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Sample of a child's individual development card
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In modern conditions, which require constant improvement in the quality of education, individualization of education and the ability to assess the individual preparation of a student become important.

This is a system of psychological and pedagogical influences of a teacher on a student, aimed at identifying the level of motivation and increasing the effectiveness of learning. It makes it easier for the student to study, so that he gets tired less, and achieves better results in accordance with his capabilities.

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This system involves improving the quality of education for each student thanks to: reliance on the personal and cognitive resources of students, i.e.:

• updating them in the classroom;
• creating conditions for the development of cognitive interest or personal qualities;
• minimizing the consequences of cognitive and personal limitations of students.

Individual student development map

Personal and cognitive limitations are qualities that can prevent a student from learning at the level of his abilities and block his desire for high educational results.
Individualization of learning presupposes teachers' knowledge of the individual and cognitive style (ICS) of students.

IPS manifests itself in the following aspects:

• the form in which the student operates with information (the language of cognitive processes - images, symbols, words);
• the “path” by which information is processed (logic, intuition, associative connections);
• information processing speed;
• time and conditions for carrying out full-fledged cognitive activity;
• the method and effectiveness of managing the process of cognitive activity;
• distribution of productive and reproductive types of cognitive activity;
• conditions and methods of overcoming failures and achieving goals;
• conditions and factors influencing the increase or decrease in cognitive activity.

Individualization is carried out along three main lines: educational interaction, organization of students’ educational time and forms of educational tasks. Individualization of learning is necessary at all stages of the lesson - when questioning to check homework, explaining new material.

It is necessary to distinguish individualization from differentiation of training. The latter determines the difficulty or ease, the level of accessibility of the task. Different forms of tasks with differentiation are aimed at changing the level of difficulty, with individualization - at increasing the efficiency of completing educational tasks.

An individual development map of a student child is drawn up according to the following scheme:

1. An employee of the psychological service diagnoses the personal and cognitive characteristics of students, organizes information meetings with children, parents, and class teachers. Based on the information received, a map of the child’s individual development is drawn up in the prescribed form.

2. A psychological service employee and class teachers jointly prepare for the consultation, develop recommendations for the class and individual students.

3. At the consultation, subject teachers get acquainted with the recommendations for the class and individual students.

4. In case of learning and behavioral difficulties in the lesson for individual students, subject teachers turn to the recommendations presented in the student’s individual card.

If there is insufficient information in the individual development chart of a student child, subject teachers make a request to the educational psychologist asking:

• find out the cause of these difficulties;
• develop recommendations for optimizing training and educational interaction;
• invite parents for joint consultation in order to coordinate actions;
• find literature to improve the effectiveness of teaching in a given class;
• help in establishing effective interaction with the student.

5. The class teacher and educational psychologist monitor how subject teachers organize an individual approach in the lessons.

It is convenient for subject teachers to use class cards rather than individual student cards.

How a child’s individual development map is compiled can be seen in the presented samples.

• Last name, first name: Semenov Sasha.
• Type of nervous system: weak.
• left.
• Pace of activity: at the beginning of the school day - a sharp maximum jump, in the middle of the first half of the day - a sharp decline in the pace of activity, by the end of the first half of the day - a slight rise, by the beginning of the second half of the day - a decrease, by the end of the day the pace of activity increases.
• due to sudden jumps in the pace of activity, fatigue sets in quickly, the time of greatest performance is the first half of the day, sometimes self-preparation.
• auditory, kinesthetic.
• Motivation to learn: average.

1. The ability to follow instructions is a very low level.
2. Mathematical abilities (the ability to perform mathematical operations, identify patterns and, based on them, make predictions) - low level.
3. Verbal thinking (identifying connections between concepts, finding similar concepts, analysis and synthesis of concepts, structure of language) is below the norm.

1. Class position - neglected.
2. The level of anxiety at school increases in situations when Sasha experiences a strong feeling of loneliness, when he lacks the warmth and support of adults.

1. To even out the pace of activity, it is necessary to avoid high loads at the beginning of the school day. At the same time, this is the best time for tests. It is necessary to teach work according to instructions: ask the boy to repeat, draw up an algorithm or work plan. Additional classes to develop thinking are useful. Motivation to learn can be increased by appealing to the boy’s maturity, as well as demonstrating confidence in his success.
2. It is necessary to show interest in Sasha’s successes and celebrate his achievements both in school and in other areas not related to it, especially in the presence of his parents. In cases of emotional breakdowns, switch attention, for example, ask the boy to wash the blackboard or go get chalk. It is useful at such moments for an adult to talk to him quietly or use humor.

