perception by distinguishing the direction of sounds in space.

Continue to teach children to use spatial terminology in their speech, indicating direction on a plane (upper right corner, lower left corner...)

Encourage children to complete the orientation task according to the scheme, proposed by children of preparatory age. Develop the ability to listen and complete a task.

Develop visual orientation and search activity in space.

Formation of sensory standards, correlation by form.

Learn to see the spatial arrangement of objects. To clarify children's understanding of the prepositions B, OVER, UNDER, ON.

Develop spatial concepts through orientation in space: “from oneself”, “on a plane”, act according to verbal instructions, encourage children to dialogue.

Promote the development of mental functions - attention, thinking, imagination, memory.

Develop the ability to see and recognize and change direction of movement.

Educational for preparatory age

To clarify, consolidate and generalize ideas about the features of the appearance of birds, to develop the cognitive abilities of children.

Develop coherent speech.

Educational for middle age

To form ideas about the features of the appearance of birds, to develop an interest in their life. - To develop general behavior skills when performing practical tasks: regulation and control of actions.

Develop coherent speech and expand your vocabulary.

Educational

To promote the manifestation of communicative qualities in children, such as friendliness, mutual assistance, empathy, responsiveness, and self-control.

Develop the ability to listen and follow instructions, follow the rules.

Create an emotionally positive attitude towards joint activities.

Integration of educational areas:

area “Cognition” - familiarization with the environment;

area “Communication” - communication skills, abilities, coherent speech;

area “Socialization” - gaming activity.

Venue: group room

Methods and techniques: Playful, visual (showing, examining), verbal (conversation, question-answer, encouraging active thinking, individual responses from children), practical activities for children, questions for children, didactic game. Encouraging and praising children.

Materials and equipment:

Tape recorder, audio equipment, telephone

Flannelograph, easel, wall board,

Dog - soft toy – 2 pcs.

Cones – stands with different geometric shapes (stops)

Footprints (birds and dogs)

Notes - hints 2 pcs.

Bone

Collars – 2 pcs.

Compasses for hands with an isometric figure (for two hands - for each child)

Tree - flannelgraph, birds - color and silhouette

A steering wheel for every child.

Musical accompaniment (“We eat, eat, eat”, sounds of forest, sea and railway)

Didactic game “Fish in the Pond”

Multi-colored pebbles - circles

Plan - diagram

Puppy mat

Magnets in the form of multi-colored squares

Progress of the lesson

org. moment - Guys, we have guests in our group today, let's say hello. Hello!!! I learned from the guests about the trouble that had happened. It turns out that yesterday a girl, Zhenya, came to our garden with two puppies, and they disappeared somewhere. The girl is very upset, let's help the girl find the puppies?

situation

1; 3 minutes.

a) Examination of traces; Look what this is? “Whose tracks are these? What tracks should you follow? And where do they lead? I think if we follow the tracks, we will definitely find them.

b) Finding the collar; The tracks are over, do you see the puppies? (Children search and find a collar with a note) “We are in the park” (Misha reads)

situation 2; 7 minutes.

a) audio sounds (park, sea and railway) from technical devices simultaneously - in three directions. Taya, what did you hear? And you Misha? Where does the sound come from? What direction do you think we should go? Taya, do you agree with Misha? Go to the audio sound of the park.

b) didactic game “Where was the bird sitting?” children naming spatial relationships and correlating them by silhouette: above, on, under, to, from;

Oh, Oh, Oh, - it’s as if puppies had been here and scared away all the birds, only shadows remained. Let's seat them where they sat. Taya - what kind of bird did you take? Where did you put it? (To the right side of the tree) Misha, what is this bird called, where was it sitting? (on the second branch from the bottom on the right side of the tree) What kind of bird is this and where is it flying? Etc. And this bird has no shadow, it probably arrived recently, - Taya tell Misha where to put it.

c) Finding a bone under a tree with the clue, “We are on the shore of a pond” (Read by Misha)

situation 3; 5 minutes.

a) Outdoor game “Driving in a car with stops” Yes-ah-ah, the puppies ran far away, you can’t get there on foot. You have to go by car, since it is very far away, you will need to make stops. Look, here is a stop that has a form, here is a stop of a form, and. Put compasses on your hands, they will tell you where to stop. Let's look at who has which hand sign. Misha, look at Taina’s hands, on which hand does she have a compass with a square? The children are given steering wheels, and they drive along to the music, and as soon as the music stops, you listen carefully to which stop you need to go to (teacher - look at your right hand, ...). Children look at the compass of their right hand and go to the desired stop (so 3 times). They stop together at one stop and approach the pond.

