Find something extra for children 6 years old. The "find the redundant" technique

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OPTION 1.

Source: Zabramnaya SD "From diagnostics to development". - / Materials for the psychological and pedagogical study of children in preschool institutions M .: New school, 1998 - 144 p.

Research objectives
Analytic-synthetic activity in visually perceived objects (first and second options) and on the basis of mental representation (third option) is investigated. Ability to make generalizations. Logical validity and purposefulness. Clarity of representations. Use of help.

Equipment
Three drawings of different complexity.
There are three squares in the figure (APPENDIX 1), each with four figures, one of which does not fit on one basis (size, color, shape). Offered to children from 5 years old.
In the figure (APPENDIX 2) there are three squares, each with four objects: three of one generic group, and the fourth of another generic group. Offered to children from 6 years old.
In the figure (APPENDIX 3) there are three squares, each with four words-concepts, one of which does not fit. Offered to children from 7 years old.

Procedure
APPENDICES 1, 2, 3 are offered alternately.

When working with APPENDIX 1, the instruction: "Tell me what is not suitable here?".
When working with APPENDIX 2, they are first asked to name what is drawn, and then they ask: "What does not fit here?". Help: "There are three objects (pictures) here that are somehow the same, but one does not fit. Which one?".
When working with APPENDIX 3, the researcher reads the words himself, and then asks the child to name a word that does not fit the rest. If the answer is correct, they are asked to explain the choice.

Analysis of results

Children with normal mental development understand the purpose of the task and independently identify a feature that distinguishes the figure from the rest. They give a speech justification for the principle of highlighting a figure. In working with pictures, they are also able to make an independent generalization and justify the selection of an inappropriate picture. When highlighting words-concepts, re-reading is sometimes required. Leading questions are sufficient for correct execution. It must be borne in mind that the level of development of generalization at this age in children is different. Some immediately highlight the essential features, while others pay attention to side features. This testifies to the insufficient formation of the higher levels of generalization. Nevertheless, in children with normal mental development, there are no cases of inadequate performance of this task.

Children are mentally retarded They do not understand instructions and do not complete tasks on their own. By the age of 6-7, they visually highlight the size, color, but find it difficult to give a speech generalization even with leading questions. The task (APPENDIX 3) is not available to them at this age.

Children with mental retardation understand the instructions, perform tasks (APPENDIX 1). The task (APPENDIX 2) to establish generic groups and their justification causes difficulties. Organizing assistance is effective. Work with the selection of words-concepts (APPENDIX 3) is carried out with leading questions, repeated readings, explanations. Children find it difficult to explain the principle of selection. They have the greatest difficulty in verbal substantiation.

ATTACHMENT 1.

APPENDIX 2

APPENDIX3.

OPTION 2.

Source: Nemov R.S. "Psychology in 3 volumes". - M.: VLADOS, 1995. - Volume 3, page 148.

This technique is intended for children from 4 to 5 years old and duplicates the previous one for children of this age. It is designed to explore the processes of figurative-logical thinking, mental operations of analysis and generalization in a child. In the methodology, children are offered a series of pictures (APPENDIX 4), which represent different objects, accompanied by the following instructions:
“In each of these pictures, one of the four objects depicted in it is superfluous. Look carefully at the pictures and determine which item and why is superfluous.
You have 3 minutes to solve the problem.

Evaluation of results

10 points- the child solved the task assigned to him in less than 1 minute, naming the extra objects in all the pictures and correctly explaining why they are superfluous.
8 -9 points- the child correctly solved the problem in time from 1 min to 1.5 min.
6 -7 points- the child completed the task in 1.5 to 2.0 minutes.
4 -5 points— the child solved the problem in 2.0 to 2.5 minutes.
2 -3 points- the child solved the problem in 2.5 minutes to 3 minutes.
0—1 score- the child did not cope with the task in 3 minutes.

Conclusions about the level of development

10 points- very tall
8 -9 points- high
4 -7 points- average
2 -3 points- short
0 - 1 point - very low

APPENDIX 4 A.

APPENDIX 4 B. Additional materials to the methodology "What is superfluous?"

OPTION 3.

Source: Almanac of psychological tests - M.: KSP, 1996 - 400 p.

To conduct the study, forms of the “Exclusion of the superfluous” methodology will be required, which allow assessing the ability of the subject to generalize and highlight essential features. The technique consists of series, in each series - 4 words. (2 options are offered). The experimenter must have a stopwatch and a protocol for recording responses.

Material: Form with printed series of four to five words.

Instruction and progress: I present the form to the subject and say: “Here, in each line, five (four) words are written, of which four (three) can be combined into one group and give it a name, and one word does not belong to this group. It needs to be found and eliminated (deleted).

