Children's practical. Raising boys and girls

Hall expressed the hovering idea of ​​creating a practical child psychology by combining the requirements teaching practice with the achievements of contemporary biology and psychology. The pioneers of pedology were doctors and biologists, since at that time it was they who owned a large number of objective methods for studying children, and psychology had not yet developed these methods. However, over time, it was the psychological aspect of research that came to the fore, and gradually, starting in the 1920s. of our century, pedology began to acquire a pronounced psychological orientation. The popularity of pedology led to the development of a mass pedological movement not only in America, but also in Europe, where it was initiated by such famous scientists as E. Meiman, D. Selli, V. Stern, E. Claparede and others.

D. Selli's works "Essays on the Psychology of Childhood" (1895) and "Educational Psychology" (1894-1915) contributed to the penetration of psychological ideas into educational institutions, a partial change in training programs and the style of communication between teachers and children. His writings were of great importance for the development of practical child psychology and pedology, since Selly studied which associations and in what order appear in the process mental development children. His research showed that the first associations are associations by similarity, then gradually images of objects based on associations by contiguity are formed in children, and at the end of the second year of life, associations by contrast arise. The data obtained by Selli also made it possible to identify the main stages in the cognitive, emotional and volitional development of children, which must be taken into account when teaching them.

On the basis of these provisions, a follower of Selli - M. Montessori has developed a system of exercises that contribute to the intellectual development of children preschool age... The basis of this system, which is quite widespread today, is the training of sensations as the main elements of thinking, the awareness and integration of which contribute to the cognitive development of children.

German psychologist and educator E. Meimann founded a psychological laboratory at the University of Hamburg, which conducted research on the mental development of children. Meiman also became the founder of the first special journal devoted to pedological problems - "The Journal of educational psychology". He paid main attention to the applied aspect of child psychology and pedology, since he believed that the main task of pedology is to develop methodological foundations teaching children. His three-volume Lectures on Experimental Pedagogy (1907) was a kind of encyclopedia of pedagogical and practical psychology of the time.

Meiman believed that pedology should not only study the stages and age-related characteristics of mental development, but also explore individual developmental options and diagnose it. At the same time, education and upbringing should be based both on knowledge of general laws and on an understanding of the characteristics of the psyche of a particular child.

An experimental school was organized at Meiman's laboratory, which lasted more than twenty years. It tested various educational programs for children, developed taking into account Meiman's periodization, and also studied different ways selection of children for classes on the basis of their preliminary diagnostics. At the same time, various selection criteria were experimentally studied - according to the level of intelligence, according to the interests and inclinations of children, as well as according to the style of communication with the teacher adequate for them. It should be noted that if giftedness, as well as the cognitive interests of children, were taken into account to one degree or another before, then the problem of interaction between the teacher and students and the reaction of students to different styles of communication was first posed with such completeness by Meiman.

The Swiss psychologist E. Claparede played an important role in the development of practical child psychology. He founded the Association for Applied Psychology and Pedagogical Institute them. J.J. Rousseau in Geneva, which became international center experimental research in the field of child psychology.

Claparede proposed to divide child psychology into applied and theoretical, since, in his opinion, they have a different range of studied problems. He considered the task of theoretical child psychology to be the study of the laws of mental life and the stages of mental development of children. At the same time, he divided applied child psychology into psychognosis and psychotechnics. Psychognosis was aimed at diagnostics, measuring the mental development of children, and psychotechnics was aimed at developing methods of teaching and upbringing, adequate for children of a certain age.

Thus, Claparede laid the foundations for an independent branch of psychological science - practical child psychology, having a significant impact on the understanding of the range of problems it solves and its tasks.

The development of practical child psychology and pedology required not only a clear definition of the subject and tasks of this science, which was done by Meiman and Claparede, but also the development of new objective methods for the mental development of children, which, in their reliability and objectivity, would not be inferior to those of natural science (for example, anthropometry). One of the first searches for such new ways of measuring mental qualities began the English scientist F. Galton.

Being engaged in experimental psychological research (studying the thresholds of sensitivity, reaction time, associations and other mental processes), Galton paid main attention not to the laws common to all individuals, but to their variability in different people... He invented a number of special techniques for studying this variation, which became the origin of a new major branch of psychology - differential psychology. Having arisen in the depths of experimental psychology, it acquired an independent theoretical and practical significance... The introduction of new mathematical methods, mainly statistical ones, into psychology was especially significant.