1. Amount of homework. Due to rapid fatigue, it is necessary to teach the boy to carefully plan his homework.
2. Oral items. It is useful for Sasha to use visual images when answering.
3. Written items. Due to weak internal control, the boy requires external control from adults.
4. Taboo (strictly prohibited). You cannot ignore any of Sasha’s behavior; it is important to understand what exactly he wants to say with this behavior.
5. “Storm harbingers” are behavioral signs of a subsequent emotional explosion. In situations of strong emotional arousal, he may scream loudly, fight, refuse to fulfill any requests, and swear.

Sample 1
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Individual development card for a student child: sample

• Last name, first name: Ivanov Grisha.
• Type of nervous system: average.
• Dominant hemisphere of the brain: right.
• Pace of activity: at the beginning of the school day there is a maximum sharp jump; by the middle of the first half of the day there is a sharp decline in pace, which lasts until the end of the day.
• Fatigue and performance: performance is maintained in the first half of the day.
• Leading representative system: visual.
• Motivation to learn: average.

Level of formation of cognitive processes:

1. Ability to follow instructions is below normal.
2. Mathematical abilities (the ability to perform mathematical operations, identify patterns and, based on them, make predictions) are below normal.

Personal and communicative features:

1. The level of anxiety at school is normal, but can increase in situations of presenting oneself in front of the class and is expressed in aggressive behavior towards classmates.

1. It is necessary to teach work according to instructions: ask the boy to repeat, draw up an algorithm or work plan. Additional classes to develop thinking are advisable. It is useful to increase educational motivation by demonstrating the boy's successes to the class and eliciting approval from his peers for his educational achievements.
2. Support Grisha's endeavors, celebrate successes in front of the class, hold him responsible for completing a task, and support manifestations of masculinity.

1. Amount of homework. Able to perform its full volume, but individually (without the help of friends) and with the careful supervision of an adult.
2. Oral items. When preparing them, it is necessary to speak out loud several times what you read to an adult (teacher).
3. Written items. It is necessary to teach the boy to plan tasks and reward what he does correctly.
4. Taboo (strictly prohibited). Ignore vulgar jokes addressed to girls (it is important to show Grisha what he looks like at this moment from the outside).

Sample 2
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Child individual development map: sample

• Last name, first name: Petrov Vasya.
• Type of nervous system: medium-weak.
• Dominant hemisphere of the brain: ambidextrous (left-right).
• Pace of activity: the maximum jump at the beginning of the school day is replaced by a decline in the pace of activity until the middle of the second half of the day, then there is a slight rise and then a final decline in the pace of activity.
• Fatigue and performance: Despite the sharp rises and falls in the pace, severe fatigue is not observed during the day.
• Leading representative system: auditory.
• Motivation to learn: very high.

Level of formation of cognitive processes:

1. Ability to follow instructions is normal.
2. Mathematical abilities (the ability to perform mathematical operations, identify patterns and, based on them, make predictions) are normal.
3. Verbal thinking (identifying connections between concepts, finding similar concepts, analysis and synthesis of concepts, structure of language) is normal.

Personal and communicative features:

1. Position in the team - popular.
2. The level of anxiety at school increases in situations in which Vasya needs to defend his dignity and the right to his own opinion, as well as when answering at the blackboard in front of the class in class.

1. The cognitive sphere does not require additional influences.
2. It is useful in lessons to, if possible, give the boy creative tasks, the result of which must be presented in front of the class. You can involve him in participating in class activities related to drawing or decorating the office, that is, give him tasks where he can show his creative abilities.

1. Amount of homework. Able to perform full volume after prolonged active rest.
2. Oral items. The boy needs to practice before giving public oral answers, for example, to reproduce the material covered in the presence of other people (teachers, classmates).
3. Written items. Give the opportunity to complete tasks in your own way.
4. Taboo (strictly prohibited). Say in front of your classmates: “You, Vasya, are great, as always, you did the best job!”
5. “Storm harbingers” are behavioral signs of a subsequent emotional explosion. Not observed.