situation 4; 4 minutes

a) examining the pond, didactic game “Where the fish swim.” Do you think there were puppies here? Yes, they were probably swimming and scared away all the fish, they all hid and were still entangled in the algae, let's free them. Let's take turns, Taya, where did your fish swim? What about Misha? And now Taya will take the fish and place it in the direction Misha says, and now Misha chooses the fish, and Taya says where it should swim.

b) finding the clue under the seaweed. “Map – diagram” walking over stones, across a pond

situation 5; 3 minutes.

a) Plan diagram of the path along the stones. Misha reads the diagram and tells him how to go, and Taya goes. We start the path from the red square. 2 steps forward, 1 left….The path led to a box with a “ ” sign

b) didactic game “Pick up the key to the box.” We are already close to the solution to the disappearance of the puppies. We found a box, but it is closed. We need to find a key, what shape do we need to find the key? Children use a miracle box to tactilely pick up keys. The box opens. Hooray!!! We found the missing puppies, do you think Zhenya will be happy?

situation 6 (summarizing); 3 minutes.

Well done, we looked for them for a long time, Taya, where did we look for them? Misha, where were you then? What did you drive? Oh, the puppies are probably tired, while Zhenya is going after them, let’s put them on the rug to rest. Only the rug is not fun, first we need to decorate it, and then we’ll put the puppies on it to rest. Misha tells Taya where to put the elements of the pattern, and Taya tells Misha. The puppies are placed on the mat.

2. Summary of educational activities for the development of visual perception for children 6–7 years old with visual impairments “Secrets of the winter forest”

Target. Expansion and systematization of knowledgechildren about their environment, habits, nutrition of wild animals, living conditions inwinterperiod and human roles.

Tasks:

Correctional and educational.Developthe ability to compare, generalize, find signs of similarity and difference. Learn to solve descriptive riddles. Contributedevelopmentcoherent speech and vocabulary enrichment.

Corrective developing. Learn perceive a real object, examine animals(toys) using visionand safe analyzers. Learn to recognize animals in difficult conditionsperception, by part of the body, by constant informative features, in different modalities, in a noisy background, to compose a whole from parts, from geometric shapes, to recreateoverall visual image. Improvevisual functions: develop a good eye, oculomotor and tracking function of the eye, increase sharpnessvision, binocular vision. Develop visuallymotor coordination, fine and gross motor skills.

Corrective educational. Educate childrencognitive interest, emotionally positive, kind attitude towards animals, sympathy, desire to help wild animals and birds survive in winter.

Equipment: CD player, music disc:« Winter morning» ; Tchaikovsky P. I.

Demonstration material: subject pictures of a brown and polar bear.

Handout: flannelographs; pictures: subject, cutaway wild animals, noisy"IN winter forest» ; hare stencils, felt-tip pens, leads, soft pads;"Wonderful bag", “Tangram”, “Muff”, “Labyrinths”.

Preliminary work. A trip to the zoo, local history museum. Draw the child's attention to the distinctive features of each animal. Looking at illustrations and reading books about animals. Learn to compare images of animals in books with their appearance in reality. Vieweducational video film: “Your funny animal friends”. Origami crafts"Fox" , drawings, applications.

Progress of the lesson

Steps Contents Note

1. I invite everyonechildren, hit the road quickly. Close your eyes and dream a little. The breeze caught us,winter forest moved. Tests and difficult tasks await you. Today we will revealthe secret of the winter forest. Organizing time

2. D/u: "Who hid inwinter forest» . Guys, take a lookwinter forest. Tell me who was hiding?(wolf, fox, hare, squirrel, butterfly, swallow). Who's the odd one out? winter forest? Why? Take a felt-tip pen and trace the outline of the animals. The typhlopedagogue suggests viewing the picture in a noisy background in two sizes depending on the severitychildren's vision.

3. Competition game“Who can find the most differences in bears?”. Guys, look at the pictures carefully, compare, tell me how these two bears are similar? Answers: there is a head, neck, torso, tail, four legs. The head has ears, two eyes, a nose, and a mouth. Now guys, let's play a game and we will find out which of you is the most attentive. We need to find differences in bears. The one who gets the most chips will win. Answers: a brown bear is brown, and a white bear is white. The brown bear has a round head with small round ears and a short neck, while the polar bear has an elongated head, small ears, and a long neck. Both have warm and fluffy fur. The brown bear eats berries, roots, loves honey, and lives in the forest. Polar bear, lives in the North, eats fish and seals. There are pictures of a polar and a brown bear on the board.