In studying the question of the origin of mental qualities, Galton used, along with the biographical method, questionnaires. He sent out a detailed questionnaire to the largest scientists, on the basis of which the monograph “ English people sciences: their nature and education "(1874). A decisive role in the development of the ability to scientific activities he attributed to heredity, while the influence of external conditions and upbringing considered insignificant, and sometimes negative.

Later, Galton added an experiment to the study of individual differences by questionnaire. At the international exhibition in London in 1884, Galton organized a special laboratory for this purpose. More than 9 thousand subjects passed through it, in whom, along with physical (height, weight) and mental indicators ( different kinds sensitivity, reaction time, etc.).

Galton is the author of many specific methods both the diagnosis of various signs and the establishment of the correlation between them. The method of calculating the correlation between variables significantly enriched psychological science, became a prerequisite for the development of one of the most important psychological methods - factor analysis... Among Galton's achievements, the development and method of tests should be highlighted. The test (test) became one of the most important methods in Galton's laboratory and later became firmly established in science. Statistical approach - applying a series of tests to a large number individuals - was put forward as a means of introducing precise quantitative methods into psychology. It got great practical use, and the further improvement of the technique for the development and application of tests, their extension to the study of the most important psychological parameters (memory, thinking, personality) essentially changed the general appearance of psychological science.

The term "test", like these tests themselves, developed by Galton, became widely used in psychology after the article by the American psychologist D. Cattell "Mental tests and measurements", published in 1890 in the journal "Mind" ("Thinking") with an afterword by Galton. Cattell believed that statistical method, applying a series of tests to a large number of subjects is a means of transforming psychology into exact science... However, he attached no less importance to the practical value of tests, which can become the basis of a new, practical psychology. The task of this psychology is to develop adequate exercises for each person, allowing to overcome deficiencies or deviations in the development of certain mental qualities, diagnose diseases, as well as the formation of an individual lifestyle.

Realizing the shortcomings of his modern test system, in which almost any short-term test could claim this title, Cattel emphasized that in order to increase the validity and value of tests, it is necessary to develop a uniform system so that “definitions obtained at different times and in different places can was to compare and combine. " He proposed 50 tests as a sample, including various kinds of measurements of sensitivity, reaction time, different types memory. This system of tests Kettel used in the psychological laboratory he organized in 1891 at Columbia University. The success of this work led to the fact that in a short period of time, most American psychological laboratories began to use various tests, and soon this method practically eclipsed all others. The variety of tests, as well as the lack of clear criteria for their use and evaluation, led to the fact that in the mid-90s. it became necessary to organize special centers that coordinated the work of individual laboratories. In 1895-1896. In the United States, two national committees were created that brought together the efforts of the test developers, giving a general direction to their work.

According to the state educational standard higher vocational education the second generation examines the history of practical child psychology, the organization of psychological services in a preschool institution, the peculiarities of the mental development of preschool children. The different aspects of the work of child psychologists are reflected: diagnostics and correction of the mental development of children, treatment of teachers and parents, paperwork and a workplace. For higher students educational institutions students in the areas and specialties "Psychology", "Pedagogy", "Preschool pedagogy and psychology", "Pedagogy and methodology preschool education"," Special preschool pedagogy and psychology. " educational institutions.

On our website you can download the book "Children's Practical Psychology" Tatyana Davidovna Martsinkovskaya free of charge and without registration in doc format, read the book online or buy a book in the online store.

Year of issue: 2004

Genre: Psychology

Format: PDF

Quality: eBook (originally computer)

