Methodology for diagnosing attention labyrinth who is the author. Formation of spatial thinking in primary school children in mathematics lessons

The methodology is aimed at identifying the level of formation of visual-schematic thinking (the ability to use diagrams and conventional images when orienting in a situation). The assessment is made in "raw" points without conversion to a normalized scale.

The material is a set of sheets, which depicts meadows with branched paths and houses at their ends, as well as "letters" conventionally indicating the path to one of the houses.

The first two sheets (A and B) correspond to the introductory tasks.

Children are first given two introductory tasks, then in order of tasks 1-10 (sheets 1-10).

The instruction is given after the children have opened the first sheet of the notebook with an introductory task. “In front of you is a clearing, on it are drawn paths and houses at the end of each of them. You need to correctly find one house and cross it out. To find this house, you need to look at the letter. (The examiner points to the bottom of the page where it is placed.) The letter says that you need to go from the grass past the Christmas tree, and then past the fungus, then you will find the right house. Everybody find this house, and I'll see if you are mistaken. "

The examiner looks at how each child solved the problem, and, if necessary, explains and corrects errors.

Moving on to the second introductory task, the examiner asks the children to turn the sheet over and says: “There are also two houses here, and again we need to find the required house. But the letter here is different: it describes how to go and where to turn. You have to go straight from the grass again, then turn to the side. " At these words, the inspector follows the drawing in the "letter". The solution to the problem is checked again, errors are corrected.

Then comes the solution of the main tasks. Each of them is provided with a brief additional instructions.

For tasks 1-2: “The letter describes how to go, which way to turn, to start moving from the grass. Find the house you want and cross it out. "

To task 4: “Look at the letter. It is necessary to walk from the grass, first past the fungus, then - past the berries (cherries), a tree (oak), then a flower. Mark the house. "

For tasks 7-10: “Look at the letter, it is drawn how to go, about what object to turn and in which direction. Be careful, find the right house and cross it out. "

Problem 7	Problem 8

Problem 9	Problem 10

Evaluation of results

When processing the results for each of tasks 1-6, 1 point is awarded for each correct turn. Since in problems 1-6 it is necessary to make four turns, the maximum number of points for each of the problems is 4. In problems 7-10 for each correct turn 2 points are awarded; in problems 7-8 (two turns) the maximum number of points is 4; in problems 9, 10 (three turns) - 6 points.

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Research procedure:

The technique is carried out individually. The research procedure is a conversation with a child using a certain rating scale on which he places himself and presumably determines the place where other people will put him.

Testing:

The child is given a piece of paper with a ladder drawn on it and the meaning of the steps is explained. It is important to see if the child understands your explanation correctly. Repeat it if necessary. After that, questions are asked, the answers are recorded.

Analysis of the results:

First of all, they pay attention to what step the child put himself on. It is considered normal if children of this age put themselves on the rung of “very good” and even “very good” children.

In any case, these should be the upper steps, since the position on any of the lower steps (and even more so on the lowest one) speaks not of an adequate assessment, but of a negative attitude towards oneself, self-doubt. This is a very serious violation of the personality structure, which can lead to depression, neurosis, antisocial behavior in children.

As a rule, this is due to a cold attitude towards children, rejection or harsh, authoritarian upbringing, in which the child himself is devalued, who comes to the conclusion that he is loved only when he behaves well.

And since children cannot be good all the time, and even more so they cannot meet all the "claims of adults, fulfill all their requirements, then, naturally, children in these conditions begin to doubt themselves, their strengths and the love of their parents for them. children who are not at home at all are not confident in themselves and in parental love.Therefore, as we can see, extreme neglect of the child, as well as extreme authoritarianism, constant guardianship and control, lead to similar results.

Specifically, the attitude of parents to the child and their requirements is indicated by the answers to the question of where adults will put them - dad, mom, teacher.

For a normal, comfortable sense of self, which is associated with the emergence of a sense of security, it is important that one of the adults put the child on the highest step.

Ideally, the child himself can put himself on the second step from the top, and the mother puts him on the highest step.

Methodology for determining the level of development of the communicative sphere

The level of development of a child's sociability is determined in kindergarten as a teacher during general children's games. The more active the child is in communicating with peers, the higher the level of development of the communicative system.