Children find differences, the teacher gives chips for each correct answer and rewards the winner.

Differences: coat color, head shape, neck length. Size of ears, tail, claws, habitat, food.

4. D/i: “Tangram” . Guys, here’s the problem, look, all the animals are mixed up, help, put the pieces of animals together, name what animal you got. Smart guys, everyone completed the task. Children make up a fox and a hare from geometric shapes. Those who find it difficult are given a sample in an outline image.

5. Physical exercise “Animals in the Forest”. We came to winter forest, it's full of miracles. On the left there is a birch tree in a fur coat, on the right the Christmas tree is looking at us. Snowflakes are spinning in the sky. So the bunny galloped up and ran away from the fox. A gray wolf is prowling the field, looking for prey. The bullfinches have arrived, how beautiful they are. Only the bear sleeps in the den, and will sleep all winter. There is peace and quiet in the forest. Well, it's time for us to go home. On the wall is an ophthalmic simulator according to V. F. Bazarny’s method. Children get up and do exercises according to the text.

6. Reading a poem. Guys, listen carefully to the poem: One day two little hares, and with them two wolf cubs, 2 red fox cubs, and 2 cheerful funny bear cubs, ran early in the morning from the house to the clearing. Quickly count how many animals and friends there were. Name who came running to the clearing? The teacher reads a poem. Children remember and name animals.Developing attention, memory.

7. Visually-motor coordination. Labyrinth"Who lives where?", “Who eats what?” Guys, run your finger along the path from the bear, tell me where he lives?(in the den) . The fox is in the hole, the wolf is in the den, the mouse is in the hole. The squirrel is in the hollow, the fish is in the water. Children trace the lines with their fingers and trace with their eyes, and name where the animals live.

8. D/i: "Wonderful bag". Guys, there is animal food in the bags. Place your hand in the bag and feel by touch what kind of food is in your hand. Name the food, what animal needs it? Di:"Muff" . Guys, find out with your hands what animal is hidden in the muff? Children examine it by touch and say what they picked up. They take out: carrots, nuts, acorns, pine cones, seeds and say who needs this food.

9. D/u: “Trace along the stencil and pin along the contour”. Guys, trace the hare on the stencil. Now take the pencil leads and pin the bunny along the outline. Children trace the hare along the outer stencil with a felt-tip pen, then put a pad on it and pin it with a stylus.

10. D/n: “Find out who this is?” Forest owner? (bear) . Thrifty? (squirrel) . Beauty forests? (fox) . Barbed? (hedgehog) . Who's careful?(hare) . Wagging his tail?(dog) . Sokhaty who? (elk) . Orderly forests who? (wolf) .

The teacher suggests playing a game. Children guess and post object pictures of animals.

11. Summary. Our journey towinter forest. Remember and tell us what we did today? I really liked the way you worked today. Well done, I'm proud of you! Goodbye.

2.2 Results of the experimental studycognitive processes for children with visual impairments

According to the results of the experimental studydiagnosticscognitive sphere in children with visual impairmentsThe following factors were identified:

Features of attention in children with visual impairments.

The child cannot maintain his attention on one object; he is constantly distracted by bright and new objects that surround him. For example: a neighbor’s bright line or new shoes. Also, the attention span is significantly less than that of children with general educational opportunities, and the instability of the child’s attention is contributed to by noise in the classroom and unclear speech of the teacher.

Features of sensation and perception

Since children with visual impairments have limited and fragmented ideas, it can be argued that such children have limited perception and sensation. In contrast to their normally developing peers, the speed of perception in children with visual impairments is significantly lower. Objects are perceived as an incoherent set of sensations without forming an object of perception.

You can also observe an inability to comprehend and select material. This category of children has impaired spatial orientation, which leads to difficulties in mastering writing and reading.

Memory Features

In children with visual impairments, deviations from the norm are observed in both voluntary and involuntary memory due to reduced cognitive activity. A low level of productivity and limited memory capacity indicates an inability to use memorization techniques, associations, etc. It is also important to note that visual material is remembered better than verbal material.

Such children are characterized by the absence of an active search for rational methods of memorization; an active search for methods of memorization and reproduction. It is better to remember material that has been repeated many times and is connected by existing knowledge (when studying numbers, it is not recommended to study the structure of problems or geometric shapes).