Sample 3
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Group map of individual development: psychological profile of class 9 "B"

1. Type of nervous system (NS) and performance

The class is dominated by medium-weak (35%) and weak (35%) types of NS. A significant part of the class (47%) is able to withstand the load only in the first half of the day. To prevent premature fatigue in students with a moderate-weak type of nervous system, do not allow unexpected changes in the daily routine. It is necessary to strictly follow the routine moments and inform in advance about changes in the daily routine.
Students with a weak type of NS (35%) are characterized by rapid fatigue and decreased performance throughout the entire period. For such students, a positive relationship with the teacher is very important. Negative evaluation can cause a psychosomatic reaction to learning difficulties. To prevent rapid exhaustion and psychosomatic manifestations, it is advisable to ask students at the beginning of the lesson, school day, week. Create a calm environment and avoid overexcitation if possible. If possible, encourage and provide emotional support during control activities.

Students with the average type of NS (7%) are able to work productively only for one part of the day (the first or second half), then their performance decreases to a minimum.
With an even distribution of the load throughout the day, 20% of students are able to maintain working capacity throughout the entire school day.

It must be taken into account that in 20% of students, performance decreases by the middle of the first half of the day; in 7%, the first half of the day is effective, and severe fatigue occurs in the middle of the day.

2. Cognitive sphere

Type of representative system (RS).
The leading system of information perception (64% of students) is analytical. This category of students is characterized by proving, arguing, convincing, arguing, and debating. Material is absorbed more effectively if it is logical, has an evidence base, and is well-reasoned.

Kinesthetic type - 42%. This category of students is characterized by a desire for physical activity during the lesson (twisting a pen, leafing through a notebook, moving a stand, etc.). It must be allowed within acceptable limits. They learn the material more effectively when they do something: build, draw, draw, etc.
Auditory (perception of information in the form of signs) and visual (perception of information in the form of visual images) MS are leading in 28 and 7% of students, respectively. With auditory MS, repetition aloud, reading aloud, pronouncing words, discussing a topic, etc. are effective. With visual MS, it is effective to use visual materials (diagrams, tables, pictures, films, etc.) in teaching.

72% of students are able to clearly follow instructions and act according to the instructions of the teacher (textbook); 28% have difficulty completing tasks according to instructions.

Verbal thinking is normal in 85% of students. Low level - 16%. To develop verbal thinking, it is effective to use diagrams and graphs; To solve problems, it is advisable to use algorithms and spell out the conditions of the task.

3. Social sphere

Characteristic features are demonstrativeness, desire for showiness, unusualness, competition in self-expression and attracting attention to oneself.
The strength of the class is high creative potential and the desire to realize it.
- good intuition. Students clearly divide adults into sincere and insincere. Sometimes it is better to tell them something sharply and openly than to talk about morality. The class reacts vividly to examples of adults from their own lives or other life examples. It is useful to hold disputes and discussions in a team.

The emotional background of the class is characterized by instability, a high level of sensitivity, and acute emotional reactions to situations that are perceived as unfair.
There are many leaders in the classroom competing for influence, which leads to frequent changes in social roles and restructuring of relationships.

The authority for this team is a consistent, clear, fair, balanced adult who is not infected by violent emotions transmitted from the class. Summary map of individual 9th ​​grade for the subject teacher.

Authorized users can download the map in higher resolution at the end of the article.

Organization of the work of the psychological and pedagogical service

Olga Donichenko, director of the district MPP support center

Attached files

• Summary map of individual psychological parameters.doc

Irina Zemskova
Child's individual development map

Municipal budgetary preschool educational institution

Kirillovsky kindergarten No. 36

Individual route map

child development

Last name, first name

Date of Birth

Home address

2016-2017 G.

Professionals working with families and as a child

Group teachers: Zemskova Irina Sergeevna,

Musical director

Nurse

Head of kindergarten

General information about child

The child entered kindergarten in September 2014. Before that I attended kindergarten….

Family characteristics

Family composition Complete

Family type Prosperous

Place of work

Father:

Place of work

Other family members:

Family connection Full name Age Place of study

Who is involved in education? baby: parents

The nature of the relationship between parents and child is cooperation (relationships of mutual respect, shared experience of joy and grief)

Results of complex diagnostics child

Family (observations of specialists).The family is prosperous, the parents are morally stable, they have a culture of education. There is a relationship of mutual respect between parents and child.