* 10 points - overactive, that is, constantly bothers peers, involving them in games, communication.

* 9 points - very active: involves and actively participates in games and communication.

* 8 points - active: makes contact, participates in games, sometimes he himself involves peers in games, communication.

* 7 points - rather active than passive: participates in games, communication, but does not encourage others to do so.

* 6 points - it is difficult to determine whether it is active or passive: they will invite you to play - they will go, they will not call - they will not go, they themselves are not active, but they also do not refuse to participate.

* 5 points - rather passive than active: sometimes refuses to communicate, but more often still participates in games and communication.

* 4 points - passive: only sometimes participates in games when he is persistently invited.

* 3 points - very passive: does not participate in games, only observes.

* 2 points - closed, does not react to the games of peers.

For the study of the intellectual sphere, we chose the methodology Methodology "Labyrinth" (AL Venger), "Memorization of 10 words" (Luria), Correction test (Pieron-Ruser), "House" (NI Gutkina)

Method "Labyrinth" (A.L. Venger)

In the original version this technique proposed to diagnose the level of formation of visual-figurative thinking. The practice of its application has shown that when performing tasks, the child uses "writing" as a model or rule, he needs to strictly follow a given sequence (chain) of landmarks in order to achieve a positive result. These features of the modeled activity make it possible to identify the level of development of a child's arbitrary sphere. We use the original stimulus material, but we propose a new version of the interpretation and assessment of the performance of tasks. The technique can be presented both in an individual and in a group version. The examination time is 15 minutes.

Purpose: Diagnostics of the ability to act according to visual landmarks in a given sequence.

Material: 12 tables with a schematic map and instructions. Instruction: “In front of you is a clearing along which paths (show) run. You can walk along these paths to any house, but we are looking for only one of them, the one in which the bunny lives. He sent you a letter indicating the landmarks you need to pass by. There may be a wolf in other houses, he will eat you. Be careful, find the right path! " ...

Analysis of the results. The total score is entered into the protocol of the method. when evaluating the results, it is necessary to take into account the number of the house chosen by the child and the number of the task. Both of these indicators are located in the key ..

"Memorizing 10 words" (A.R.Luria)

The technique is used to study direct short-term, long-term, voluntary and involuntary memorization. The subject is read ten words, selected so that it would be difficult to establish any semantic relationship between them (mountain, needle, rose, cat, watch, wine, coat, book, window, saw). After reading, it is proposed to reproduce the words in any order. Then the words are read again. Reproduction of 6-9 words after 4-5 repetitions is considered normal. After 20-30 minutes. the subject is asked to reproduce these words in any order.

The following indicators are distinguished:

1. the number of words played;

2. the dynamics of the reproduction of words (the curve of voluntary memorization).

The test results indicate the following features of memorization:

· Direct memorization is not impaired - if the subject, immediately after reading ten words, reproduces at least 6-7 words in four to five attempts.

· Immediate memorization is impaired - if the subject, immediately after reading ten words, reproduces less than 5 words. The fewer words are reproduced, the more pronounced are the violations of direct memorization.

· Long-term memory is not impaired - if after 20-30 minutes. without prior warning, the subject reproduces at least 6-7 memorized words.

· Long-term memory is reduced - if after 20-30 minutes. without prior warning, the subject reproduces less than 5 memorized words.

Pieron - Roser method

This technique is used to study the stability of attention, the possibilities of its switching. At the same time, it is possible to note the peculiarities of the pace of activity, "workability" in the task, the manifestation of signs of fatigue and satiety. The technique also gives an idea of the speed and quality of the formation of a simple skill, the assimilation of a new way of action, the development of elementary graphic skills.

In the upper part of the form, geometric shapes are marked with symbols (dot, dash, vertical line), which the child must place in the proposed form.