Features of thinking

Since children with visual impairments tend to have a low level of cognitive development, their thinking is very poorly developed.

There is also a tendency towards difficulty in mastering concepts and terms, and an inability to identify essential features. Some children may have well-developed elementary forms of classification (children can divide objects into groups based on colors, shapes, etc.).

Visual-figurative thinking.

Children with visual impairments find it difficult to act according to a visual model due to a violation of the operations of analysis, a violation of integrity, focus, activity of perception - all this leads to the fact that the child finds it difficult to analyze the model, identify the main parts, establish the relationship between parts and reproduce this structure in the process own activities.

Logical thinking.

Children with visual impairments have impairments in the most important mental operations, which serve as components of logical thinking:

· analysis (gets carried away by small details, cannot highlight the main thing, highlights insignificant features);

· comparison (they compare objects according to incomparable, unimportant characteristics);

· classification (the child often makes the classification correctly, but cannot understand its principle, cannot explain why he did this).

Features of speech

In children with visual impairments, there is a prevalence of speech disorders, which are primarily associated with the characteristics of the psychomotor development of these children.

As for speech defects, children with visual impairments have the same speech disorders as children with normal development. But the most common disorders are dyslexia and dysgraphia, i.e. violations of sound pronunciation and written speech.

Emotional and volitional sphere of children.

Children with visual impairments have difficulty verbalizing their emotions, states, and moods. As a rule, they cannot give a clear and understandable signal about the onset of fatigue, reluctance to complete a task, discomfort, etc. This can happen for several reasons:

a) insufficient experience in recognizing one’s own emotional experiences does not allow the child to “recognize” the state;

b) the negative experience of interaction with adults that most children with visual impairments have prevents them from directly and openly experiencing their mood;

c) in cases where his own negative experience is recognized and the child is ready to talk about it, he often lacks the vocabulary and basic ability to formulate his thoughts for this;

d) finally, many children with visual impairments, especially those caused by pedagogical neglect, develop outside the culture of human relations and do not have any examples of effectively informing another person about their experiences.

Application

Annex 1.

Methods for diagnosing cognitive processes

Methodology “What is missing from these pictures?”

The essence of this technique is that the child is offered a series of drawings presented in Figure 1. Each of the pictures in this series is missing some essential detail. The child is tasked with identifying and naming the missing detail as quickly as possible.

The person conducting the psychodiagnostics uses a stopwatch to record the time spent by the child on completing the entire task. The work time is assessed in points, which then serve as the basis for a conclusion about the level of development of the child’s perception.

Evaluation of results

Conclusions about the level of development

10 points – very high.

8-9 points – high

4-7 points – average

2-3 points – low

0-1 point – very low.

Fig. 1. A series of pictures for the “What is missing in these pictures” technique

Method “Find out who it is”

Before applying this technique, the child is explained that he will be shown parts, fragments of a certain drawing, from which it will be necessary to determine the whole to which these parts belong, that is, to reconstruct the whole drawing from a part or fragment

A psychodiagnostic examination using this technique is carried out as follows: The child is shown Figure 2, in which all fragments are covered with a piece of paper, with the exception of fragment “a”. The child is asked to use this fragment to say to which general drawing the depicted detail belongs. 10 seconds are allotted for solving this problem. If for This time the child was unable to correctly answer the question posed, then for the same time - 10 seconds - he is shown the next, slightly more complete picture “b”, and so on until the child finally guesses what is shown on this drawing

The total time spent by the child on solving the problem and the number of fragments of the drawing that he had to look through before making the final decision are taken into account.

Evaluation of results

Conclusions about the level of development 10 points – very high

8-9 points – high.

4-7 points – average.

2-3 points – low.

0-1 point – very low





Fig. 2 Pictures for the “Find out who it is” technique.

Methodology “What objects are hidden in the drawings?”

The child is explained that he will be shown several contour drawings in which many objects known to him are, as it were, “hidden”. Next, the child is presented with rice. 4 and are asked to consistently name the outlines of all objects “hidden” in its three parts: 1, 2 and 3.

The task completion time is limited to one minute. If during this time the child was unable to completely complete the task, then he is interrupted. If the child completed the task in less than 1 minute, then the time spent on completing the task is recorded.

