Study of individual and typological characteristics of preschool children. Individual typological characteristics of children of primary school age. Type of functional constitution
In the process of individual development, due to the gradual maturation, the manifestations of its individual typological differences have their own characteristics. It can be assumed that hereditary factors are of great importance in the formation of the basic properties of the nervous system in the prenatal period of development, and the influence of the environment in the postnatal period of development. At the same time, heredity determines the boundaries of variability of the typological properties of the nervous system, and the degree of their development depends on the environment. There is numerous experimental data indicating that this or that property of the nervous system can be expressed in a minimum or maximum form, depending on the conditions of upbringing.
Moreover, at primary school age, even among representatives of the first two groups, there is often an incomplete balance of nervous processes with a certain predominance of excitation with relatively weak processes of active internal inhibition, which determines the increased reactivity of children.
The typological features of the nervous system are clearly manifested in the activities of the schoolchild. For example, children of a strong type can work quite long and hard (within age capabilities) in the classroom or at home at a high pace and intensity against the background of a positive emotional state. They are characterized by stability and at the same time the ability to quickly switch to a new type of activity; they can work long and intensively.
Olga Aitkulova
Individual typological characteristics of preschool children
Temperament is individual characteristics of a person, which appears when
certain conditions, factors, activities.
Necessary for the development of a child individual approach, knowing the anatomical, physiological and mental features The child can count on a positive result of communication.
Peculiarity The child's behavior depends on his physical condition and individuality. Knowing the child’s temperament, it is easier for the teacher to choose the path to the child’s heart.
When identifying individual typological features, four types of temperament were identified. The first manifestations of temperament are noticeable from birth - these are innate traits. Judging by external behavior, it is possible to determine which of the four known types the child belongs to.
HALERIK - well-moved facial expressions, loud speech, frequent gesticulations with limbs, this type children They always keep their head straight, as if retracting their neck, and their gaze is always directed to the front. In the game, this child is overly active and annoying, and with great tenacity and confidence he believes that he is right, it is with him that the children are interested - he considers himself a leader. The child is choleric - it is difficult to fall asleep, and when he wakes up he quickly becomes more active.
MELANCHOLICS - children are very sensitive and vulnerable, children in early age They don’t create problems for the parents at all; it’s as if he’s neither heard nor seen. The child speaks quietly, hesitantly, quickly gets tired of noise, of comments, passivity, fatigue, slowness, the child often chooses loneliness and depression instead of an interlocutor, such children often complain of headaches, among a group children they can often be seen sitting on the sofa alone - they are not bored, this is one of the characteristics of a melancholic person, but he has such qualities as responsiveness and affection.
SANGUINE - sociable, cheerful, active - in this way a sanguine person is similar to a choleric person - active facial expressions, often gesticulates, speak loudly and quickly. He falls asleep quickly and wakes up easily, easily switches from an active type of work to a more relaxed one, and easily completes the task assigned to him. A sanguine child does not have a stable position - behavior and interests; one can say about such a child that he quickly lights up and quickly loses interest. This type lacks persistence.
PHLEGMATIC - sedentary. The child is calm, little emotional, but it is difficult to fall asleep and difficult to wake up, it seems that he can sleep for days, facial expressions are poorly expressed, there are no unnecessary gestures and movements. The positive side of such children is diligence, conscientiousness, and the negative side is slowness.
Knowledge of temperament traits helps to find individual approach to education and obtaining the desired result, now it becomes clear the importance of different games during the day - didactic, role-playing games, outdoor games. At the beginning of my teaching career, I could not understand why some children make contact faster than others, why some are interested in modeling and others in mathematics, why some cry in the morning, and in the evening their parents cannot persuade them to go home. Now I understand clearly what it is individually, nothing will work out any other way.
2.5.1. CHARACTERISTICS OF INDIVIDUAL-TYPOLOGICAL FEATURES OF PRESCHOOL CHILDREN
Among the individual characteristics of a person, which clearly characterize the dynamic features of his behavior, activity, communication, mental processes, a special place belongs to temperament.
The physiological basis of temperament is the type of higher nervous activity, its properties such as strength, mobility, balance. Studies of temperament have led to the identification of the following series of its properties: sensitivity (sensitivity), reactivity, activity, emotional excitability, plasticity and rigidity, extroversion and introversion, the pace of mental reactions.
About sensitivity or sensitivity, is judged by what the smallest force of external influence is necessary for a person to have one or another mental reaction. In other words, what should be the force of influence in order for a person, as they say, to “get it”.
Property reactivity manifests itself in the strength and energy with which a person reacts to a particular influence. It’s not for nothing that they say about some: “He’s quick-tempered”, “Starts up with a half-turn”, and about others: “You don’t understand whether you’re happy or upset.”
Plastic and its opposite quality rigidity manifest themselves in how easily and quickly a person adapts to external influences. The flexible person quickly adapts behavior when circumstances change, while the rigid person has great difficulty.
An essential indicator of temperament is extroversion and introversion. Research shows that these qualities of temperament are very clearly manifested, first of all, in the process of communication, not only in adults, but also in children. For example, sociable extroverts are more proactive in the initial, organizing phase of the game, the meeting when choosing a topic, distributing roles and choosing their own role. Introverted preschoolers more often “communicate” with game attributes, “address” a toy, more often say what they are going to do, what game actions they perform. Of course, sociability in itself does not provide a person with a favorable position in the team. Most likely, it has a positive effect at first, when a person just enters a new group. Then other important human qualities begin to “work.” However, it has been noticed: among the “preferred” preschoolers, “stars” are most often extroverts. Their sociability helps them adapt to a new social environment, make friends, and overcome uncertainty.
About activity judged by the energy with which a person influences the world around him, by his persistence, concentration of attention...
About such quality of temperament as emotional excitability, learn by how much force is needed to trigger an emotional reaction.
The properties of temperament are linked into certain structures that form different types of temperament. The main ones are: choleric, sanguine, phlegmatic, melancholic. Thus, choleric people are characterized by such qualities as reactivity, activity, emotional excitability, high rate of mental reactions, plasticity, and extroversion. Among introverts, as a rule, are melancholic and phlegmatic people. The latter are characterized by rigidity, slow pace of movement, speech, weak emotional excitability, low sensitivity...
However, “pure” temperaments are quite rare. Most often, a person has a combination of traits of different types, although the temperament properties of one type predominate.
2.5.2. METHODS FOR STUDYING INDIVIDUAL-TYPOLOGICAL CHARACTERISTICS OF PRESCHOOL CHILDREN
The most acceptable for a teacher studying the temperament of his students is observation method. It helps the teacher, based on vital signs, determine the basic properties of the nervous system that underlie the temperament of a particular child. Let us recall: there are three main properties of the nervous system (strength, balance, mobility and four main combinations of these properties (I.P. Pavlov): strong, unbalanced, mobile - the “unrestrained” type; strong, balanced, mobile - the “living” type; strong, balanced, sedentary - “calm” type; “weak” type.
The “uncontrollable” type underlies the choleric temperament, the “lively” - sanguine, the “calm” - phlegmatic, the “weak” - melancholic.
These properties! nervous system, which constitute the physiological basis of temperament, are manifested in a person’s everyday behavior.
So, to vital indicators of the strength of the nervous process of excitation include maintaining a high level of performance under prolonged stress at work, stable and fairly high positive emotional tone, courage in diverse and unusual conditions, sustained attention in both quiet and noisy environments. Let's watch the child, take a closer look at him. The strength (or weakness) of his nervous system will be evidenced by such vital indicators as sleep (does he fall asleep quickly, is his sleep restful, is he sound), is there a rapid (slow) recovery of strength, how does he behave in a state of hunger if he is not caught in time feed (screams, cries or shows lethargy, calmness).
Towards vital indicators of balance include the following: restraint, perseverance, calmness, uniformity in the dynamics of mood, the absence of periodic sharp declines and rises, clarity and fluency of speech, etc.