Procedure for

A blank form is placed in front of the child, and the psychologist, filling in the empty figures of the sample (Appendix 6), says: “Look, I’ll put a point in this square, in a triangle - this is a line (vertical), I’ll leave the circle clean, nothing in it I will draw, and in the rhombus - just such a line (horizontal). You will fill in all the other figures yourself, just as I showed you ”(you should repeat once again where and what to draw - orally). After the child has started work, the psychologist turns on the stopwatch and fixes the number of signs set by the child in 1 minute (a total of 3 minutes is given), - marks it with a dot or a dash right on the form. Note. It is advisable to record (at least approximately) from what moment the child begins to work from memory, that is, without relying on a sample. In the protocol, it is necessary to note how the child fills in the figures: diligently, accurately or carelessly, as this is reflected in the pace of work. Analyzed indicators:

The ability to hold instructions and purposeful activity; - parameters of attention (stability, distribution and switching); - the total number of filled figures;

The number of filled figures for each minute (dynamics of changes in the pace of activity); - the number of errors (total);

The number of errors for each minute of work (dynamics of changes in the number of errors);

Distribution of errors (and their number) in different parts of the sheet. Age features of performance. The technique can be used in work with children from 5.5 years of age to 8-9 years. Depending on the age of the child and the tasks of the study, various symbols (dot, dash, vertical line) can be placed in one, two or three figures. The fourth figure must always remain "empty". The sample on the sheet remains open until the end of the child's work.

The following are considered good results of the methodology: - quick memorization of symbols;

The situation when, after the first completed line, the child stops looking at the sample;

A small number of errors (1-2 in 3 minutes).

Methodology "House"

The "House" method (NI Gutkina) is a task for sketching a picture depicting a house, the individual details of which are made up of elements of capital letters. The technique is designed for children 5-10 years old and can be used to determine the readiness of children for schooling.

Objective of the study: to determine the child's ability to copy a complex pattern.

The task allows you to reveal the child's ability to orientate to the sample, to copy it exactly, to determine the features of the development of voluntary attention, spatial perception, sensorimotor coordination and fine motor skills of the hand.

Material and equipment: a sample of a drawing, a sheet of paper, a simple pencil

Examination procedure

Before completing the assignment, the child is given the following instruction: “In front of you are a sheet of paper and a pencil. I ask you to draw on this sheet exactly the same picture as on this sheet (a sheet with a picture of a house is placed in front of the subject). Take your time, be careful, try to make your drawing exactly the same as on this sample. If you draw something wrong, do not erase with either an eraser or your finger (you must make sure that the child does not have an eraser). It is necessary to draw on top of the wrong or next to it correctly. Do you understand the task? Then get to work. "

In the course of the assignment, it is necessary to fix: 1) with which hand the child draws (right or left); 2) how he works with the sample: does he often look at it, does he draw air lines over the sample drawing, repeating the contours of the picture, does he check what he has done with the sample or, having glanced at it, draws from memory; 3) draw lines quickly or slowly; 4) whether he is distracted while working; 5) statements and questions during drawing; 6) does he check his drawing with the sample after finishing the work?

When the child announces the end of work, he is asked to check if everything is correct for him. If he sees inaccuracies in his drawing, he can correct them, but this must be registered by the experimenter.

Processing and analysis of results

The processing of experimental material is carried out by calculating the points awarded for errors. Errors are as follows.

1. Absence of any detail of the drawing (4 points). The picture may be missing a fence (one or two halves), smoke, chimney, roof, shading on the roof, window, line depicting the base of the house.

2. Increase of individual details of the drawing by more than two times with relatively correct preservation of the size of the entire drawing (3 points for each enlarged detail).

3. An incorrectly depicted element of the picture (3 points). Smoke rings, a fence, hatching on a roof, a window, a chimney can be depicted incorrectly. Moreover, if the sticks that make up the right (left) part of the fence are incorrectly drawn, then 2 points are awarded not for each incorrectly depicted stick, but for the entire right (left) part of the fence as a whole. The same applies to the smoke rings coming out of the chimney and to the hatching on the roof of the house: 2 points are awarded not for each wrong ring, but for all incorrectly copied smoke; not for every irregular line in the shading, but for the entire shading as a whole.