Note. If the person conducting the psychodiagnostics sees that the child begins to rush and prematurely, without finding all the objects, moves from one drawing to another, then he must stop the child and ask him to look in the previous drawing. You can move on to the next drawing only when all the objects have been found. available in the previous figure. The total number of all objects “hidden” in Figure 3 is 14

Fig 3 Pictures for the method “What objects are hidden in the pictures”



8-9 points – high

4-7 points – average.

2-3 points – low.

0-1 point – very low.

Methodology “How to patch a rug?”

The purpose of this technique is to determine to what extent the child is able, by storing images of what he has seen in short-term and operative memory, to practically use them, solving visual problems. This technique uses the pictures presented in Fig. 4. Before showing it, the child is told that this drawing shows two rugs, as well as pieces of material that can be used to patch the holes in the rugs so that the patterns of the rug and the patch do not differ. In order to solve the problem, from several pieces of material presented in the lower part of the picture, you need to select the one that most closely matches the design of the rug.



Fig. 4 Pictures for the method “How to patch a rug?” Evaluation of results

Conclusions about the level of development

10 points – very high.

8-9 points – high.

4-7 points – average.

2-3 points – low.

0-1 point – very low.

METHODS OF DIAGNOSTICS OF ATTENTION

The following set of techniques is intended for studying the attention of children, assessing such qualities of attention as productivity, stability, switchability and volume. Each of these characteristics can be considered separately and at the same time as a partial assessment of attention as a whole. To diagnose the listed characteristics of attention, various methodological techniques are proposed. At the end of the examination of the child using all four methods presented here related to attention, it is possible to derive a general, integral assessment of the level of development of the preschooler’s attention. All individual assessments of attention, as in the previous case, are entered into the Individual Card of the child’s psychological development.

Method 5. “Find and cross out”

Fig. 5 Matrix with figures for the task “Find and cross out” for children from three to four years old





Fig. 7 Matrix with figures for the task “Find and cross out” for children aged four to five years

“Now you and I will play this game: I will show you a picture in which many different objects that are familiar to you are drawn. When I say the word “begin,” along the lines of this drawing you will begin to look for and cross out the objects that I name. It is necessary to search and cross out the named objects until I say the word “stop”. At this time, you must stop and show me the image of the object that you saw last. After that, I will mark on your drawing the place where you stopped, and again I will say the word “begin”. After that you will continue to do the same thing, i.e. look for and cross out given objects from the drawing. This will happen several times until I say the word “end”. This completes the task."

In this technique, the child works for 2.5 minutes, during which he is told the words “stop” and “start” five times in a row (every 30 seconds).

In this technique, the experimenter gives the child the task of looking for and crossing out any two different objects in different ways, for example, crossing out an asterisk with a vertical line, and a house with a horizontal line. The experimenter himself marks in the child’s drawing those places where the corresponding commands are given.

Processing and evaluation of results

When processing and evaluating the results, the number of objects in the picture viewed by the child within 2.5 minutes is determined, i.e. for the entire duration of the task, as well as separately for each 30-second interval. The data obtained is entered into a formula that determines the general indicator of the child’s level of development of two properties of attention simultaneously: productivity and stability:



where S is an indicator of productivity and stability of attention of the examined child;

N – number of images of objects in Fig. 5 (6) viewed by the child during work;

t – operating time;

n – number of errors made during work. Errors are considered to be missing necessary images or crossing out unnecessary images.

As a result of the quantitative processing of psychodiagnostic data, six indicators are determined using the above formula, one for the entire time of working on the technique (2.5 minutes), and the rest for each 30-second interval. Accordingly, the t variable in the method will take values ​​of 150 and 30.

Based on all indicators S obtained during the task, a graph of the following type is constructed (Fig. 8), based on the analysis of which one can judge the dynamics of changes over time in the productivity and stability of the child’s attention. When constructing a graph, productivity and sustainability indicators are converted (each separately) into points on a ten-point system as follows:

Sustainability of attention, in turn, is scored as follows:

Rice. 7 Variants of graphs showing the dynamics of productivity and stability of attention using the “Find and Cross Out” method

The graph shows various productivity zones and typical curves that can be obtained as a result of psychodiagnostics of a child’s attention using this method. These curves are interpreted as follows

1 Curve shown using a line like –.–.–. This is a chart of very highly productive and sustained attention.

2 Curve represented by a line like This is a graph of low-productive but sustained attention

3 A curve represented by a line of the type – – – – –. Represents a graph of average productive and average sustained attention

4 The curve depicted with the line –––– Is a graph of average unproductive but unstable attention

5 Curve represented by the line – – – – –. Represents a graph of moderately productive and extremely unstable attention

The productivity of attention is very high, the stability of attention is very high.