Description: This book contains the material necessary for the work of practical psychologists in preschool educational institutions. It reflects the different aspects of the work of a psychologist, associated with diagnostics and correction of mental development of children, communication with teachers and parents, paperwork and the workplace of a psychologist.
Separate chapters are devoted to the history of practical child psychology, a description of the main directions in the activities of a practical psychologist, documents regulating his status. The general patterns of mental development of children in the first years of life are revealed, approaches to carrying out diagnostic and corrective work with children and parents are described, ways of including materials obtained during diagnostics into the practice of corrective work are shown. Much attention is paid to familiarizing readers with the problem of deprivation and its consequences for children, as well as describing games and exercises that make it possible to overcome some developmental disabilities. cognitive processes and communication of children.
At the end of each chapter, readers are asked to answer questions and complete assignments that will help test themselves and transfer to practical activities learned material.
The book includes a list of references and a glossary of terms. The appendices provide examples of documentation of a practical psychologist, as well as materials that will help in working with children - sets of techniques for different ages, methods of their application and interpretation of the data obtained, as well as samples of diagnostics, remedial classes talking with parents.
The textbook is intended for students of psychological and pedagogical universities and colleges, as well as for practical psychologists working in educational institutions.

Chapter 1. History of practical child psychology
1.1. Formation of practical child psychology and pedology
1.2. Formation of practical child psychology in Russia
1.3. Development of practical psychology and pedology in the 20-30s
Questions and tasks
Chapter 2. Organization of psychological services in a preschool institution
2.1. Psychological office
2.2. Psychological tools
2.3. Normative documentation of a child practical psychologist
2.4. Special documentation
2.5. Organizational and methodological documentation
Questions and tasks
Chapter 3. Features of the mental development of preschool children
3.1. Mental characteristics of children during the period of newborn and infancy
3.2. Mental characteristics of young children
3.3. Features of mental development in preschool age
3.4. General approaches to the diagnosis of mental development in children
Questions and tasks
Chapter 4. Areas of professional activity of a practical psychologist in the conditions of a child preschool
2.1. Psychodiagnostics
4.2. Psychocorrection and psychoprophylaxis of deviations and disorders in the development of the child
4.3. Psychological counseling and education
4.4. Psychological support of the pedagogical process
Questions and tasks
Chapter 5. Mental deprivation and its impact on the development of children in the first years of life
5.1. Terminology
5.2. Features of deprivation of mental development in infancy
5.3. Features of deprivation of mental development at an early age
5.4. Features of deprivation of mental development in preschool age
Questions and tasks
Chapter 6. Correctional games and activities for children with communication difficulties
Questions and tasks

Perm State Pedagogical University

Children's practical psychology

Compiled by: Lyadova K.V.

Perm, 2009

Formation of practical child psychology abroad and in Russia

The origin and development of practical child psychology in late XIX early XX century. was closely associated with pedology, the science of children, created by the American psychologist Grenville Stanley Hall. Hall was a student of W. Wundt. In 1883, Hall organized at the University of Baltimore the first experimental laboratory in the United States, in which the study of the mental development of children, mainly adolescents, began. Hall was one of the first to draw attention to the importance of a practical study of the process of formation of the psyche of a particular child. One of the main goals of pedology, according to Hall, was to develop recommendations for parents and teachers on the education and upbringing of a child. Hall expressed the idea of ​​creating a practical psychology that was floating in the air, combining the requirements of pedagogical practice with the achievements of contemporary biology and psychology. However, over time, it was the psychological side of research that came to the fore, and gradually, starting in the 1920s, it came to the fore. XX century, pedology began to acquire a pronounced psychological orientation. The popularity of pedology led to the development of a mass pedological movement not only in America, but also in Europe, where it was initiated by such famous scientists as E. Meiman, D. Seli, V. Stern, E. Claparede, and others.

The works of D. Seli "Essays on the Psychology of Childhood" (1895) and "Pedological Psychology" (1894-1915) were of great importance for the development of practical child psychology and pedology, since he studied what associations and in what order appear in the process mental development of children. The data obtained by D. Seli also made it possible to identify the main stages in the cognitive, emotional and volitional development of children, which must be taken into account when teaching them. On the basis of these provisions M. Montessori has developed a system of exercises that contribute to the intellectual development of preschool children. German psychologist and pedologist E. Meimann founded a psychological laboratory at the University of Hamburg, which conducted research on the mental development of children. Meiman also became the founder of the first special journal devoted to pedological problems, the Journal of Educational Psychology. He believed that pedology should study not only the stages and age-related characteristics of mental development, but also explore individual developmental options and diagnose it. At the same time, education and upbringing should be based both on knowledge of general laws and on an understanding of the characteristics of the psyche of a particular child.