The right and left parts of the fence are assessed separately: for example, if the right part is sketched incorrectly, and the left part is copied without error (or vice versa), then the subject receives 2 points for the drawn fence; if mistakes are made in both the right and left parts, then the subject gets 4 points (2 points for each part). If part of the right (left) side of the fence is copied correctly, and part is incorrect, then 1 point is awarded for this side of the fence; The same applies to the smoke rings and roof shading: if only one part of the smoke rings is drawn correctly, then the smoke is scored 1 point; if only one part of the roof shading is reproduced correctly, then the entire shading is scored 1 point. An incorrectly reproduced number of elements in a drawing detail is not considered an error, that is, it does not matter how many sticks in the fence, smoke rings or lines in the roof shading.

4. Incorrect arrangement of details in the space of the picture (1 point). Errors of this kind include: the location of the fence is not on a common line with the base of the house, but above it, the house seems to hang in the air, or below the line of the base of the house; offset of the pipe to the left corner of the roof; significant displacement of the window to one side from the center; the location of the smoke deviates more than 30 ° from the horizontal line; the base of the roof corresponds in size to the base of the house, and does not exceed it (in the sample, the roof hangs over the house).

5. Deviation of straight lines by more than 30 ° from the given direction (1 point). This includes the skew (more than 30 °) of the vertical and horizontal lines that make up the house and the roof; "Overwhelming" (more than 30 °) of the fence sticks; changing the angle of inclination of the side lines of the roof (their location at a right or obtuse angle to the base of the roof instead of an acute one); deviation of the line of the base of the fence by more than 30 ° from the horizontal line.

6. Gaps between the lines where they should be connected (1 point for each gap). In the event that the hatch lines on the roof do not reach the roof line, 1 point is awarded for the entire hatch as a whole, and not for each incorrect hatch line.

7. Climbing lines one after another (1 point for each climb). In the case when the hatch lines on the roof climb over the roof lines, 1 point is given for the entire hatch as a whole, and not for each incorrect hatch line.

Good execution of the drawing is estimated as "O" points. Thus, the worse the task is performed, the higher the total score received by the subject. But when interpreting the results of the experiment, it is necessary to take into account the age of the subject. For example, 5-year-old children hardly get an "O" grade due to insufficient maturity of the brain structures responsible for sensorimotor coordination. If a subject for 10 years receives more than 1 point, then this indicates a lack of well-being in the development of one or several psychological spheres studied by the method.

When analyzing a child's drawing, it is necessary to pay attention to the nature of the lines: very bold or "shaggy" lines may indicate, according to the literature on this issue, about the child's anxiety. But the conclusion about anxiety in no case can be made on the basis of only one picture. The suspicion that has arisen must be verified by special experimental methods to determine anxiety.

The “Little House” technique can be viewed as an analogue of the II and III tasks of the Kern-Jirasek test, namely: sketching of written letters (II task) and sketching of a group of points (III task). Comparison of the results according to the indicated methods allowed us to conclude that the “Little House” method reveals the same psychological characteristics in the development of the child as the II and III tasks of the Kern-Jirasek test. The “House” technique can be carried out both individually and in small groups.

The result of the implementation of the methodology in points is calculated not so much for comparing one child with another, but for tracking changes in the sensorimotor development of the same child at different ages.

ChapterIII... Description and analysis of research results

3.1 Research resultssocial and psychological readiness for school of children

Analysis of the diagnosis of the characteristics of children's relationships preschool age to peers.

Consider the analysis of the results of the sociometric method "Two houses". According to the classification proposed by Ya.L. Kolomensky, two significant categories can be distinguished: members of the group with a favorable status (I and II categories), and members of the group with an unfavorable status (III and IV categories). The ratio of the total values of favorable and unfavorable status categories is an essential diagnostic indicator, which qualifies as the "relationship well-being ratio" (BMI). The “isolation index” - the percentage of group members who find themselves in the IV status category can also be considered as a diagnostic parameter.

The following results were obtained: 20% of children in the group are "sociometric stars" - outwardly attractive, rather confident children who enjoy authority in the peer group, they are leaders in games, other children are willingly friends with them. The second group did not have such children.

48% of the children of the study group are “preferred” - these children prefer games and communication with a constant limited circle of friends (or one constant friend), while they hardly conflict with other children, they can be leaders in their small group.

There were 16% of “neglected” children in the group - these children are simply not noticed, as if they are not in the group, as a rule, these are quiet, inactive children who play alone and do not seek contacts with peers.