8-9 points

– productivity of attention is high, stability of attention is high.

4-7 points

– productivity of attention is average, stability of attention is average.

– productivity of attention is low, stability of attention is low.

– productivity of attention is very low, stability of attention is very low.

“Put icons” technique

The test task in this technique is intended to assess the switching and distribution of the child’s attention. Before starting the task, the child is shown a picture. 8 and explain how to work with it. This work consists of putting in each of the squares, triangles, circles and diamonds the sign that is given at the top of the sample, i.e., respectively, a tick, a line, a plus or a dot.

The child works continuously, performing this task for two minutes, and the overall indicator of switching and distribution of his attention is determined by the formula:



where S is an indicator of switching and distribution of attention;

N – the number of geometric shapes viewed and marked with appropriate signs within two minutes;

n – the number of errors made during the task. Errors are considered to be incorrectly placed or missing signs, i.e. geometric shapes not marked with appropriate signs.

Evaluation of results





Fig. 8 Sheet for the “Put icons” method

Conclusions about the level of development

10 points – very high.

8-9 points – high.

6-7 points – average.

4-5 points – low.

0-3 points – very low.

“Remember and dot the dots” technique

Using this technique, the child’s attention span is assessed. For this purpose, the stimulus material shown in Fig. 9 The sheet with dots is pre-cut into 8 small squares, which are then folded into a stack so that at the top there is a square with two dots, and at the bottom - a square with nine dots (all the rest go from top to bottom in order with a successively increasing number of dots on them) .

Before the experiment begins, the child receives the following instructions:

“Now we’ll play a game of attention with you. I will show you cards one by one with dots on them, and then you yourself will draw these dots in the empty cells in the places where you saw these dots on the cards.”

Next, the child is shown sequentially, for 1-2 seconds, each of eight cards with dots from top to bottom in a stack in turn, and after each next card he is asked to reproduce the dots he saw in an empty card (Fig. 10) in 15 seconds. This time is given to the child so that he can remember where the dots he saw were located and mark them on a blank card.

Evaluation of results

The child’s attention span is considered to be the maximum number of dots that the child was able to correctly reproduce on any of the cards (the one from the cards on which the largest number of dots was accurately reproduced is selected). The results of the experiment are scored as follows:

Conclusions about the level of development

10 points – very high.

8-9 points – high.

6-7 points - average.

4-5 points – low.

0-3 points – very low.





Fig. 9 Stimulus material for the task “Remember and dot the dots”

§ 2. Examination of children with visual impairments

Children with visual impairments represent a large and very diverse group both in terms of the characteristics of their vision, the origin of the diseases and the conditions of social development. The general psychological requirements for organizing and conducting examinations of such children are: preliminary acquaintance with the history of development, observation of the child’s behavior and activities in the group, in classes, and during leisure hours. Particular importance is attached to establishing contact with the child, organizing the location of the study, and choosing adequate methods.

The specific requirements are:

· in appropriate lighting;

· limiting continuous visual load (5-10 minutes in primary and secondary preschool age and 15-20 minutes in senior preschool and primary school age);

· in changing the type of activity to an activity not associated with intense visual observation;

· in special requirements for visibility.

L.N. Solntseva identifies three critical periods in the development process of each child with visual impairments, in accordance with which the directions of the examination are determined.

The period of awareness of one’s difference from normally seeing children. Understanding one’s shortcomings and awareness of the need for its correction contribute to the emergence of self-regulation, however, the lack of arbitrariness of mental processes and a passive position in relation to the environment slow down its development.

Directions of examination:

· identifying the child’s awareness of himself as an individual with his own special needs and characteristics: knowledge of his senses, understanding of the benefits of wearing glasses and treatment, desire to communicate, understanding of the opportunity to ask for help, self-control of behavior, etc.;

· specific problems of social adaptation and finding out the presence and development of the child’s skills and qualities that help to live in society, resolving emerging difficulties and conflicts both with the help of adults and independently: how the child develops the process of expanding knowledge, how he uses the multisensory nature of perception, how he receives information from others, is he active in this process, does he offer his help to others, does he understand the need to comply with norms and rules of behavior;

· formation of knowledge, skills and psychological readiness of the child to go beyond the limits of a narrow group, expand contacts with people and society, overcoming fear of new people, unfamiliar space: the child’s ideas about society, social relations, social services, the ability to use modern technical means, etc. d.;

· determination of the formation of the need for work activity, especially in types of work that require skills, the formation of which can be difficult due to impaired coordination of movements with profound visual impairment.