The Swiss psychologist E. Claparede played an important role in the development of practical child psychology. He founded the Association of Applied Psychology and the Pedagogical Institute. J.J. Rousseau in Geneva, which has become an international center for experimental research in the field of child psychology. Claparede proposed to divide child psychology into applied and theoretical. He considered the task of theoretical child psychology to be the study of the laws of mental life and the stages of mental development of children. At the same time, he divided applied child psychology into psychodiagnostics and psychotechnics. Psychodiagnostics was aimed at diagnostics, measuring the mental development of children, and psychotechnics was aimed at developing methods of teaching and upbringing, adequate for children of a certain age. The English scientist F. Galton was one of the first to start searching for new ways to measure the mental development of children. He paid main attention not to the laws common to all individuals, but to their variability in different people... He invented a number of special techniques to study this variability, which became the source of a new major branch of psychology - differential psychology. The introduction of new mathematical methods, mainly statistical ones, into psychology was especially significant. Among the achievements of Galton, the development of a test method should be emphasized. The test became one of the most important methods in Galton's laboratory and later became firmly established in science.

The French scientist A. Binet was one of the first to develop methods that make it possible to quickly and reliably determine the level of intelligence of children, to differentiate between normal and abnormal children. He created tests for the diagnosis of intellectual development in children from 3 to 18 years old.

In Russia, DPP began to develop at the beginning of the twentieth century in close combination with pedology. The true initiators of the formation of pedology in Russia were A.P. Nechaev, N.P. Rumyantsev and V.M. Bekhterev.

In the fall of 1904, the first courses in Russia were opened in St. Petersburg under the direction of Nechaev. The purpose of these courses was to disseminate knowledge necessary to understand the mental and physiological characteristics of childhood and adolescence, as well as to increase the theoretical potential of teachers.

One of the main tasks facing the DPP at that time was the search for objective methods of research and diagnostics of the psyche. Tests, questionnaires, biographical, statistical and anthropometric methods were used. For an experimental study of children in 1905, A.F. Lazursky together with A.P. Nechaev created the first psychological laboratory in St. Petersburg. Joint work of Lazursky with the famous psychologist and philosopher S.L. Frank also introduced him to the idea of ​​two spheres of mental activity - endopsychic (internal) and exopsychic (external). Based on the level of development of various endogenous and exogenous factors, Lazursky developed the first personality typology, as well as a system for diagnosing and correcting various types of deviations in the process of a child's mental development.

Research into the mental development of a child has led many scientists to think about the importance of the family and family climate in this process. Therefore, the systematic education of parents began. For this, Parents' circles were organized, books on family education were published, in particular P.F. Kapterev organized the publication of a series of brochures on the problems of family education and training. I.A. Sikorsky. In his works, he investigated the role of affects in the development of deviations and defects in the mental development of children, and also developed recommendations for their correction. He was one of the first to draw attention to the role of fatigue in reducing the performance of children and developed methods to reduce it. He was the first to organize the Frebelev Center in Kiev, at which there was an experimental school and psychological counseling... Thus, future teachers not only received theoretical knowledge in psychology, but also tested it in practice. After 1917, the leading scientists did not emigrate from the country. They set new tasks - the development of a harmonious personality within the framework of Marxist theory. A.B. saw this as their goal. Zalkind, P.P. Blonsky, K.N. Kornilov, M. Ya. Basov, L.S. Vygotsky and others.

The beginning of the 20s. was associated with the birth of the modern school, the formation of more effective teaching methods. This required an in-depth study of the personality of each child. Therefore, methods were used taken from foreign psychology, and there were attempts to use both new and old diagnostic tools. Various institutions were organized. In 1918 at the Psychoneurological Academy was organized by the Children's Inspection Institute. A.S. Griboyedov, the second major psychological center in Leningrad was the Pedagogical Institute named after I. A.I. Herzen. At the Academy of Communist Education. N.K. Krupskaya's psychological research was carried out by the staff of the Office of School Pedology under the leadership of Blonsky.

The anthropometric data of children were studied, a characteristic was compiled for a preschool child, mental development child. The obtained results were processed by elementary statistical methods. School teachers also had to be able to diagnose.