Children "isolated" were also in the diagnosing group. In the group, the number of such children was 16% each - these are children who are rejected by their peers, they are often unattractive or nervous, overly conflicted, negatively disposed towards other children (Fig. 1).

Rice. 1. Analysis of the results of the sociometric test "Two houses"

Let's consider the analysis of the "Ladder" technique. The following results were obtained: 32% of children have an overestimated self-esteem, after some thought and hesitation, they put themselves on the highest step, named some of their shortcomings and mistakes, but explained them by external, independent reasons, believed that the assessment of adults in some cases it may be somewhat lower than his own: “I, of course, am good, but sometimes I am lazy. Mom says I'm sloppy. "

56% of children in the group have adequate self-esteem. After considering the task, the children put themselves on the 2nd or 3rd step, explaining their actions, referring to real situations and achievements, they believed that the adult's assessment was the same or slightly lower. These children put themselves on the lower rungs, did not explain their choice, or referred to the opinion of an adult: “Mom said so” (Fig. 2).

Rice. 2. Analysis of the results according to the "Ladder" method

Based on the results, we can conclude that the indicator of adequate self-esteem of children in the study group is 56%, can be explained by the fact that for assessing behavior, an adult gives the child a "starting point", in kindergarten as a result joint activities and communication with other people, the child learns important landmarks of behavior. Also, for children, the assessment of parents and educators is of greater importance.

Consider the analysis of the methodology for determining the level of the communicative sphere. The following results were obtained: 20% of children have a level of the communicative sphere, that is, such children are active in establishing contact with children, participation in joint games, independent involvement of peers in games, communication.

The average level of development of the communicative sphere in the diagnosing group was found in 52% of children. These children did not show independent activity in the games, in communication, sometimes refused the offer to participate in the games, but more often they all took part in the games. 28% of children had low level development of the communicative sphere, such children showed passivity and lack of initiative in the process of play and communication with peers (Fig. 2).

Rice. 3. Analysis of the results according to the method of determining the level of the communicative sphere

3.2 Research resultsintellectual readiness of preschool children

Analysis of the results according to the "Labyrinth" method (A.L. Wenger) showed that 32% of children showed a high level of visual-figurative thinking, 48% of children showed an average level of visual-figurative thinking, 20% of children showed a low level of visual-figurative thinking ( Fig. 3).

Fig. 4. Analysis of the results according to the "Labyrinth" method (A.L. Venger)

The results obtained in the process of a diagnostic study using the “Memorizing 10 words” method to determine short-term auditory memory were as follows: 28% of children - a high volume of auditory memory (showed memorization of 9-8 words), 40% of children showed an average volume of auditory memory (memorized 7-5 words), 32% of children have a low volume of auditory memory (Fig. 4).

Rice. 5. Analysis of the results according to the methodology "Memorizing 10 words" (A.R. Luria)

To study the stability and switchability of attention, we used the Pieron-Roser method. The results were as follows: 20% of children showed a high level of stability and switchability of attention, 48% of children showed an average level, 32% of children had a low level of stability and switchability of attention (Fig. 5).

Rice. 6. Analysis of the results according to the methodology "Correction test of Pieron - Roser"

To study sensorimotor coordination and fine motor skills of the hand, we used the “House” method (NI Gutkina). The following results were obtained: 24% of children showed a high level of sensorimotor coordination, 48% of children - an average level, 28% of children - a low level (Fig. 6).

Rice. 7. Analysis of the results according to the "House" method (NI Gutkina)

3.3 Study of the ratiosocial and psychological readiness and intellectual readiness of children for school

To study the relationship between the two components of psychological readiness for school in preschool children: intellectual and socio-psychological readiness, the Spearman's r s rank correlation method was used. Correlation links between the components of socio-psychological readiness and intellectual readiness were calculated. The following statistically significant relationships were identified (Table 1).