Life indicators of mobility of nervous processes include such indicators as a quick response to everything new in the environment, easy and quick development and change of life stereotypes (habits, skills), quick adaptation to new people, to new conditions, the ability to move from one activity to another without hesitation, from sleep to wakefulness, etc., speed of memorization and ease of reproduction, speed of emergence and flow of feelings, manifestation of lability in speech, motor skills, and the pace of activity.
The program used in the study by L. I. Umansky will help to study the individual typological characteristics of preschoolers.
PROGRAM FOR STUDYING INDIVIDUAL-TYPOLOGICAL CHARACTERISTICS OF PRESCHOOL CHILDREN
Does he show perseverance in all activities or only when he is interested?
Can I play for a long time?
Does he strive to complete the work? Is it easy or difficult to distract from the work or game you have started?
Is he initiative in games, does he need pushing from adults and other children?
Are you sociable and easy to get along with children, or unsociable and difficult to get along with?
Are you responsive? Does it provide assistance?
What is your typical mood (cheerful, cheerful, calm, emotionally depressed)?
What is more typical: constant or changeable mood?
10. How do you feel about failures and insults?
11. Is he irritable: does interference or objections cause annoyance, or does he react to them calmly?
How impressionable?
After a failure, does he quickly calm down or does he worry for a long time?
Can he study, play, while listening to others, talking?
Is he able to distribute attention?
Are you often absent-minded?
How quickly does attention switch from one activity to another?
What is your normal pace of movement (fast, medium, slow, jerky, smooth)?
Brave or cowardly?
Does he quickly switch to a new situation in a game of physical exercises?
Characteristics of external forms of speech: speaks quickly, slowly, smoothly, abruptly, with facial expressions?
How long can one remain silent, be inactive, when one wants to say, do?
How does one cope with having to wait?
How quickly does one get used to an unfamiliar environment?
How often do you fall asleep and wake up?
Is he sleeping peacefully?
How quickly does one move from a state of rest to active activity and vice versa?
How does he react to a medical procedure?
How often does he complain about the illness?
What are the characteristics of behavior in case of cuts, bruises, bleeding?
To diagnose temperament and its individual properties, they are widely used. tests. We offer three of them.
The first is to identify anxiety (as one of the essential properties of temperament), developed by V. S. Merlin.
An hourglass is pre-prepared for 3 minutes, material for classes at the first and second tables.
Subjects - three children of senior preschool age; observation is carried out over one of them.
An indicator of anxiety is the child’s behavior in a frustrated situation, which is created by a lack of time to complete a task.
Organization, the child must complete tasks at two tables: at the first with a clock, at the second without a clock. The task should last 10-15 minutes (for example, at the first table there is a task with building materials, at the second table - with a mosaic pattern)
The instructions are general: “You will perform tasks at two tables. First at this (the experimenter shows what the child should do), then at the second (shows what needs to be done at the second table), then again at the first, etc. You will work at each table for 3 minutes until you finish all the work."
Instructions for the first table: “On my command, you will start working at the first table. You will work for exactly 3 minutes. You will not have time to do all the work during this time, but as soon as the three minutes are up, you will get up and move to the second table. You will work there for the same amount of time ( 3 minutes) and you will return to this table again. You will find out the time by the hourglass (the child is shown how the hourglass works). You must complete the task carefully, well. If you do it poorly, the work will not be counted and you will have to do it all over again."
Instructions for the second table: “Start working. You will work for exactly 3 minutes. You won’t have time to do all the work, but after 3 minutes you will move to the first table, then you will return here. I will close the clock and you must guess yourself, without a reminder, when you overslept.” sand. You have to work carefully, exactly on time. If you do it poorly, the work will not be taken into account and you will have to start all over again." After a minute and a half, you need to remind: “Have you forgotten about the clock?”
Indicators of anxiety are working at the second table without a watch, showing anxiety at the first and second tables (looking at the clock, in a hurry).
The nature of the subject's actions and work time are recorded. The “anxious” ones include subjects who worked at the second table for less than 3 minutes; among the “carefree” ones - more than 3 minutes.
The second test is used to study intro-extroversion (Cattell's version). Material - 8 cards, one of them is a trial one.
Instructions: “I will give you a card on which different objects are drawn. You must combine them into groups according to one attribute so that the group includes as many objects as possible. Then you must explain by what attribute you combined them into one group." Picture presentation time is 45 seconds. The test picture is presented without a time limit. 10 cards are offered.
Processing: The largest group of items is highlighted on each card. The number of items in this group is counted. The indicator of extra-introversion is the number of highlighted items divided by the number of cards.
Diagnosis: introverts - 3.6 or less selected items, extroverts - 4 or more.
In diagnostic work, you can also use O. Chernikova’s tapping test (modified by A.I. Vainshtein, V.P. Zhur, L.V. Karmanova).
The teacher (psychologist) draws 6 squares on a sheet of paper. They are numbered as follows (Fig. 4):
(This is done so that the child does not lose time in the process of completing the test task when moving to work from the 3rd to the 4th square.) Before the test, children are allowed to play the game “Pour grains into the birds’ cages” several times in order to so that they develop the skill of putting dots as much as possible fast pace. Then the test itself is carried out. Each child has a sheet of paper with squares and a pencil. At the teacher’s signal, the children begin to place dots in 1 square at the maximum pace (“sprinkle grains to the bird”). At the second signal, the child proceeds without stopping to work in the second square, etc. Continuous placing of dots in each square for 10 seconds. In general, testing lasts 1 minute. The test reveals the dynamics of the child’s abilities. The teacher analyzes the data obtained for each child.
The strong type of nervous system includes children in whom there is no difference between the 1st and 6th squares or an increase in points in the 6th square is observed. A strong type of nervous system is characterized by the absence of peaks. A peak is considered to be an increase of more than 10% in the number of points in one square relative to the average number of points. The average is calculated by adding the number of dots in all 6 squares and dividing by the number of squares, i.e. 6. These indicators indicate that the child maintains high performance without significant fluctuations over a given time. A weak type of nervous system is characterized by a significant decrease in the number of points in the last squares and the presence of several peaks. This is an indicator that the period of the child’s working capacity is short and characterized by changes.
To study temperament it is also used experiment. Let us present an experimental technique developed by Yu. A. Samarin. The experiment is carried out in the form of the game "Carrying Cubes". The subject receives a small spatula, on which cubes are placed one on top of the other (3, 4, 5, etc.). The child must carry these cubes, holding a spatula in his right hand, from one table to another at a distance of 3 m, then turn 180۫ (while continuing to hold the spatula in his hand), bring the cubes back, place the spatula with the cubes on the table without dropping a single cube. For a child, this is a test of dexterity and an exciting game. For the experimenter, it does not matter how many cubes the child has carried; he records the child’s reactions to successes and failures, the strength of nervous processes and performance are taken into account (how long the child can successfully complete a task, both without the experimenter’s stimulation and with his stimulation). Based on the child’s behavior in a gaming situation, one can identify the balance of nervous processes (the extent to which the child can restrain dissatisfaction in the event of failures and not express it either in motor or speech forms). The mobility of nervous processes is also studied - how quickly the child gets involved in a given work, adapts to it, and whether there are distractions when performing a task.
Here is a description of the typical behavior of children of different temperaments during the experimental game “Carrying Cubes.”
Sanguine children are very willing to join the game and are eager to complete tasks among the first. The first failures do not bother them. They are energetic and cheerful, filled with excitement, confident of success. After 2-3 unsuccessful attempts, the excitement disappears, and with it the desire to continue the fight disappears. The child loses interest, further participation in the game seems unnecessary and pointless to him.
Choleric children are more persistent in achieving their goals. They try to achieve success for a long time and do not give up, no matter what. Failures cause irritation and aggression, but the persistent diligence of the most dexterous leads to victory, and those who have not achieved success again and again ask the experimenter to allow them one more try.
