Study of the level of readiness of 4th grade students for the transition to the second grade school.
This involves the professionalism of the administration, teachers, psychologist, social educator, their ability to systematically analyze problem situations, programming and planning activities aimed at solving them, uniting for this purpose all participants in the educational process (student, parents, teachers, administration , etc.).
The subjects of activity are students of grades 1-11, the teaching staff of the school, parents.
The content of activity is development of the complex program of the decision of the set tasks, its approbation, use of diagnostic methods and the analysis of the received results, modeling of a portrait of the graduate of school.
To solve the main purpose and objectives of the PPP, we have developed a model of the main activities and a comprehensive program of psychological and pedagogical support for students of different ages.
Evaluation of the effectiveness of the PPP program
Efficiency is correlated with the set goal and objectives.
Methods of evaluating effectiveness: surveys, individual and group interviews, monitoring the progress of classes, the use of technical means (photos, videos, etc.) for visual observation and analysis of changes in program participants, diagnosis, personal self-regulation, stress , self-determination, the need for self-knowledge.
Self-realization of parents – in the self-realization of children. Characteristics of parental attitude and focus on the adoption of the child, solving its problems. Positive attitude to school. “Parental readiness for school”. Consistency in raising children.
Thus, PPP is a professional activity of adults who interact with students in the school environment. In the process of such interaction, the teacher focuses on the most important factors that characterize the development of personality at all stages of age development:
Cognitive sphere, the main indicator of the development of which is independence in educational activities, the level of development of memory, attention, imagination and thinking. Formation of educational activities. First of all, it is the ability to highlight the learning task, analysis skills, self-control. Language development, which includes the ability to formulate concepts, operate with arguments, sufficient vocabulary. Pace of activity, energy. Taking this into account is extremely important from the point of view of individualization of the learning process. Behavioral self-regulation, which is the basis of a culture of behavior and communication. Emotional attitude to school, which provides positive motivation for learning, favorable microclimate and psychological comfort. Attitude to oneself, which is the basis of the “I-concept” of personality, in particular its evaluative component.
It is taking into account these, the most significant factors of personality development, subroutines and planned diagnostic work are made.
The value of PPP programs
It allows you to form a positive relationship between students, teachers and parents. Children gain experience of relationships, get the opportunity to consciously choose a style of communication, to adjust it. Reveals the abilities of children and parents to mutual understanding, support, mutual assistance. Forms the culture of the psychological life of the child from 1st to 11th grade. Helps professional self-determination of high school students. It has a positive effect on the development of comfortable relations between the administration, teachers and the parent committee. It allows through its content to observe, study the development of cognition, feelings, emotions and experiences of children, which are manifested in interpersonal communication, in educational activities.
The complex program of PPP of children of different age categories consists of two blocks:
AND BLOCK – DIAGNOSIS AND PREVENTION
Determining the psychological readiness of children to learn. An integrated approach to solving the problems of the transition period in a child’s life (grades 1-4). Study of the level of readiness of 4th grade students for the transition to the second grade school. Psychological examination and prevention of students during the period of adaptation during the transition from first grade school to second grade school. Professional self-determination of high school students.
BLOCK II – PROGRAMS OF DEVELOPMENT AND PSYCHOLOGICAL EDUCATION COURSES
Know Yourself course for students in grades 1-4. Course “How to solve your problems” for 5th grade students. Program for students of 6-7th grades “The world of human feelings and will”. The “Circle of Communication” program for students of 8-9 grades. The program for 9th grades “Man and the world of professions”. The program “Psychology of personality” for students of 10th grades. Program “Psychology of interpersonal relationships” for 11th grade students.
BLOCK I. DIAGNOSIS AND PREVENTION
Psychodiagnostics is a set of ways and means of identifying individual psychological characteristics of the individual for further corrective action on its development.
The purpose of psychological and diagnostic examination:
Obtaining objective knowledge about the personality, reducing the subjectivity of the teacher’s perception of students, obtaining psychodiagnostic information about students. Creating optimal conditions for the introduction of differentiated learning, which helps to implement a person-centered approach to the organization of the pedagogical process. Creating scientifically sound conditions for securitypersonal development of both the student and the teacher.