Table 1 Results of mathematical processing using the Spearman's rs rank correlation method

Name of ranks	r s empiric.	r s crit.	Result
Interpersonal level and thinking			Statistically significant
Interpersonal level and memory			Statistically significant
Interpersonal level and attention			Statistically significant
Interpersonal and motor skills			Statistically significant
Self-esteem and interpersonal relationships			Statistically significant
Self-esteem and thinking			Statistically significant
Self-esteem and memory			Statistically significant
Self-esteem and attention			Statistically significant
Self-esteem and motor skills			Statistically significant
The level of communication and thinking			Statistically significant
Communication level and memory			Statistically significant
Communication level and attention			Statistically significant
Communication and motor skills			Statistically significant

Using the Spearman's r s rank correlation method for mathematical data processing, we obtained the following results: a high correlation was established between the level of interpersonal relationships with peers and visual-figurative thinking (0.937); between the level of interpersonal relationships and attention (0.82); between the level of interpersonal relationships and self-esteem (0.76); there was also a high correlation between self-esteem and attention (0.71). A negative correlation was found between motor skills and self-esteem, and between the level of interpersonal relationships. Also, a correlation was found between the level of the communicative sphere and thinking (0.739), between the level of the communicative sphere and memory (0.567), the level of the communicative sphere and attention (0.782), the level of the communicative sphere and motor skills (0.539).

Comparing and summarizing the data obtained in the course of a comprehensive study of the socio-psychological component of the child's readiness and intellectual readiness for school, we can conclude that these two components of the psychological readiness for school correlate with each other and are interrelated. This testifies to the confirmation of our hypothesis.

conclusions

Thus, according to the results of the diagnostic study, we received confirmation of our hypothesis that there is a relationship between the socio-psychological readiness to learn at school and the intellectual readiness to learn at school in older preschool children. Having studied the features of social and psychological readiness, we came to the conclusion that the majority of children of older preschool age have a level of social and psychological readiness of children for school, which is manifested in the level of sociability, perception by peers, and the level of self-esteem.

After examining the level of intellectual readiness, we found that preschoolers entering school have formed the components of this component of psychological readiness for school: most children have a high and medium level of visual-figurative thinking, switchability of attention, auditory memory and visual-motor coordination.

To study the relationship between intellectual readiness and socio-psychological readiness using the method of mathematical processing, we obtained the following high correlations: positive links - between the level of interpersonal relationships with peers and visual-figurative thinking, between the level of interpersonal relationships and attention, between the level of interpersonal relationships and self-esteem ; between self-esteem and attention; a negative correlation was found between motor skills and self-esteem, and between the level of interpersonal relationships and motor skills, between the level of the communicative sphere and cognitive processes: thinking, memory, attention, and motor skills.

Based on this, the result of our research is the confirmation of the hypothesis.

Children's readiness for school is the result of all educational work with children carried out by the family and preschool throughout preschool age.

A child entering school must be mature in physiological and socially, the success of a child's education in school also depends on the maturity of the basic mental processes. Psychological readiness to learn is a multifaceted concept. It does not provide for individual knowledge and skills, but a certain set, in which all the basic elements must be present. The main components of readiness for schooling are: intellectual, personal and socio-psychological and volitional readiness. All of these components of school readiness are important in the development of a child. If there is insufficient development of any one component, there is a need for psychological assistance to the child.

Personal readiness includes the formation of a child's readiness to accept a new social position, the position of a student who has a range of rights and responsibilities. This personal readiness is expressed in the child's attitude to school, to educational activities, teachers, and himself.

Socio-psychological readiness includes the formation of qualities in children, thanks to which they could communicate with other children, a teacher. Availability of flexible ways of establishing relationships with other children, necessary for entering children's society (actions together with other children, the ability to yield and defend themselves). This component presupposes the development in children of the need for communication, the ability to obey the interests and rules of communication of the children's group, the developing ability to cope with the role of the student in a school situation.

Intellectual readiness presupposes the presence of a child's outlook, a stock of specific knowledge. The child must possess a planned and dismembered perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, semantic memorization. Intellectual readiness also presupposes the formation of the child's initial skills in the field of educational activity, in particular, the ability to single out an educational task and turn it into an independent goal of activity.

Based on the results of our research, we can conclude that our hypothesis has been confirmed: that there is a correlation between the socio-psychological readiness to learn at school and the intellectual readiness to learn at school in older preschool children.