Since the 30s. the DPP is under threat from both subjective and objective reasons. Subjective - changes in social conditions: not an individual approach was required, but an executive worker. Objective - the use of unadapted techniques that lead to errors; lack of qualified personnel in the workplace. All this led to the appearance of the well-known decree of 1936 "On pedological perversions in the system of NARKOMPROSov" and the directive closure of pedology as a science in general.

Thus, several stages can be distinguished in the development of practical child psychology and pedology in Russia.

Stage I (1900 - 1907) - the birth of DPP and pedology, the emergence of the first theories and studies of the mental development of children, the organization of courses and experimental laboratories, the beginning of the publication of the first journals and books on DPP.

Stage II (1908 - 1917) - the development of methodological principles for the construction of DPP and pedology in Russia, the emergence of the first psychological centers, combining theoretical and experimental (diagnostic) activities.

Stage III (1918 - 1924) - the period of the formation of the Soviet DPP, revision of the old empirical, pre-October science. This is taking place against the background of the general upsurge and diversity of the country's cultural life.

Stage IV (1925 - 1928) - the period of consolidation of different groups and trends in DPP and pedology, the development of a single platform for science aimed at the comprehensive study and development of the child's personality. At this time, the connection is strengthened. psychological theory and practices, set specific tasks for the development and improvement of work in schools and kindergartens.

Stage V (1929 - 1931) - a period of intensive development of DPP and pedology, the emergence of theories that reveal the patterns and mechanisms of development of the psyche (M.Ya.Basov, L.S.Vygotsky). However, in the same period, attacks on the DPP began, associated with a change in the social situation in society, the introduction of uniformity and authoritarianism in school life... The gap between theory and practice, not fully bridged in previous years, is starting to widen again.

Stage VI (1932 - 1936) - during this period, the formation of a totalitarian state, permeated by a rigid hierarchical system relationships between people. The elimination in school and social practice of interest in the personality of the child, in the creative principle led to an even greater separation of psychological theory from practice. Attacks on pedology, accusations of ignoring the requirements of the school are growing. This criticism of both real and pedological errors led to the 1936 decree, which practically banned the DPP in Russia.

Currently, the domestic DPP is experiencing new stage, in which practical and theoretical problems are closely intertwined. The need to attract psychologists to work in educational institutions has reappeared, thanks to the efforts of many scientists, primarily I.V. Dubrovina and her laboratories (in the 80s), the foundations of a practical psychological service are being developed.

In 1988, a decree was issued on the organization of psychological services in schools, then in kindergartens, in 1989 a provision was issued on this.

Literature

1. Children's practical psychology / Ed. Etc. Martsinkovskaya, - M., 2004. Psychological service in the education system: its necessity, structure, tasks.

Ethics of psychological work

1) Psychological service is an organizational structure, which includes teachers-psychologists of educational institutions of all types, educational institutions for children in need of psychological, pedagogical and medico-social assistance (PPMS - centers), psychological, pedagogical and medico-pedagogical commissions (PMPK), scientific institutions, departments of higher educational institutions, educational and methodological rooms and centers of educational authorities and other institutions that provide assistance to participants in the educational process. garden. Guide for work practical psychologistPractical work >> Psychology

CHILDREN'S CENTER WENGER Psychologist v children's garden guide to work practical psychologist Authors: L.A. WENGER, E.L. ... V.V. KHOLMOVSKAYA, L.I. TSEKHANSKAYA. Tasks and functions psychologist v children's garden Psychologist v children's a garden is above all the one who knows ...

The origin and development of practical child psychology in the late 19th - early 20th centuries. was closely associated with pedology, the science of children, created by the American psychologist Grenville Stanley Hall. Hall was one of the first to draw attention to the importance of a practical study of the process of the formation of the psyche of a particular child. Hall expressed the idea of ​​creating a practical child psychology that was floating in the air, combining the requirements of educational practice with the achievements of contemporary biology and psychology. The pioneers of pedology were doctors and biologists, since at that time it was they who owned a large number of objective methods for studying children, and psychology had not yet developed these methods. At the beginning of the XX century. children's practical psychology began to develop intensively in Russia as well. At the same time, she absorbed many traditions of Russian psychology, pedagogy and philosophy. Practical psychology also developed in close collaboration with pedology, the applied nature of which, focus on the specific requirements of the school made it especially popular among teachers and educators.