The methods and diagnostic techniques presented in this program help to solve important general pedagogical tasks:
determining the mental, emotional, moral and spiritual development of the personality of students and teachers; identification of students with high intellectual development, gifted children; stimulating students’ mental activity, activating the processes of self-knowledge and self-improvement in them; involvement of teachers in the psychodiagnostic process in the role of active subjects of its creation; parents’ interest in the results of diagnostic tests; determining the intellectual and social potential of student and teaching staff; ensuring the construction of practical models by classes and intra-class differentiation; characteristics of the dynamics of age development of mental, emotional, moral, spiritual levels of students.
We believe that the psychological and pedagogical research that we conduct, comprehensive, systematic, systematic, prognostic is carried out taking into account two components: the collection of facts, their analysis and selection of adequate methods of psychological and pedagogical influence.
Psychodiagnostic work consists of three areas:
psychodiagnostics of individual features of students; developmental diagnostics; professional diagnostics for high school students.
During diagnostics the following methods and techniques are used:
Observation as a set of primary information about the child’s personality, behavior and activities. This is the most accessible method for a teacher. In addition, it provides not only the collection of information, recording observations, but also analysis of the causes of their birth.
The main requirements for the method of psychological and pedagogical observation is that the observation:
requires a specific purpose (why it is done); the number of traits to be investigated should be minimal and have developed criteria for their evaluation; to carry out supervision in real educational conditions, it is desirable at two or three lessons; the observer must know what mistakes can be made and how to prevent them.
Diagnosis makes sense not in itself, but only to monitor the dynamics of mental development of the student and determine the program of further influence on him, to analyze the various approaches, techniques and methods of teaching and education.
Psychological testing is a method of psychodiagnostics that uses questions and tasks (tests) that have a specific scale of values.
This process defines three stages:
selection of tests taking into account the purpose; testing in accordance with the instructions for the test; interpretation of results.
This work is carried out by a psychologist together with a teacher, class teacher.
The use of diagnostic techniques to study the individual characteristics of students, developmental and professional diagnostic techniques.
Diagnosis is closely related to preventive work (individual interviews, role-plays, trainings, consultations, etc.).
Psychological and pedagogical assistance in preventive work should be aimed at creating conditions for independent problem solving and, above all, through methods of activation. Of course, in the course of prevention the information-reference task (by means of special reference literature, manuals, computer information-search systems, etc.) is solved, diagnostic techniques are also used, but when carrying out support it is important that both the teacher and the psychologist, and the student worked together on a single problem so that the student understands the general logic of the work, ie remains a subject of self-determination. The use of various techniques, techniques and methods of activation in prevention will help to instill in the student optimism, self-confidence, as well as playing in special procedures complex issues related to self-determination. The scheme of preventive work can vary significantly depending on each case, but its fundamentally important emphasis is to awaken the own activity of children and adolescents.
The peculiarity of the program is that it comprehensively considers the age characteristics of students in both primary and secondary schools in the educational process.
The program includes observation, psychodiagnostics, psychological education, psychoprophylaxis and psychological counseling, which are reflected in each section.
The results of this work provide an opportunity to build the process of learning and education, taking into account the individual capabilities of both the individual student and the whole class, to carry out preventive work for the further development of students’ personalities.
BLOCK II. PROGRAM OF DEVELOPMENT AND PSYCHOLOGICAL EDUCATION
The second block of the complex program includes developmental and educational work related to the introduction of psychological courses at each stage of education, the purpose of which is: to ensure the formation of the child’s psychological health, its age development; raising the psychological, spiritual and moral level of the child; development of her creative abilities, intelligence; creating conditions for the disclosure of inclinations, inclinations and development of abilities of those mental processes that are crucial for the formation of intellectual and creative personality, for the development of which, based on the content of educational material, the teacher does not have enough time in class.
Each of the courses has specific tasks.
The course “Know yourself” for students 1-4 grades, designed for the child to know himself as a natural physical body, as a person and self-awareness as part of the world buy a comparison essay online now, society (I – man and personality, I and the world, me and society).