To prevent school maladjustment of a future student, it is necessary to comprehensively develop all components of psychological readiness for school; this requires comprehensive correctional and developmental work to prepare children for school at preschool age.

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(Methodology for assessing visual-action thinking)

The material is an image of meadows with branched paths and houses at their ends, as well as "letters", conventionally indicating the path to one of the houses placed under the clearing (see Appendix # 1)

Introductory tasks consist of two tasks - task "A" and task "B". The solution to each of the problems is checked by the experimenter. The main tasks follow. The figures for tasks 1-2 show only branched paths and houses at the end of them; on all the rest, each section of the track is marked with a landmark, and in tasks 3-4, landmarks of the same content are given in a different sequence; in problems 5-6, each branch is marked with two identical landmarks. In tasks 7-10, two identical landmarks are given in different sequences and are placed not on the segments of the path, but at the branch points. On the "letters" to tasks 1-2, there is a broken line showing the direction of the path along which the search should be carried out. In the "letters" to tasks 3-6, in a certain sequence from bottom to top, images of those objects are given, past which one must go. In the "letters" to tasks 7-10, both the turns of the path (broken line) and the necessary landmarks are shown at the same time.

To find the desired path, the child must take into account the directions of turns in tasks 1-2, in tasks 3-4 - the nature of landmarks and their sequence, in tasks 5-6 - a combination of landmarks in a certain sequence, in tasks 7-10 - both landmarks and directions turns.

Instructions:

Children are first given two introductory problems, then in order of problems 1-10.

The instruction is given after the children have opened the first sheet of the notebook with an introductory task.

"Before you is a clearing, there are paths and houses on it at the end of each of them. You need to find one house correctly and cross it out. To find this house, you need to look at the letter. The letter says that you have to go past the grass, past the Christmas tree, and then past the fungus, then you will find the right house. Find this house, and I'll see if I was mistaken. "

The examiner looks at how the child solved the problem, and, if necessary, explains and corrects errors.

Moving on to the second task, the examiner invites the children to turn the sheet over and says:

"There are also two houses here, and again you need to find a house. But the letter here is different: it is drawn in it how to go and where to turn. You need to go straight from the grass again, and then turn to the side."

At these words, the examiner runs his hand over the drawing in the "letter". The solution to the problem is checked again, errors are explained and corrected.

Then comes the solution of the main tasks. Each of them is provided with a brief additional instructions.

To tasks 1-2:

"The letter describes how to go, which way to turn. Start moving from the grass. Find the house you want and cross it out."

To task 3:

"Look at the letter. You have to go from the grass, past the flower, then past the fungus, then past the birch tree, then the Christmas tree. Find the house you want and cross it out."

To task 4:

"Look at the letter. You have to walk away from the grass, first past the birch tree, then past the fungus, past the Christmas tree, then the chair. Mark the house."

For tasks 5-6:

"Be very careful. Look at the letter, find the right house and cross it out."

For tasks 7-10:

"Look at the letter, it is drawn how to walk, which object to turn around and in which direction. Be careful, find the desired house and cross it out."

Evaluation of results:

When evaluating the results, it is necessary to take into account the number of the selected house and the number of the problem (see Appendix No. 3). The score is indicated at the intersection of their coordinates. The number of the selected house and the score are entered into the protocol (see Appendix # 2). All grades are cumulative. The maximum number of points is 44.

Interpretation of the results obtained:

-44 points - children with a detailed correlation of two parameters at the same time. They have fairly complete and dissected spatial representations.
-38 - children with incomplete orientation to two parameters (usually solve the first 6 problems correctly). When two parameters are taken into account simultaneously, they constantly slide to one. This is due to insufficient stability and mobility in the development of spatial representations.
-31 points - children with a clear completeness of orientation to only one sign. They have access to the construction and use of spatial representations of the simplest structure.
-24 - these children are characterized by incomplete orientation even to one sign. They divide the task into stages, but by the end of the work they lose their orientation. They are just beginning to form a way of visual-figurative orientation in space.

Less than 18 points - children with inadequate forms of orientation. They are trying to find the right house, but their choice is random. This is due to the lack of formation of the ability to correlate the scheme with the real situation, i.e. underdevelopment of visual-figurative thinking.