Phlegmatic children do not immediately join the game. They are calm, look closely, move slowly, do not fuss, and do not make sudden movements. They hardly pay attention to failures; they continue to make new attempts with the same diligence and concentration.
Melancholic children hesitate for a long time. They are afraid to even touch the shoulder blade. Encouraging the teacher does not relieve trembling excitement. They anticipate failure before they even get into the game. After the first failures, they leave the game without giving in to any persuasion. For many, the entire procedure ends with insurmountable embarrassment and tears.
"Tip" technique(V. A. Gorbachev).
The experimental game "Tip" has several options. In the first, the teacher, in the presence of children, hides the tip of a fountain pen in his right or left hand. Children must unclench their fist to find it. After 30-45 seconds of “resistance,” the teacher-experimenter relaxes his hand and the children master the tip. The game continues for a certain time until the children lose interest in it. The game process itself brings pleasure. Most children willingly take part in it.
Sanguine and choleric people are the most persistent and passionate. They are the first to join the game, but persistent choleric people stay in it the longest. Phlegmatic people are calm, waiting for their moment, they can give in and wait in silence. The melancholic person should be helped to get involved in the game. He is hampered by timidity and shyness; he does not strive to achieve success in such a situation.
The second option is to study the mobility of the nervous system. There is no tip in the experimenter's hand. While the children are examining the fist, he puts the tip into the pocket of one of the children. When children discover that the tip is not in the teacher’s hand, you can invite them to guess who has it. The owner of the tip must try not to give himself away, and the children must determine who has the tip by their facial expression and behavior.
When studying individual typological differences, not one, but several methods, particular techniques, are used. The data obtained in the process of testing, experiment, conversation must be compared with the results of everyday observations of preschoolers. This approach will provide a more reliable conclusion regarding the child’s temperament. It is difficult to notice all the properties of temperament at once, and age leaves an imprint on its manifestations.
The entire composition of temperamental properties does not appear in a person’s life path immediately, but unfolds in a certain sequence. It is determined both by the general patterns of maturation of higher nervous activity and the child’s psyche as a whole, and by the specific patterns of maturation of each type of nervous system. Specific age-related characteristics of the nervous system of early and preschool children include weakness of excitatory and inhibitory processes, their imbalance, very high sensitivity, and faster recovery of strength compared to adults. In this regard, during the preschool years, typological properties are more clearly revealed in representatives of the balanced, inert (phlegmatic) and weak (melancholic) types, since in them the manifestation of a type of temperament contrasts with age-related characteristics of behavior.
The full development of children is facilitated by an individual approach, which is impossible without knowledge of the individual anatomical, physiological and mental characteristics of each child.
The characteristics of a child’s behavior and his well-being, to a certain extent, depend on his physical condition and the uniqueness of his temperament. Studying temperament allows the teacher to most accurately choose the right path in the process of interacting with children. B.M. Teplov wrote that proper education does not involve fighting innate properties, but taking into account and relying on them.
The goal of the program proposed below is to identify the individual typological characteristics of preschool children for subsequent consideration in the implementation of the educational process
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Individually – typological characteristics of children of preschool age.
The full development of children is facilitated by an individual approach, which is impossible without knowledge of the individual anatomical, physiological and mental characteristics of each child.
The characteristics of a child’s behavior and his well-being, to a certain extent, depend on his physical condition and the uniqueness of his temperament. Studying temperament allows the teacher to most accurately choose the right path in the process of interacting with children. B.M. Teplov wrote that proper education does not involve fighting innate properties, but taking into account and relying on them.
The goal of the program proposed below is to identify the individual typological characteristics of preschool children for subsequent consideration in the implementation of the educational process.
From the history of the development of the doctrine of temperaments.
Temperament - These are individual characteristics of a person, which are manifested in a certain excitability, emotional sensitivity, balance and speed of mental activity. Since ancient times, scientists, philosophers and doctors have been interested in the question: why people are so different from each other, what are the reasons for these differences.
The ancient Greek physician Hippocrates is considered the creator of the doctrine of temperaments. There were a variety of theories of temperament: physiological, chemical, endocrine. Even the external shape of the body was associated with the characteristics of temperament. A. Geller, G. Wisberg, W. McDougollu, and J. Strelyau had a great influence on the development of theories about temperament. This problem was most fully developed by I.P. Pavlov, who identified 4 types of temperament and gave their characteristics. In the 50s, extensive laboratory studies were undertaken with adults to study the problem in depth. As a result of these studies, conducted under the leadership of B.M. Teplova, V.D. Nebylitsyn and V.S. Merlin's typology I.P. Pavlova was supplemented with new elements.
Features of the manifestation of temperament in childhood.
Features of higher nervous activity (hereinafter referred to as HNA) in preschoolers are more pronounced than in adults. They, as emphasized by I.P. Pavlov, are not yet covered up by individual work and life patterns. With this definition, he emphasized that temperamental traits, although innate, can be influenced by pedagogy and can be changed to some extent. In addition, in adults they can be masked by character traits.
You can judge what type of GNI a child belongs to based on his external behavior.
Excitable type child - choleric - has a strong, mobile, unbalanced nervous system with a predominance of the process of excitation over the process of inhibition. All reactions of a choleric child are pronounced. Babies react violently to any inconvenience: a wet diaper, a crumb on the sheet - causing uncontrollable crying until they turn blue in the face. Also brightly, a small child exhibits other emotional reactions: he does not just laugh, but laughs, does not get angry, but becomes enraged. Children of this type have expressive facial expressions, sharp, impetuous gestures, fast, loud speech; all behavior is characterized by a pronounced direction - the child strives to influence what he sees, to remake the environment in accordance with his needs and desires, and at the same time shows enviable energy and perseverance. Choleric children love active games and activities in which they can express themselves, they strive to play the main role in the game, organize their comrades and lead them, and try to lead adults. Everything that requires manifestation of activity is easily accomplished by children of this type, and, conversely, situations in which they need to restrain themselves and limit their desires cause them to feel a sense of protest. A child with an excitable nervous system usually has difficulty falling asleep, sleeps peacefully, but wakes up quickly and immediately gets involved in the normal rhythm of life. With rare exceptions, he is mobile and active, endlessly inventing and inventing something, striving to penetrate the most forbidden places. It seems that his energy is inexhaustible: after a hectic day, the child refuses to go to bed, demands to be told a fairy tale, and tries to start a game. It is especially difficult in a group with such children: they are excessively active, noisy, impulsive, quick-tempered, have difficulty obeying established rules, conflict over toys, rules of the game, and are offended by adults’ comments.
Calm type child sanguine - with a strong, mobile, balanced nervous system. Outwardly, they are similar to choleric children in that they are active, have lively facial expressions, use gestures, and speak quickly and loudly. A sanguine child, as a rule, has an even, calm, cheerful mood, without sudden transitions characteristic of choleric people. The child quickly falls asleep and wakes up easily, without any particular difficulties he moves from active games to quiet activities and vice versa. The peculiarity of sanguine people is their easy adaptability to any conditions. The child willingly follows the established daily routine, obeys any orders from adults, and carries out assignments. Children of this type easily come into contact with other children, quickly find friends in any environment, and can both lead and obey. Sanguine people quickly respond to everything they see and hear, ask many questions, and at the same time are interested in a wide variety of phenomena. In a short time, a child easily gets accustomed to a nursery or kindergarten; the period of getting used to the new regime does not last long; In the morning they brought him to kindergarten, and by the evening he feels at home. The sociability, agreeableness, and cheerfulness of children attract adults to them, so sometimes the first manifestations of not very attractive character traits can be hidden behind the external form of behavior. Due to the fact that the nervous system of a sanguine person is characterized by pliability and plasticity, he is able to quickly switch from one activity to another. In some circumstances, this quality plays a positive role: the child easily gets involved in new activities and can, if necessary, refuse attractive activities. At the same time, this child’s plasticity can turn out to be a negative side: the child changes toys one after another, has many comrades, but not a single close friend, takes on everything, but does not complete anything. The main property of a little sanguine person is instability (behavior, interests, attachments). A child quickly develops habits and skills, but they are destroyed just as quickly. Therefore, the main task in working with a sanguine child is to develop perseverance in him. The child is obedient. But can't obedience turn into disaster? He obeys his parents in everything and also willingly listens to the advice of a random passerby, a teenager. The child has varied interests. Okay, but up to certain limits. By endlessly expanding, these interests will inevitably become superficial. It is no coincidence that sanguine children at school sometimes strive to enroll in all existing clubs, but do not achieve noticeable success in any of them - they lack perseverance. The child willingly takes on any task. Wonderful! But does he complete it? No, he strives to stop it quickly in order to take on something else, more interesting. A sanguine person quickly gets tired of monotony. He can engage in an activity that is attractive to him for a long time, but as soon as moments arise that require monotony (and they are inevitable in any activity), he tends to stop this activity.