The period of preparation and transition of a child to school education. The psychologist must determine the child’s readiness for educational activities, his ability to use accumulated knowledge and skills in new conditions, and the formation of appropriate motivation.

In the initial period, the educational activity of children with visual impairments proceeds at a slow pace, since the child needs to create a field of activity based on touch, impaired vision, proprioceptive sensitivity: these are spatial representations, automation of the movement of the touching hand, control over the flow and effectiveness of activity.

At the same stage, it is important to determine the degree of isolation of the child, the feeling of discomfort in a new situation for him, the degree of uncertainty or competence, the dependence of the child’s self-awareness on the assessment of his defect.

The use of diagnostic tests aimed at determining the degree of readiness of a child for learning is permissible only after they have been adapted (see below).

The period of transition to secondary school education. Children experience reflection, develop their own views and opinions, feelings of criticality and self-criticism arise, and major changes occur in relationships with other people. During this period, it is important for the psychologist to determine:

· level of formation of educational activities, degree of assimilation of program material;

· level of abstract thinking, reflection;

· voluntariness, ability for self-regulation, formation of cognitive motivation;

· types of relationships and level of communication;

· degree of self-determination and independence;

· nature and content of self-esteem;

· gaps in knowledge in order to correct them.

There are few special methods for psychological diagnosis of children with visual impairments, and the use of general psychological tests requires adaptation of the stimulus material due to the peculiarities of the visual function of tasks.

The tasks proposed for examination may consist of real objects, geometric planar and volumetric shapes, relief and planar images in contour or silhouette form, made in various colors.

Requirements for the characteristics of the stimulus material:

the contrast of presented objects and images in relation to the background should be 60-100%. Negative contrast is preferable, since children are better at distinguishing black objects on a white background than vice versa;

1. the proportionality of the relationship between objects must correspond to the relationships of real objects;

2. the color of the stimulus materials must correspond to the real color of the objects;

3. high color contrast is required - 80-95%;

4. the images must clearly highlight the near, middle and distant plans,”

5. the background should be cleared of details that are not part of the intent of the task;

6. It is advisable to use yellow-red-orange and green tones in the color scheme;

7. The distance from the child’s eyes to the stimulus material should not exceed 30-33 cm, and for blind children - depending on the acuity of residual vision.

The basic principle of adaptation of methods is to increase the exposure time of stimulus material, depending on the characteristics of visual pathology, by 2-10 times.

Particularly highlighted for children with visual impairments are the qualitative parameters for assessing the performance of diagnostic tasks (L. N. Solntseva):

· techniques based on motor skills: not the speed and accuracy of movements are taken into account, but the overall effectiveness of execution. The time allotted to complete the task increases; all tests to study the movements and motor skills themselves are excluded;

· speech techniques: the child’s formation of real ideas corresponding to the verbal material is first determined. The formalism of speech characteristic of children with visual impairments may manifest itself in the absence of a full-fledged real representation;

· techniques with elements of drawing: you should first find out whether the child has formed an idea of ​​the object that needs to be depicted and its characteristics;

· techniques based on visual analysis and synthesis of spatial relationships of objects: they first determine whether the child has developed knowledge of the proposed forms and objects;

· methods using free creative games: it is first determined whether the child knows the toys with which he will play. This is especially true for stylized toys, animals in clothes, and fairy-tale characters. Children are first introduced to the actions that can be performed with toys, as well as the room in which they will play;

· techniques based on imitation: given the absence of this process in blind children and the difficulties of its formation in children with profound visual impairments, the demonstration should be performed on the child himself, using his motor-muscular memory and joint actions with adults.

During the examination, standardized techniques can be used to determine the level of mental development and educational activity. However, this is only possible if the material is adapted in accordance with the general requirements for the visual and tactile capabilities of Children.

The examination of the organ of vision literally begins with the first glance at the patient. Visual impairment can be indicated by details such as gait (uncertain or stumbling), body position (head down or thrown back, arms outstretched), closed eyes, and much more.

The doctor begins diagnosing visual impairment by clarifying the patient’s complaints. Sometimes it is enough to voice special, characteristic symptoms to make a preliminary diagnosis. To more accurately determine the disease, special studies are additionally required.