Child: Alexei

Pedagogical diagnostics of teachers groups:

* speech developed with defects, memory is low, interest in new things is not always;

*average level of ability to creatively transform images and improvise;

* development sensory abilities are weak;

*low learning ability;

* weak hand motor skills are developed;

*expects constant help from an adult,

* not always independent.

(in terms of characteristics, thinking and memory suffer)

Musical director

Has weak musical abilities. His intonation is not clear, weak developed sense of rhythm. Lyosha is emotionally responsive, shows interest in musical activities, and a desire to get involved in it. Actively completes all proposed tasks.

Psychological diagnostics

Alyosha is a sociable, friendly, positive boy who easily makes contact with his peers and teachers. Development intelligence does not correspond to age normal: voluntary attention, understanding of adult instructions not immediately, weak The child’s active speech is developed, there are speech defects and a poor vocabulary. Low awareness in areas of the surrounding world, does not know how to establish cause-and-effect relationships, analyze, and highlight the main thing.

The boy has weak characteristics developed imagination, poor use of facial expressions, gestures, speech.

Cognitive activity average: likes to draw, does not like to do logic tasks, tell stories picture. Good coordination of movements, large and fine motor skills.

In Alyosha’s behavior, he strives to adhere to the rules and social norms. He worries about how adults will evaluate him and tries to live up to their expectations.

It is necessary to carry out special work to further development the child’s abilities, combining the efforts of the music director, educators, and parents.

Individual child development program

Relevance: level of program mastery speech development below average.

Target individual route:

promote the formation of grammatically correct speech, its activation and enrichment.

Tasks individual route:

1. Communication development, grammatically correct dialogical and monologue speech;

2. enrichment of the active dictionary child;

3. development of speech creativity;

4. development sound and intonation culture of speech, phonemic hearing;

5. acquaintance with book culture, children's literature; listening comprehension of texts from various genres of children's literature;

6. formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

7. implementation of independent creative activity;

Work of group teachers with a child

date Individual work Independent activity Working with parents

September-

Exercises for development phonemic hearing and development articulatory apparatus: "Orchestra",

“What does it sound like?”,

"Find a Pair",

"Quiet - loud",

"Remember the words",

"Telephone",

“Name the first sound of the word”,

"Broken TV"

Pronunciation

tongue twisters,

articulatory gymnastics Create conditions for playing with other children "Orchestra", “What does it sound like?”

(musical instruments, bag or box)

(card file No. 4, №5)

Enrichment of the dictionary.

Selected lexical material:

Words denoting objects;

Words denoting the qualities and properties of objects;

Words denoting various actions

A game « Picture-basket» ,

"We eat, we fly, we sail",

"What do you see around you?",

“Tell me which one?”,

"High Low",

"Find the exact word",

“Call it in one word”,

"Who has whom",

.

Create conditions for games with didactic material in the speech corner

(place didactic material for the game “Call it in one word” And "Find the exact word") Recommend games to enrich vocabulary

“Let’s look for words in the kitchen”

February Exercises for development of fine motor skills of hands.

Self-massage of hands and fingers, tying shoelaces, fastening buttons and locks, identifying objects by touch, modeling from plasticine,

Rolling a pencil with edges between your fingers Create conditions for development of fine motor skills

(mittens with buttons, ribbed pencils, plasticine, lacing, etc.) Recommend self-massage at home using a massage ball.

March, April Development verbal creativity

playing the storyteller;

Warped words;

"Continue the verse";

"Drawing by several hands"

"Twisting a fairy tale";

"Tales from the Inside Out"

"Salad from fairy tales";

« Cards on the table»

"Beginning and the end" Create conditions for games

"Making Stories";

Game "Why?"

Why do children need kindergarten? Parents? Teachers? Other employees? Poznako

Treat Alyosha’s mother with recommendations

datsii J. Rodari, who offered techniques development children's verbal creativity.

May Exercises to develop grammatical skills.

Retelling the text on questions,

"Fill in the blanks",

A game "One is many", "Fix broken toys", "Feed the Animal", "Who is the most observant",

"Finish the sentence",

"Let's make juice"

Place story lines in the speech corner Pictures for compiling a story and didactic material for games

"Feed the Animal", etc. Suggest to parents card index games and exercises to develop word formation skills

(card file No. 2)

Expected results of teachers working with a child

As a result of the work carried out, there is an increase in general intellectual skills and an enrichment of the active vocabulary child, development of speech creativity, mastering communication skills with peers, development sound and intonation culture of speech, development of coherent speech.