The child is phlegmatic - has a strong, balanced, but sedentary nervous system. In early childhood, this is a calm baby who sleeps a lot; when he wakes up, he lies calmly, rarely cries, and rarely laughs. Phlegmatic children fall asleep quickly, but wake up with difficulty and remain lethargic for some time after sleep. All reactions of such children have a vague character: they laugh quietly, cry quietly, facial expressions are poorly expressed, there are no unnecessary movements or gestures. Speech is also special - leisurely, with pauses not only between sentences, but also between words. It is difficult for him to react quickly to any influence, so there is a pause between the question to the child and his answer. Before starting activity, there follows a period of build-up, external inaction. Having started an activity, a phlegmatic person is able to engage in it for a long time without getting tired of monotonous, repetitive actions. But it’s difficult for him to suddenly stop what he started, especially in cases where he has to do a new, unfamiliar thing. The behavior of a phlegmatic child is stable and difficult to anger. Habits and skills take a long time to form, but once formed, they become strong. A child of this type does not immediately perceive everything new and unusual. Entering kindergarten is associated with some difficulties: the baby takes a long time to adapt to the new regime, has difficulty parting with his parents, and does not take part in children’s games. Phlegmatic people feel uncomfortable visiting and are reluctant to meet new people. In a familiar environment, the child follows the rules of behavior without coercion, copes with familiar work, and performs any task carefully and accurately. Like any child, a phlegmatic person has his positive and negative sides associated with the characteristics of the nervous system. Positive aspects are the desire for perseverance, thoroughness, conscientiousness, reliability in all manifestations; negative - lethargy, low activity, slow pace of action.
Children with a weak nervous system - melancholics - are distinguished by increased sensitivity and vulnerability. Weakness of nervous processes does not mean inferiority. These children simply have too strong a reaction to weak stimuli, fatigue of the nerve cells quickly sets in, and weak processes of excitation and inhibition occur. Melancholic - This is the type of child about whom they say that “he is neither seen nor heard.” He does not scream, but squeaks, does not laugh, but smiles, does not ask, but plaintively looks at what he wants, is inactive, prefers quiet activities that do not require movement, it is not common for him to actively engage in conversation or demonstrate his knowledge and skills. The child speaks quietly, hesitantly, and stammers. He is inclined to play alone or with a friend whom he knows well; noisy peers tire him. The feelings of a melancholic person are deep and lasting, but they are hardly expressed outwardly, which sometimes misleads adults. Since the nervous system cannot withstand prolonged stimuli, children quickly get tired - from noise, from new people, from comments. Any pressure further increases fatigue. A harsh tone and coercion suppress the already low activity of a melancholic person. Children have difficulty developing skills, and habits do not develop for a long time, but everything that they manage to form is durable, reliable, stable and does not require additional control. Passivity, fatigue, isolation, slowness - the main disadvantages of a child - melancholic. At the same time, they have valuable properties such as sensitivity, responsiveness, stability of interests, attachments, and habits. Children enter the team with great difficulty, they cannot get used to the daily routine in kindergarten for a long time, they cry, refuse games and activities, and sometimes they do not answer questions from adults and children in the institution for a long time.
From the characteristics of temperaments it is clear that children with different temperaments cannot be raised the same way. Obviously, this can explain that different people are brought up in the same family under the same conditions. In such cases, parents often say: “We raise them the same way.” Exactly, in the same way, but it was necessary to educate differently, taking into account both the natural type of the nervous system, which could be different, and living conditions that have changed since the birth of the first child.
“In the process of education,” wrote B.M. Teplov, “one should look not for ways to change the nervous system, but for the best forms, ways and methods of education, taking into account the characteristics of the pupil’s nervous system.” Knowing the traits of temperament will make it possible to implement an individual approach to the education of the individual, since there are no identical conditions, there is no identical material on which the personality is formed.
Program for studying the temperamental characteristics of children in preschool educational institutions
Studying the characteristics of children using a set of diagnostic methods allows preschool teachers to obtain objective data about the child’s temperament, which can become the basis for implementing an individual approach to each child.
As methods for determining temperamentFor preschool children, you can use observation of the child in various activities, experiments, surveys of teachers and parents.
In addition, you can play special games: “Rope” - identifying the speed of movement, shape and reaction force; “This is possible, this is not possible” - to identify the form of behavior when irritable and inhibitory processes meet; “Be able to remain silent” - to identify endurance and braking.
To conduct the research, we propose to use a set of methods:
observation (B.S. Volkov, N.V. Volkova), experimental technique “Transfer of cubes” (Yu.A. Samarin), questioning of parents.
Observation carried out individually for each child. The following criteria are used:
1. How does a child behave in a situation where it is necessary to act quickly:
a) is easy to put into work;
b) actively acts;
c) acts calmly without unnecessary words;
d) timidly, uncertainly.
2. How does the child react to the teacher’s remark:
a) says that it won’t happen like this again, but after a while he does the same;
b) does not listen or acts in his own way;
c) listens silently;
d) silent, offended, worried.
3. How the child talks to other children in situations that are significant to him:
a) quickly, eagerly, but listens to the statements of others;
b) quickly, with passion, but does not listen;
c) slowly, calmly, but confidently;
d) with great uncertainty.
4. How to behave in an unusual environment:
a) is easy to navigate and is active;
b) active, exhibits increased excitability;
c) calmly examines his surroundings;
d) timid, confused.
Criteria: if it is found that in most cases the child is characterized by reactions of type (a), then we can talk about the predominance of sanguine traits; (b) - choleric; (c) - phlegmatic; (d) - melancholic.
Game technique Yu.A. Samarina"Transfer dice."
Goal: to identify the child’s characteristic reactions to a number of failures that accompany the transfer of blocks.
The child is given a small spatula, on the surface of which cubes are placed one on top of the other (3,4,5, etc.), they are asked to carry these cubes, holding the spatula in one hand, from one table to another for a distance of about 3 meters, then turn around 180° (continuing to hold the spatula in your hand), bring it back and place the spatula with cubes on the table without dropping a single one.
This takes into account:
The strength of nervous processes, performance - how long can a child achieve successful completion of a task, both without stimulation from the experimenter, as well as with stimulation;
Balance of nervous processes - the extent to which a child is able to restrain his dissatisfaction in the event of failures, not to express it either in motor or speech form;
The mobility of nervous processes - the extent to which the child quickly gets involved in this “work”, adapts to it, whether there are distractions when performing this activity.
Organization of diagnostic work.
1. Observation is carried out by a group teacher or educational psychologist individually for each child in joint or independent activities of children. The research data is entered into a table.
2. Methodology of Yu.A. Samarina is conducted by an educational psychologist individually with each child in a free room. Working with each child takes from 5 to 20 minutes. Data is entered into a table
3. The survey is carried out as follows: the questionnaire is filled out by parents at home or in a group (optional). The maximum time for parents to fill out the questionnaire is 20-30 minutes.
4. All data is entered into a summary table.
5. If the results of all three methods are different, it is necessary to use additional methods and/or analyze the reasons for the discrepancies in the ideas of teachers and parents about the characteristics of the child’s behavior.
