Features of diagnostics of the development of preschool children
DOI:
https://doi.org/10.25726/k3007-8332-8155-lKeywords:
Preschool age, diagnostics, diagnostics of development, variability, individuality, education, managementAbstract
If we look from the point of view of variability, plasticity of individual changes under the influence of various factors and define this condition as a process of vital activity, and not regression or acceleration, then the purpose of psychological and pedagogical diagnostics can be to identify the individual characteristics of the child and development resources (regardless of the diagnoses). Since the goal is to clarify the diagnosis or determine the type of violation, the main emphasis in the diagnosis is on determining the negative features of development that are" as if "characteristic" of the diagnosis of PMPK (for example, a low level of thinking or memory development in ZPR). The following indicators are not taken into account: the general physiological state of the child at the time of the examination (the presence of medical rehabilitation), the influence of diverse factors of development, the lack of accurate indicators of the "norm of development", the complexity of proving the validity and reliability of test procedures. This leads both to the difficulties of organizing diagnostics of the development of preschool children, and to the problems of interpreting the results of this diagnosis. This article presents a comparative analysis of approaches to the diagnosis of development in preschool children. The purpose of the article is to analyze the main indicators of the diagnosis of development in preschool children.
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