Dynamics development(September October):

at the initial stage of monitoring, phonemic hearing indicators were at a low level, i.e., sound pronunciation of 3-5 sounds was impaired. Speech, facial expressions and pantomime were inexpressive. Errors were noticed in distinguishing the sounds of the native language. After individual classes with the teacher and work of parents according to recommendations, indicators development phonemic hearing has improved, i.e. now the pronunciation of 2-3 sounds is impaired. Child has quite expressive speech, facial expressions and pantomime.

Theoretical information

Psychology is an amazing science. At the same time, it is both young and one of the most ancient sciences. Already the philosophers of antiquity reflected on problems that are also relevant for modern psychology. Questions of the relationship between soul and body, perception, memory and thinking; questions of training and education, emotions and motivation of human behavior and many others have been raised by scientists since the emergence of the first philosophical schools of Ancient Greece in the 6-7 centuries BC. But the ancient thinkers were not psychologists in the modern sense. The symbolic date of birth of the science of psychology is considered to be 1879, the year of the opening of the first experimental psychological laboratory by Wilhelm Wundt in Germany, in the city of Leipzig. Until this time, psychology remained a speculative science. And only W. Wundt took upon himself the courage to combine psychology and experiment. For W. Wundt, psychology was the science of consciousness. In 1881, on the basis of the laboratory, the Institute of Experimental Psychology was opened (which still exists today), which became not only a scientific center, but also an international center for the training of psychologists. In Russia, the first psychophysiological laboratory of experimental psychology was opened by V.M. Bekhterev in 1885 at the Kazan University clinic.

INDIVIDUAL DEVELOPMENT CARD OF A PRESCHOOL CHILDREN

SurnameZavarzin_______________________________________

NameStepan_____________________________________________

SurnameIvanovich _______________________________________

Date of Birth_07/21/2008.________________________________

Parents' full names:

motherZavarzina Natalya Ivanovna____________________________

fatherZavarzin Ivan Semenovich ______________________________

Information about the educational institution:Municipal autonomous preschool educational institution “Kindergarten of a combined type No. 41 “Beryozka”, Balakovo, Saratov region

Individual child development chart

Last name: Stepan Zavarzin

Date of birth: 07/21/2008

Information about educational institutions attended by the child:

Name of the OS MADO kindergarten No. 41

Date of admission 08/08/2011

Date of deduction 05/29/2015

1. GENERAL INFORMATION

Last name: Stepan Zavarzin

Group No. 7 preparatory to school

Physical development(filled out by physical education instructor)

Group _No. 7 preparatory to school

Physical education instructor S.A. Kukushkina

3. Mental development

Last name first name Zavarzin Stepa

Teachers: Denisova N.D., Rastrepina L.V.

Teacher-psychologist: Ivannikova N.V.

Legend: low level 1b), below average (2b), average (3b), above average (4b), high (5b)

4. SUMMARY INFORMATION ABOUT THE CHILD’S ACHIEVEMENT OF THE PLANNED RESULTS OF MASTERING EP DO BY EDUCATIONAL AREAS

Last name, first name of the child: Stepan Zavarzin

Group No. 7 preparatory to school

Teachers: Denisova N.D. Rastrepina L.V.

Date: September-May

Legend: low level 1b), below average (2b), average (3b), above average (4b), high (5b)

5. Map of the formation of prerequisites for educational activities at the stage of completion of preschool education

Last name, first name of the child: Zavarzin Stepan

Group No. 7 preparatory to school

Teachers: Denisova N.D. Rastrepina L.V.

Legend: low level 1b), below average (2b), average (3b), above average (4b), high

6.Individual educational route of the child

for the first half of the 2014-2015 academic year

Last name, child's first name: ZavarzinStepan

Group No. 7 preparatory group for school

Educators : Denisova N.D..Rastrepina L.V..

Relevance: has an average level of development in the educational field: “Speech development”, “Artistic and aesthetic development”, communicative qualities are not formed

Target: Increase the level of mastery of the program in the educational field “Speech Development”, “Artistic and Aesthetic Development”, status in the group

Tasks:

Develop an interest in fiction

Develop and enrich the phonemic and lexical and grammatical structure of speech Develop productive activities (drawing, modeling, appliqué)

Introduce to fine arts

Build communication skills, develop memory

Implementation of an individual route

Level of readiness for schooling

.(For groups of preparatory age for school)