Below are recommendations for interacting with children who have predominant traits of different temperaments. These recommendations can be used by teachers and parents. We also offer some games and exercises that can be used effectively when working with children of different temperaments.
sanguine temperament.
- It is important to be strict and demanding of the child, to control his actions and actions.
- Pay attention to minor violations on the part of the child (failure to remove toys).
- It is necessary that the work started be completed with good quality (do not allow starting the second drawing until the first one is completed).
- It is advisable to offer to do the work done carelessly again. The main thing is to show the child the end result of conscientious actions.
- It is important to form stable interests in a child. Avoid frequent changes of activity.
- Teach carefully, treat your comrades, strive to develop strong, stable relationships.
If children have predominant traits choleric temperament.
- Treat the child’s activity with understanding.
- Talk to the child calmly, in a quiet voice, but demandingly, without persuasion.
- It is advisable to limit everything that excites the child’s nervous system: cinema, television, reading - everything should be in moderation. 2 hours before bedtime, only quiet games and activities.
- It is necessary to develop concentrated attention in the child: board games (but not those where they compete), construction sets, drawing, modeling - everything that requires perseverance.
- To develop in a child the ability to control himself (games with commands, with sudden stops “Freeze”, where he will obey).
- Accustom him to the rules of communication: speak calmly, do not interrupt the speaker, take into account other people's desires, ask and not demand.
- It is necessary to strictly adhere to the daily routine.
If children have predominant traitsphlegmatic temperament.
- You should not use shouts, threats, or hurrying - this has an inhibitory effect on the child’s nervous system.
- The child should not be excluded from activities that require effort.
- He should be praised more often for his quick actions.
- It is necessary to put the child in conditions where quick actions are necessary (games of a competitive nature are useful).
- The child should be encouraged to move (gymnastics, outdoor games, swimming, running).
- Encourage the child to play, work, design - activate him.
- You cannot abruptly cut off a child. It is necessary to warn him a few minutes in advance about a change in activity.
- Involve the child in team activities.
If children have predominant traitsmelancholic temperament.
- It is necessary to limit noise, new acquaintances, the number of toys, but at the same time teach the child not to be afraid of a little noise, to treat a new person calmly and without anxiety.
- You cannot raise your voice at a child, be overly demanding of him, punish him, or highlight his shortcomings.
- It is advisable to talk with the child, since he is suggestible. You need to speak softly, convincingly, but confidently, definitely.
- It is good for a child to play sports.
- It is necessary to diversify a child's life.
- It is necessary to involve the child in joint work with adults.
- It is important to develop his sociability.
- It is necessary to maintain positive emotions in him, to show kindness and sensitivity towards him.
Games and exercises
For children with a predominance of choleric and sanguine temperament.
- “Concentration” (a study on the regulation of emotions).
A traveler sits at a table and carefully studies a map. He is considering a plan for the trip. Expressive movements: the left hand rests the elbow on the table and supports the head tilted to the left, the index finger of the right hand moves along an imaginary map. Facial expressions: slightly narrowed eyes, bitten lower lip.
- “Thinking” (study on the regulation of emotions and movements).
A boy picked mushrooms in the forest and got lost. Finally he came out onto the high road. But which way to go? Expressive movements: the child stands, arms folded on the chest, or one hand on the chest supports the other hand, on which the chin rests.
- “Vaska is ashamed” (study on the regulation of emotions).
Once upon a time there was a girl, Galya. She had a Tanya doll. Galya played with the doll, fed it, put it to bed. One day the cat Vaska was there and dropped a doll on the floor. Galya came home, saw that the doll was lying on the floor, picked it up and began to scold Vaska: “Why did you, Vaska, drop my doll?” And Vaska stands with his head down, ashamed. After listening to the story, the child shows how ashamed the cat Vaska was.
- “The sea is agitated” (arbitrary behavior of feelings).
The driver begins like this: “The sea worries once, the sea worries once, the sea worries twice, the sea worries three times: a figure of joy, fear, shame, etc. freeze in place.” Next, the driver chooses the brightest figure.
- “Poking” (training the ability to control your feelings).
Children sit on chairs, place their feet on the floor and “freeze.” The leader, slowly counting to 10, walks between the children and lightly tickles each one. Children need to not laugh at this and remain still.
- “A - a - ah” (training the ability to control your feelings).
The presenter places his hand on the table and then slowly raises it to a vertical position. Children, in accordance with raising their hands, increase the volume of the sounds “a” so that when the hand reaches the top position, they end it with a loud joint “ah” and instantly fall silent.
- “Yes and no” (harmonization of awareness of rights and responsibilities).
Instructions: Let's try to determine which of us knows how to be attentive. We will ask each of you in turn questions to which we already know the answers “yes” and “no.” For example: “Do you go to school?”, “Have you been to the North Pole?” and so on. And the one who answers must necessarily answer the other way around. The one who makes a mistake is out of the game.
- “Parents and children” (harmonization of awareness of rights and responsibilities).
Instructions: Let's imagine that we have turned into parents. We love our child very much, we want him to be good, and therefore we give him advice on what he should be. Each subsequent “parent” denies the advice of the previous one and gives his own advice. It could be, for example, like this:
Always be honest.
You don’t always have to be honest, otherwise you’ll say something wrong and you might offend others. Always be cheerful.
- Exercise to develop voluntary attention.
The child is given a sheet of paper, colored pencils and asked to draw 10 triangles in a row. When this work is completed, the child is warned about the need to be careful, since the instruction is pronounced only once: “Be careful, shade the third, seventh and ninth triangles with a red pencil.”
If the child has completed the first task, they offer to complete the tasks, inventing and gradually complicating the conditions.
- Exercise to develop stability of attention.
The child is given a small text (newspaper, magazine) and asked, looking through each line, to cross out a letter (for example, “a”). The time and number of errors are recorded. Record the results on a graph daily. They note the improvement in results, introduce the child to them, and rejoice with him.
- Exercise on voluntary behavior.
The child is shown a sheet with drawn geometric shapes and asked to color each of them with a colored pencil. They warn the child that he must do this very carefully, time does not matter. As soon as the child begins to show negligence, the work is stopped. A 6-7 year old child carefully paints 15-20 figures.
For children with a predominance of phlegmatic and melancholic
temperament
- “Tell poetry with your hands” (study for liberation).
The child tries, without words, using pantomime, to tell a well-known poem or fairy tale. The other children try to guess what he is saying.
- "How to proceed?" (regulation of emotions and actions).
For this game you need several plot pictures with conflicting content. For example, these:
a) children are harvesting, one girl has picked so many fruits that she cannot hold them in her hands;
b) children are playing, and one child has no toys;
c) the child is crying.
Having taken the picture, the child must choose his own way out of the situation.
- “Finish the sentence” (an exercise to overcome isolation).
You must complete each of the sentences:
I want. . .
I can. . .
I can. . .
I will achieve it. . .
You can ask the child to explain the answer.
- Drawing “Me in the future” (overcoming isolation).
The child is given the task to draw himself as he sees himself in the future. When discussing the drawing with him, they ask how he will look, how he will feel, what his relationship with his parents, brother or sister will be like.
The exercise allows you to realize the possibility of overcoming isolation, giving the child a perspective for the future and confidence in their abilities.
- “I and others” (free expression of one’s opinion).
The child is asked to tell about his friend or relative. It is important that the child can express his opinion and emphasize the positive traits of the other. You can ask the child to tell about himself, highlighting negative and positive qualities, focusing on the latter.
- “Mirror” (helps the child open up and feel relaxed).
a) The child looks into the “mirror”, which repeats all his movements and gestures. The “mirror” can be a parent or another child.
b) The principle of the game remains the same, but the child must portray one of their mutual acquaintances. “Mirror” indicates who the child portrayed.
- “Parrot” (arbitrariness of feelings).