Form for verbal option

1 OPTION.
1. Table, chair, bed, floor, wardrobe.
2. Milk, cream, lard, sour cream, cheese.
3. Boots, boots, laces, felt boots, slippers.
4. Hammer, pincers, saw, nail, ax.
5. Sweet, hot, sour, bitter, salty.
6. Birch, pine, tree, oak, spruce.
7. Plane, cart, man, ship, bicycle.
8. Vasily, Fedor, Semyon, Ivanov, Peter.
9. Centimeter, meter, kilogram, kilometer, millimeter.
10. Turner, teacher, doctor, book, astronaut.
11. Deep, high, light, low, shallow.
12. House, dream, car, cow, tree.
13. Soon, quickly, gradually, hastily, hastily.
14. Failure, excitement, defeat, failure, collapse.
15. Hate, despise, resent, resent, understand.
16. Success, failure, luck, gain, peace.
17. Bold, brave, resolute, angry, courageous.
18. Football, volleyball, hockey, swimming, basketball.
19. Robbery, theft, earthquake, arson, assault
20. Pencil, pen, drawing pen, felt-tip pen, ink .;

OPTION 2.
1) book, briefcase, suitcase, wallet;
2) stove, kerosene stove, candle, electric stove;
3) watches, glasses, scales, thermometer;
4) boat, wheelbarrow, motorcycle, bicycle;
5) plane, nail, bee, fan;
6) butterfly, caliper, scales, scissors;
7) wood, whatnot, broom, fork;
8) grandfather, teacher, father, mother;
9) frost, dust, rain, dew;
10) water, wind, coal, grass;
11) apple, book, fur coat, rose;
12) milk, cream, cheese, bread;
13) birch, pine, berry, oak;
14) minute, second, hour, evening;
15) Vasily, Fedor, Semyon, Ivanov.

INTERPRETATION:

SCALE FOR ASSESSING THE LEVEL OF DEVELOPMENT OF THE GENERALIZATION OPERATION

If the subject copes with the first three to four tasks and makes mistakes as they become more difficult, or he solves the task correctly, but cannot explain his decision, choose a name for a group of objects, then we can conclude that his intellectual
insufficiency.
If the subject explains the reason for combining objects into one group not according to their generic or categorical characteristics, but according to situational criteria (that is, he comes up with a situation in which all objects somehow participate), then this is an indicator of concrete thinking, inability to build generalizations according to essential features.

APPENDIX.

Educational visual materials "Find the excess" are intended for children from 3 to 7 years old. They allow the child to develop logical thinking, which is important in preparing for school. The child not only has to answer the question "What is superfluous?" or "Who is superfluous?", but also to motivate his answer, to explain in detail why he chose this or that picture. Having learned to cope with such simple tasks, the child will be able to move on to solving more complex logical problems. Since parents also have difficulties with the correct solution of these problems, I write explanations for the drawings.

A very important point: the child must learn to highlight the most significant feature when finding an extra picture.

Pictures "Find an extra item" with explanations

Many parents are outraged that the solution to these problems is not unambiguous; with a little fantasy, you can single out almost any item as superfluous and combine the rest. Let the child think, fantasize, let him offer several solutions and find the most significant among these solutions. Make sure that the child applies generalizing words to objects: animal, insect, furniture, clothes, dishes, and so on.

Extra ball. Butterfly, bee and caterpillar are insects and the ball is a toy. They are alive, but the ball is not alive. On the other hand, a caterpillar may be superfluous - it cannot fly, but the rest can, but this is a less generalizing sign, which means it is also a less significant sign, and therefore such a decision is not correct.

Extra - a bear. The sofa and armchairs are furniture and the bear is a toy.

Extra - duck. She is a poultry, and the rest are aquatic. Here you need to draw the attention of the child that the picture is a trick, since a dolphin cannot be called a fish, and therefore it is impossible to combine pictures on this basis. Dolphin is a mammal.

Extra - cactus. He is a plant, the rest are toys.

Extra dandelion. This is a flower, the rest are trees.

Extra mushroom. The rest we will unite with the concept of flowers.

Extra bow. This is a vegetable. The rest are fruits.

The extra one is a dog. This is a mammal. The rest of the birds.

Extra chicken. He is a bird, the rest are mammals.

Extra - banana. This is a fruit. The rest are berries.

Extra boots. These are shoes. The rest is clothes.

Extra grasshopper. This is an insect. The rest of the birds.

Extra bed. The book, notebook and album are school supplies. Bed - furniture.

Extra helicopter. This is air transport, the rest is land.

Extra bear. This is a forest animal. The rest are African animals.

Extra cap. This is a piece of clothing. The rest is sports equipment.

Extra hat. A handbag, a backpack and a bag are used to carry things, and a hat is for wearing on the head.

Extra mouse. The rest of the animals are domesticated, tamed by man for the benefit. And the mouse is a pest.

Extra table. The rest is dishes.

Extra frog. This animal. The rest is technique.

Extra cherry. This is a berry. The rest is vegetables. The presence of a cucumber is a bit ambiguous, but in culinary terms, cucumbers are traditionally classified as vegetable crops.

The extra one is a kitten. The rest are wild animals, the cat is domestic.

Extra butterfly. This is an insect. The rest are birds.

Extra toys. The rest is transport.

Extra raspberries. These are berries. The rest is flowers.

Extra can be called corn. There are no bones in it, the rest is. Another option is to exclude grapes by color.

The rest is chicken. The rest of the pictures show geese.

Extra - horse. The rest of the pictures are cows.

And a few more pictures without explanation. If something is not clear, ask in the comments.