Methods for examining the eye for visual impairment

In modern ophthalmology, the following are used for diagnostic purposes:

• external inspection;
• examination by side illumination method;
• transmitted light examination method;
• ophthalmoscopy;
• autorefractometry;
• biomicroscopy;
• gonioscopy;
• echoophthalmography;
• fluorescein angiography of the retina and others.

Features of diagnosing visual impairment in children

Examination of the visual organ in children also begins with a visual assessment of the condition of the eyes.

• An assistant is required for an ophthalmological examination of a child under three years of age.
• To ensure maximum accuracy of the study, it is necessary to fix the child’s head, legs and arms in a certain position.
• The methods for diagnosing visual impairment in children are the same as in adults. Additionally, auxiliary instruments can be used, for example, an eyelid lifter.
• To determine visual acuity, special children's tables with images of objects and animals are used.

Diagnosis of children with visual impairment should be carried out by a pediatric ophthalmologist with special training. In this case, one should take into account the characteristics of the child’s nervous system, his inability to concentrate his gaze on a specific object for a long time, increased mobility and excitability. In addition, changes in visual functions in children are associated with a psycho-emotional state, fatigue and general malaise. Therefore, in order to avoid mistakes and misdiagnosis, it is very important that the child at the time of examination is relatively calm, well-fed, rested and in a good mood.

Even the ancient Egyptians, in their myths, compared the eye to the Sun. Indeed, our eyes are a precious and great gift. With their help, we see everything that surrounds us. However, not only with age can a person develop eye problems, they can already occur in early childhood. Therefore, children with visual impairment should be diagnosed as early as possible (from 6 months).

Visual impairment in children

Most often, people consult an ophthalmologist with strabismus. It is dangerous because it can lead to blindness (amblyopia). Strabismus can be divergent (when the eye is shifted to the temple) or convergent (when the eye is shifted to the bridge of the nose). There is strabismus with differences in the vision of the eyes, as well as alternating strabismus (when one or the other eye squints), myopia (when the eye sees objects well near), farsightedness (when the eye sees well in the distance), (when any surface of the eye is asymmetrical ), then images of some parts of the object are clear, while others are blurry.

How to test children's vision

When the child is still very young, the optometrist tests vision indirectly. The baby is in the arms of the parent, the doctor shows him a tablet divided into two halves. One of them is empty, and the other has stripes. The essence of this method is that the child directs his gaze not to the empty part of the sign, but to the striped part. Then the doctor shows the next table, in which the thickness of the stripes is smaller, then tables with even smaller thickness of the stripes, and so on until the little patient’s eye can distinguish the stripes from the background. Both eyes are checked in turn. Moreover, when examining one eye, the other should be covered. Based on the results of such a study, it is possible to check whether the child sees well with both eyes and whether the vision is appropriate for his age.

When your child is 2-3 years old, you can give him a simple test yourself at home. For example, on a sheet of paper, draw a tree with unpainted leaves of different sizes, a house with windows, etc. Then ask if the child sees all the leaves, windows in the house, etc., and ask him to show the details of what he drew by hand. Eyes need to be checked one at a time. If he can distinguish all the objects in the picture, it means he has good eyesight. If he approaches the drawing closer than 20 cm, then this is already a signal to consult a doctor.

To test visual acuity in preschoolers, eye doctor's offices use tables with pictures of objects that the child already knows. The pictures are arranged in rows and vary in size. The baby is told to close one eye (and it should be open under the palm), and look at the pictures with the other eye and name what is depicted on them. The same is done with the other eye. If the child hesitates before giving the correct answer, this may indicate that one eye is weaker than the other.

To study myopia or farsightedness in children, tables with rings (rings with a gap) can be used. To study distance vision (from 5 meters), patterns with different three rings located one inside the other are used. Each ring corresponds to a certain visual acuity. To study near vision (from 1 meter), a table with rings is also used, which are arranged in rows (in each row there is a certain size of rings). Visual acuity readings are indicated to the left of the rings in each row.

To identify astigmatism in children, you can offer them a test with a radiant figure made of stripes (draw like rays of the sun, alternating long and short stripes of the same thickness). From a distance of 1 m, look at this figure, alternately closing one eye and then the other. If a child has large differences in the clarity of vision of lines, this indicates that it is necessary to consult an eye doctor.

In order to promptly identify one or another eye disease in a child, it is necessary to systematically check his vision. If necessary, the doctor will prescribe treatment. Parents need to pay constant attention to the proper organization of children’s games, activities, and work places. All this will help maintain good vision in the child.