The presenter says a short sentence, for example, “I’m going for a walk.” One of the participants repeats this sentence, trying to express the feeling he had previously planned. The rest guess what feeling was intended.
- “Drawing the name” (harmonization of name awareness).
Instructions: “Let’s close our eyes and sit quietly. Now everyone will try to imagine their name written on a piece of paper. Try to take a closer look at your name, see what color the letters are, how high or low they are, what they look like. Now open your eyes and draw your name the way you want.”
- “Competition of braggarts” (harmonization of claims for recognition).
Instructions: “Today we will hold an unusual competition with you - a competition of braggarts. The one who boasts the best wins. What are we going to brag about? Neighbor on the right. Look closely at your neighbor on the right. Think about what he’s like, what he can do, what he’s good at.” Children determine the winner - the best “braggart”. You can discuss who liked what more: telling - bragging about a neighbor or listening to people talk about him.
- “How can this be used” (to develop intelligence).
The child is offered a game: find as many options as possible for using an object.
Literature
Bogoslovsky V.V. General psychology. – M., 1981.
Volkov B.S., Volkova N.V. Tasks and exercises in child psychology. – M., 1991. – P.18 – 19
Gamezo M.V. Atlas of psychology. – M., 1986.
Zaporozhets A.V. Psychology. – M., 1987.
Ilyina M.N. Tests for children. – M., 1997.
Kovalchuk Ya.I. Individual approach to raising a child. – M., 1981.
Kolomensky Ya.L. Man: psychology. – M., 1986. – P. 209 – 214.
Klyueva N.V. We teach children to communicate. – Yaroslavl, 1997.
Mukhina V.S. Child psychology. – M., 1985.
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Individual typological characteristics of preschool children
The full development of children is facilitated by an individual approach, which is impossible without knowledge of the individual anatomical, physiological and mental characteristics of each child.
The characteristics of a child’s behavior and his well-being, to a certain extent, depend on his physical condition and the uniqueness of his temperament. Studying temperament allows the teacher to most accurately choose the right path in the process of interacting with children.
B.M. Teplov wrote that proper education does not involve fighting innate properties, but taking into account and relying on them.
The goal of the program proposed below is to identify the individual typological characteristics of preschool children for subsequent consideration in the implementation of the educational process.
From the history of the development of the doctrine of temperaments.
Temperament is the individual characteristics of a person, which are manifested in a certain excitability, emotional sensitivity, balance and speed of mental activity. Since ancient times, scientists, philosophers and doctors have been interested in the question: why people are so different from each other, what are the reasons for these differences.
The ancient Greek physician Hippocrates is considered the creator of the doctrine of temperaments. There were a variety of theories of temperament: physiological, chemical, endocrine. Even the external shape of the body was associated with the characteristics of temperament. A. Geller, G. Wisberg, W. McDougollu, and J. Strelyau had a great influence on the development of theories about temperament.
This problem was most fully developed by I.P. Pavlov, who identified 4 types of temperament and gave their characteristics. In the 50s, extensive laboratory studies were undertaken with adults to study the problem in depth. As a result of these studies, conducted under the leadership of B.M. Teplova, V.D. Nebylitsyn and V.S. Merlin's typology I.P. Pavlova was supplemented with new elements.
Features of the manifestation of temperament in childhood
Features of higher nervous activity (hereinafter referred to as HNA) in preschoolers are more pronounced than in adults. They, as emphasized by I.P. Pavlov, are not yet covered up by individual work and life patterns. With this definition, he emphasized that temperamental traits, although innate, can be influenced by pedagogy and can be changed to some extent. In addition, in adults they can be masked by character traits.
You can judge what type of GNI a child belongs to based on his external behavior.
A child of an excitable type - choleric - has a strong, mobile, unbalanced nervous system with a predominance of the process of excitation over the process of inhibition. All reactions of a choleric child are pronounced. Babies react violently to any inconvenience: a wet diaper, a crumb on the sheet - causing uncontrollable crying until they turn blue in the face. Also brightly, a small child exhibits other emotional reactions: he does not just laugh, but laughs, does not get angry, but becomes enraged. Children of this type have expressive facial expressions, sharp, impetuous gestures, fast, loud speech; all behavior is characterized by a pronounced direction - the child strives to influence what he sees, to remake the environment in accordance with his needs and desires, and at the same time shows enviable energy and perseverance. Choleric children love active games and activities in which they can express themselves, they strive to play the main role in the game, organize their comrades and lead them, and try to lead adults. Everything that requires manifestation of activity is easily accomplished by children of this type, and, conversely, situations in which they need to restrain themselves and limit their desires cause them to feel a sense of protest. A child with an excitable nervous system usually has difficulty falling asleep, sleeps peacefully, but wakes up quickly and immediately gets involved in the normal rhythm of life. With rare exceptions, he is mobile and active, endlessly inventing and inventing something, striving to penetrate the most forbidden places. It seems that his energy is inexhaustible: after a hectic day, the child refuses to go to bed, demands to be told a fairy tale, and tries to start a game. It is especially difficult in a group with such children: they are excessively active, noisy, impulsive, quick-tempered, have difficulty obeying established rules, conflict over toys, rules of the game, and are offended by adults’ comments.
A child of a calm type - sanguine - with a strong, mobile, balanced nervous system. Outwardly, they are similar to choleric children in that they are active, have lively facial expressions, use gestures, and speak quickly and loudly. A sanguine child, as a rule, has an even, calm, cheerful mood, without sudden transitions characteristic of choleric people. The child quickly falls asleep and wakes up easily, without any particular difficulties he moves from active games to quiet activities and vice versa. The peculiarity of sanguine people is their easy adaptability to any conditions. The child willingly follows the established daily routine, obeys any orders from adults, and carries out assignments. Children of this type easily come into contact with other children, quickly find friends in any environment, and can both lead and obey. Sanguine people quickly respond to everything they see and hear, ask many questions, and at the same time are interested in a wide variety of phenomena. In a short time, a child easily gets accustomed to a nursery or kindergarten; the period of getting used to the new regime does not last long; In the morning they brought him to kindergarten, and by the evening he feels at home. The sociability, agreeableness, and cheerfulness of children attract adults to them, so sometimes the first manifestations of not very attractive character traits can be hidden behind the external form of behavior. Due to the fact that the nervous system of a sanguine person is characterized by pliability and plasticity, he is able to quickly switch from one activity to another. In some circumstances, this quality plays a positive role: the child easily gets involved in new activities and can, if necessary, refuse attractive activities. At the same time, this child’s plasticity can turn out to be a negative side: the child changes toys one after another, has many comrades, but not a single close friend, takes on everything, but does not complete anything. The main property of a little sanguine person is instability (behavior, interests, attachments). A child quickly develops habits and skills, but they are destroyed just as quickly. Therefore, the main task in working with a sanguine child is to develop perseverance in him. The child is obedient. But can't obedience turn into disaster? He obeys his parents in everything and also willingly listens to the advice of a random passerby, a teenager. The child has varied interests. Okay, but up to certain limits. By endlessly expanding, these interests will inevitably become superficial. It is no coincidence that sanguine children at school sometimes strive to enroll in all existing clubs, but do not achieve noticeable success in any of them - they lack perseverance. The child willingly takes on any task. Wonderful! But does he complete it? No, he strives to stop it quickly in order to take on something else, more interesting. A sanguine person quickly gets tired of monotony. He can engage in an activity that is attractive to him for a long time, but as soon as moments arise that require monotony (and they are inevitable in any activity), he tends to stop this activity.