At the same time, the process of the formation and development of child psychology and pedology in Russia had a number of features that distinguished it from Western trends. Although the spiritual life of Russian society was closely connected with the general course of development of Western culture, it reflected the originality of the social and historical path development of Russia, having a significant impact on the formation of domestic practical psychology. Since the methods of somatic research were not only developed earlier, but also proved to be more accurate than the methods of studying mental life, doctors and physiologists were the first in Russia to apply objective research methods to the development of a child. However, it was in Russia that the initial interest in pedology and practical child psychology was prepared by the previous development of related sciences - physiology, pediatrics, psychiatry. Great importance for young science, it was not only the works of I.M. Sechenov and K.D. Ushinsky, but also pediatricians I.V. Tarkhanov and N.P. Gundobin, who believed that the problem of educating a moral personality is a task not only of pedagogy, but also of other sciences. A great contribution to the development of practical psychology was made by such prominent scientists as G.I. Rossolimo and V.P. Kashchenko, who at the beginning of the XX century. initiated the creation of pedological laboratories. So, in Moscow pedagogical academy a pedological department was opened with the direct participation of Kashchenko. The main problem his studies were difficult, mentally retarded children and, especially, their educational opportunities.

Children's practical psychology at the beginning of the century was at the origins of its development - at the stage of collecting raw material and developing methods for obtaining this material. Therefore, one of the main tasks facing her at that time was the search for objective methods of research and diagnostics of the psyche, for which domestic scientists turned to both Western psychology and the Russian physiological school, in particular to the works of I.P. Pavlova and V.M. Ankylosing spondylitis.

When developing new methods, it was necessary to take into account one of the main requirements of practical child psychology - the integrity, systematic approach to the diagnosis of the child's mental development. At the same time, along with the search for new approaches to the scientific and psychological study of the child, the creation and use of methods aimed at identifying the individual characteristics of children and children's groups for practical purposes has become widespread. For these tasks, we used tests, questionnaires, biographical, statistical and anthropometric methods developed by M.M. Rubinstein, A.P. Nechaev, N.P. Rumyantsev, and later P.P. Blonsky, M. Ya. Basov, A.S. Zaluzhny, L.S. Vygotsky. Stage I (1900-1907) - the birth of child psychology and pedology, the emergence of the first theories and studies of the mental development of children, the organization of courses and experimental laboratories, the beginning of the publication of the first journals and books on practical psychology.

Stage II (1908-1917) - the development of methodological principles for the construction of child psychology and pedology in Russia, the emergence of the first psychological centers, combining theoretical and experimental (diagnostic) activities.

Stage III (1918-1924) - the period of the formation of Soviet practical child psychology, revision of the old empirical, pre-October science. This is taking place against the background of the general upsurge and diversity of the country's cultural life. The search for new methods of teaching and upbringing, an active school movement, a variety of schools and kindergartens, the appearance of works by N.K. Krupskaya, S.T. Shatsky and other teachers.

Stage IV (1925-1928) - the period of consolidation of different groups and trends in child psychology and pedology, the development of a single platform and concept for the development of the psyche, plans for the development of pedology as a science aimed at the comprehensive study and development of the child's personality. At this time, the connection between psychological theory and practice is strengthened, specific tasks for the development and improvement of work in schools and kindergartens.

Stage V (1929-1931) - a period of intensive development of child psychology and pedology, the emergence of theories that reveal the patterns and mechanisms of development of the psyche (M.Ya.Basov, L.S. Vygotsky). However, in the same period, attacks on practical psychology began, associated with a change in the social situation in society, the introduction of uniformity and authoritarianism in school life. The gap between theory and practice, which was not fully bridged in previous years, is starting to widen again.

Stage VI (1932-1936) - during this period the formation of a totalitarian state, permeated by a rigid hierarchical system of relations between people, ends. The ideologization of science also affects further development child practical psychology. The elimination in school and social practice of interest in the personality of the child, in the creative principle led to an even greater separation of psychological theory from practice. Attacks on pedology, accusations of ignoring the requirements of the school are growing. This criticism of both real and imposed pedological errors led to the 1936 decree, which practically banned practical child psychology.

At present, Russian child psychology is going through a new stage in which practical and theoretical problems are closely intertwined.