A phlegmatic child has a strong, balanced, but sedentary nervous system. In early childhood, this is a calm baby who sleeps a lot; when he wakes up, he lies calmly, rarely cries, and rarely laughs. Phlegmatic children fall asleep quickly, but wake up with difficulty and remain lethargic for some time after sleep. All reactions of such children have a vague character: they laugh quietly, cry quietly, facial expressions are poorly expressed, there are no unnecessary movements or gestures. Speech is also special - leisurely, with pauses not only between sentences, but also between words. It is difficult for him to react quickly to any influence, so there is a pause between the question to the child and his answer. Before starting activity, there follows a period of build-up, external inaction. Having started an activity, a phlegmatic person is able to engage in it for a long time without getting tired of monotonous, repetitive actions. But it’s difficult for him to suddenly stop what he started, especially in cases where he has to do a new, unfamiliar thing. The behavior of a phlegmatic child is stable and difficult to anger. Habits and skills take a long time to form, but once formed, they become strong. A child of this type does not immediately perceive everything new and unusual. Entering kindergarten is associated with some difficulties: the baby takes a long time to adapt to the new regime, has difficulty parting with his parents, and does not take part in children’s games. Phlegmatic people feel uncomfortable visiting and are reluctant to meet new people. In a familiar environment, the child follows the rules of behavior without coercion, copes with familiar work, and performs any task carefully and accurately. Like any child, a phlegmatic person has his positive and negative sides associated with the characteristics of the nervous system. Positive aspects are the desire for perseverance, thoroughness, conscientiousness, reliability in all manifestations; negative - lethargy, low activity, slow pace of action.
Children with a weak nervous system - melancholic people - are characterized by increased sensitivity and vulnerability. Weakness of nervous processes does not mean inferiority. These children simply have too strong a reaction to weak stimuli, fatigue of the nerve cells quickly sets in, and weak processes of excitation and inhibition occur. A melancholic person is a type of child about whom they say that “he is neither seen nor heard.” He does not scream, but squeaks, does not laugh, but smiles, does not ask, but plaintively looks at what he wants, is inactive, prefers quiet activities that do not require movement, it is not common for him to actively engage in conversation or demonstrate his knowledge and skills. The child speaks quietly, hesitantly, and stammers. He is inclined to play alone or with a friend whom he knows well; noisy peers tire him. The feelings of a melancholic person are deep and lasting, but they are hardly expressed outwardly, which sometimes misleads adults. Since the nervous system cannot withstand prolonged stimuli, children quickly get tired - from noise, from new people, from comments. Any pressure further increases fatigue. A harsh tone and coercion suppress the already low activity of a melancholic person. Children have difficulty developing skills, and habits do not develop for a long time, but everything that they manage to form is durable, reliable, stable and does not require additional control. Passivity, fatigue, isolation, slowness - the main disadvantages of a child - melancholic. At the same time, they have valuable properties such as sensitivity, responsiveness, stability of interests, attachments, and habits. Children enter the team with great difficulty, they cannot get used to the daily routine in kindergarten for a long time, they cry, refuse games and activities, and sometimes they do not answer questions from adults and children in the institution for a long time.
From the characteristics of temperaments it is clear that children with different temperaments cannot be raised the same way. Obviously, this can explain that different people are brought up in the same family under the same conditions. In such cases, parents often say: “We raise them the same way.” Exactly, in the same way, but it was necessary to educate differently, taking into account both the natural type of the nervous system, which could be different, and living conditions that have changed since the birth of the first child.
“In the process of education,” wrote B.M. Teplov, “one should look not for ways to change the nervous system, but for the best forms, ways and methods of education, taking into account the characteristics of the pupil’s nervous system.” Knowing the traits of temperament will make it possible to implement an individual approach to the education of the individual, since there are no identical conditions, there is no identical material on which the personality is formed.
Program for studying the temperamental characteristics of children in preschool educational institutions
Studying the characteristics of children using a set of diagnostic methods allows preschool teachers to obtain objective data about the child’s temperament, which can become the basis for implementing an individual approach to each child.
As methods for determining the temperament of preschool children, you can use observation of a child in various types of activities, experiment, survey of teachers and parents.
In addition, you can play special games: “Rope” - identifying the speed of movement, shape and reaction force; “This is possible, this is not possible” - to identify the form of behavior when irritable and inhibitory processes meet; “Be able to remain silent” - to identify endurance and braking.
To conduct the research, we propose to use a set of methods:
observation (B.S. Volkov, N.V. Volkova), experimental technique “Transfer of cubes” (Yu.A. Samarin), questioning of parents.
Observation is carried out individually for each child. The following criteria are used:
1. How does a child behave in a situation where it is necessary to act quickly:
a) is easy to put into work;
b) actively acts;
c) acts calmly without unnecessary words;
d) timidly, uncertainly.
2. How does the child react to the teacher’s remark:
a) says that it won’t happen like this again, but after a while he does the same;
b) does not listen or acts in his own way;
c) listens silently;
d) silent, offended, worried.
3. How the child talks to other children in situations that are significant to him:
a) quickly, eagerly, but listens to the statements of others;
b) quickly, with passion, but does not listen;
c) slowly, calmly, but confidently;
d) with great uncertainty.
4. How to behave in an unusual environment:
a) is easy to navigate and is active;
b) active, exhibits increased excitability;
c) calmly examines his surroundings;
d) timid, confused.
Criteria: if it is found that in most cases the child is characterized by reactions of type (a), then we can talk about the predominance of sanguine traits; (b) - choleric; (c) - phlegmatic; (d) - melancholic.
Game technique Yu.A. Samarina "Transfer of cubes."
Goal: to identify the child’s characteristic reactions to a number of failures that accompany the transfer of blocks.
The child is given a small spatula, on the surface of which cubes are placed one on top of the other (3,4,5, etc.), they are asked to carry these cubes, holding the spatula in one hand, from one table to another for a distance of about 3 meters, then turn around 180° (continuing to hold the spatula in your hand), bring it back and place the spatula with cubes on the table without dropping a single one.
This takes into account:
The strength of nervous processes, performance - how long can a child achieve successful completion of a task, both without stimulation from the experimenter, as well as with stimulation;
Balance of nervous processes - the extent to which a child is able to restrain his dissatisfaction in the event of failures, not to express it either in motor or speech form;
The mobility of nervous processes - the extent to which the child quickly gets involved in this “work”, adapts to it, whether there are distractions when performing this activity.
Organization of diagnostic work.
1. Observation is carried out by a group teacher or educational psychologist individually for each child in joint or independent activities of children. The research data is entered into a table.
2. Methodology of Yu.A. Samarina is conducted by an educational psychologist individually with each child in a free room. Working with each child takes from 5 to 20 minutes. The data is entered into a table.
3. The survey is carried out as follows: the questionnaire is filled out by parents at home or in a group (optional). The maximum time for parents to fill out the questionnaire is 20-30 minutes.
4. All data is entered into a summary table.
5. If the results of all three methods are different, it is necessary to use additional methods and/or analyze the reasons for the discrepancies in the ideas of teachers and parents about the characteristics of the child’s behavior.
Below are recommendations for interacting with children who have predominant traits of different temperaments. These recommendations can be used by teachers and parents. We also offer some games and exercises that can be used effectively when working with children of different temperaments.
If children have predominant traits of sanguine temperament.
It is important to be strict and demanding of the child, to control his actions and actions.
Pay attention to minor violations on the part of the child (failure to remove toys).
It is necessary that the work started be completed with good quality (do not allow starting the second drawing until the first one is completed).
It is advisable to offer to do the work done carelessly again. The main thing is to show the child the end result of conscientious actions.
It is important to form stable interests in a child. Avoid frequent changes of activity.
Teach carefully, treat your comrades, strive to develop strong, stable relationships.
If the characteristics of choleric temperament predominate in children.
Treat the child’s activity with understanding.
It is advisable to limit everything that excites the child’s nervous system: cinema, television, reading - everything should be in moderation. 2 hours before bedtime, only quiet games and activities.
It is necessary to develop concentrated attention in the child: board games (but not those where they compete), construction toys, drawing, modeling - everything that requires perseverance.
To develop in a child the ability to control himself (games with commands, with sudden stops “Freeze”, where he will obey).
Accustom him to the rules of communication: speak calmly, do not interrupt the speaker, take into account other people's desires, ask and not demand.
It is necessary to strictly adhere to the daily routine.
If the characteristics of a phlegmatic temperament predominate in children.
You should not use shouts, threats, or hurrying - this has an inhibitory effect on the child’s nervous system.
The child should not be excluded from activities that require effort.
He should be praised more often for his quick actions.
It is necessary to put the child in conditions where quick actions are necessary (games of a competitive nature are useful).
The child should be encouraged to move (gymnastics, outdoor games, swimming, running).
Encourage the child to play, work, design - activate him.
You cannot abruptly cut off a child. It is necessary to warn him a few minutes in advance about a change in activity.
Involve the child in team activities.
If children have predominant traits of melancholic temperament.
It is necessary to limit noise, new acquaintances, the number of toys, but at the same time teach the child not to be afraid of a little noise, to treat a new person calmly and without anxiety.
It is advisable to talk with the child, since he is suggestible. You need to speak softly, convincingly, but confidently, definitely.
It is good for a child to play sports.
It is necessary to diversify a child's life.
It is necessary to involve the child in joint work with adults.
It is important to develop his sociability.
It is necessary to maintain positive emotions in him, to show kindness and sensitivity towards him.
Games and exercises
For children with a predominance of choleric and sanguine temperament.
“Concentration” (a study on the regulation of emotions).
A traveler sits at a table and carefully studies a map. He is considering a plan for the trip. Expressive movements: the left hand rests the elbow on the table and supports the head tilted to the left, the index finger of the right hand moves along an imaginary map. Facial expressions: slightly narrowed eyes, bitten lower lip.
“Thinking” (study on the regulation of emotions and movements).
A boy picked mushrooms in the forest and got lost. Finally he came out onto the high road. But which way to go? Expressive movements: the child stands, arms folded on the chest, or one hand on the chest supports the other hand, on which the chin rests.
“Vaska is ashamed” (study on the regulation of emotions).
Once upon a time there was a girl, Galya. She had a Tanya doll. Galya played with the doll, fed it, put it to bed. One day the cat Vaska was there and dropped a doll on the floor. Galya came home, saw that the doll was lying on the floor, picked it up and began to scold Vaska: “Why did you, Vaska, drop my doll?” And Vaska stands with his head down, ashamed. After listening to the story, the child shows how ashamed the cat Vaska was.
“The sea is agitated” (arbitrary behavior of feelings).
The driver begins like this: “The sea worries once, the sea worries once, the sea worries twice, the sea worries three times: a figure of joy, fear, shame, etc. freeze in place.” Next, the driver chooses the brightest figure.
“Poking” (training the ability to control your feelings).
Children sit on chairs, place their feet on the floor and “freeze.” The leader, slowly counting to 10, walks between the children and lightly tickles each one. Children need to not laugh at this and remain still.
“A-a-ah” (training the ability to control your feelings).
The presenter places his hand on the table and then slowly raises it to a vertical position. Children, in accordance with raising their hands, increase the volume of the sounds “a” so that when the hand reaches the top position, they end it with a loud joint “ah” and instantly fall silent.
“Yes and no” (harmonization of awareness of rights and responsibilities).
Instructions: Let's try to determine which of us knows how to be attentive. We will ask each of you in turn questions to which we already know the answers “yes” and “no.” For example: “Do you go to school?”, “Have you been to the North Pole?” and so on. And the one who answers must necessarily answer the other way around. The one who makes a mistake is out of the game.
“Parents and children” (harmonization of awareness of rights and responsibilities).
Instructions: Let's imagine that we have turned into parents. We love our child very much, we want him to be good, and therefore we give him advice on what he should be. Each subsequent “parent” denies the advice of the previous one and gives his own advice. It could be, for example, like this:
Always be honest.
You don’t always have to be honest, otherwise you’ll say something wrong and you might offend others. Always be cheerful.
Exercise to develop voluntary attention.
The child is given a sheet of paper, colored pencils and asked to draw 10 triangles in a row. When this work is completed, the child is warned about the need to be careful, since the instruction is pronounced only once: “Be careful, shade the third, seventh and ninth triangles with a red pencil.”
If the child has completed the first task, they offer to complete the tasks, inventing and gradually complicating the conditions.
Exercise to develop stability of attention.
The child is given a small text (newspaper, magazine) and asked, looking through each line, to cross out a letter (for example, “a”). The time and number of errors are recorded. Record the results on a graph daily. They note the improvement in results, introduce the child to them, and rejoice with him.
Exercise on voluntary behavior.
The child is shown a sheet with drawn geometric shapes and asked to color each of them with a colored pencil. They warn the child that he must do this very carefully, time does not matter. As soon as the child begins to show negligence, the work is stopped. A 6-7 year old child carefully paints 15-20 figures.
For children with a predominance of phlegmatic and melancholic temperament
“Tell poetry with your hands” (study for liberation).
The child tries, without words, using pantomime, to tell a well-known poem or fairy tale. The other children try to guess what he is saying.
"How to proceed?" (regulation of emotions and actions).
For this game you need several plot pictures with conflicting content. For example, these:
a) children are harvesting, one girl has picked so many fruits that she cannot hold them in her hands;
b) children are playing, and one child has no toys;
c) the child is crying.
Having taken the picture, the child must choose his own way out of the situation.
“Finish the sentence” (an exercise to overcome isolation).
You must complete each of the sentences:
I want. . .
I can. . .
I can. . .
I will achieve it. . .
You can ask the child to explain the answer.
Drawing “Me in the future” (overcoming isolation).
The child is given the task to draw himself as he sees himself in the future. When discussing the drawing with him, they ask how he will look, how he will feel, what his relationship with his parents, brother or sister will be like.
The exercise allows you to realize the possibility of overcoming isolation, giving the child a perspective for the future and confidence in their abilities.
“I and others” (free expression of one’s opinion).
The child is asked to tell about his friend or relative. It is important that the child can express his opinion and emphasize the positive traits of the other. You can ask the child to tell about himself, highlighting negative and positive qualities, focusing on the latter.
“Mirror” (helps the child open up and feel relaxed).
a) The child looks into the “mirror”, which repeats all his movements and gestures. The “mirror” can be a parent or another child.
b) The principle of the game remains the same, but the child must portray one of their mutual acquaintances. “Mirror” indicates who the child portrayed.
“Parrot” (arbitrariness of feelings).
The presenter says a short sentence, for example, “I’m going for a walk.” One of the participants repeats this sentence, trying to express the feeling he had previously planned. The rest guess what feeling was intended.
“Drawing the name” (harmonization of name awareness).
Instructions: “Let’s close our eyes and sit quietly. Now everyone will try to imagine their name written on a piece of paper. Try to take a closer look at your name, see what color the letters are, how high or low they are, what they look like. Now open your eyes and draw your name the way you want.”
“Competition of braggarts” (harmonization of claims for recognition).
Instructions: “Today we will hold an unusual competition with you - a competition of braggarts. The one who boasts the best wins. What are we going to brag about? Neighbor on the right. Look closely at your neighbor on the right. Think about what he’s like, what he can do, what he’s good at.” Children determine the winner - the best “braggart”. You can discuss who liked what more: telling - bragging about a neighbor or listening to people talk about him.
“How can this be used” (to develop intelligence).
The child is offered a game: find as many options as possible for using an object.
Literature
children's temperament preschool
1. Bogoslovsky V.V. General psychology. - M., 1981.
2. Volkov B.S., Volkova N.V. Tasks and exercises in child psychology. - M., 1991. - P. 18-19.
3. Gamezo M.V. Atlas of psychology. - M., 1986.
4. Zaporozhets A.V. Psychology. - M., 1987.
5. Ilyina M.N. Tests for children. - M., 1997.
6. Kovalchuk Ya.I. Individual approach to raising a child. - M., 1981.
7. Kolomensky Ya.L. Man: psychology. - M., 1986. - P. 209-214.
8. Klyueva N.V. We teach children to communicate. - Yaroslavl, 1997.
9. Mukhina V.S. Child psychology. - M., 1985.
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