DEGREES OF COMPARISON OF ADJECTIVES In English, as in Russian, ...
PRACTICAL PSYCHOLOGY OF EDUCATION
Edited by I. V. Dubrovina
4th edition, revised and enlarged
Approved by the Ministry of Education Russian Federation
as a teaching aid for students of higher educational institutions,
students in the specialty 031000 "Pedagogy and psychology"
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BBK 88.84ya7 UDC 37.015.3(075) P69
Reviewers:
V. A. Ivannikov, doc. psychol. sciences, professor V. E. Chudnovsky, doc. psychol. sciences, professor
I. V. Dubrovina, doc. psychol. sciences, professor: from the editor; part I, part Ill; conclusion A. D. Andreeva, cand. psychol. sciences - part II section. one N. I. Gutkina, cand. psychol. Sciences - Part II, Sec. £2. E. Danilova, cand. psychol. Sciences - Part II, Sec. 3 D. V. Pubovsky, cand. psychol. sciences - part II section. 4, ch. 6 A. M. Parishioners, doctor, psychologist sciences - part II section. 4, ch. 1-5 N. N. Tolstykh, cand. psychol. sciences - part II section. 5
P69 Practical psychology of education; Tutorial 4th ed. / Edited by I. V. Dubrovina - St. Petersburg: Peter, 2004. - 592 p.: ill.
ISBN 5-94723-870-5
This edition is the first textbook in our country on the course of practical psychology of education, first published in 1997 and became the main one for teachers and students studying in the specialty 031000 (pedagogy and psychology). To date, this is the only publication in which a systematic presentation of the main theoretical, methodological and practical issues included in the content of the discipline of subject training "Psychological Service in Education" is given. Particular attention is paid to the ways of practical implementation of scientific knowledge in work with children. The main sections of the textbook present a variety of programs and methods of work of a psychologist with children of preschool and school age.
The textbook is intended for students of psychological faculties of universities and institutes, students of faculties and advanced training courses. It can also be useful to teachers, educators, parents - anyone interested in the problems of development and education of children.
BBK 88.84ya7 UDC 37.015.3(075)
8 7 517 5 . LS
All Rights Reserved No part of this book may be reproduced in any form without the written permission of the copyright holders.
ISBN 5-94723-870-5
© VAO Publishing House "Peter", 2004
From the Editor.............................................. ................................................. ......................ten
PartI. INTRODUCTION TO THE PRACTICAL PSYCHOLOGY OF EDUCATION
ChapterI. Psychological service in the education system........................... 16
Chapter 1. History and state of the art psychological service
education in our country and abroad .............................................. ...16
§ 1. Psychological education service, or school
psychology, abroad ....................................................... ............................. 16
§ 2. Practical psychology of education in Russia....................................25
Chapter 2
§ 1. Definition of the psychological service of education ....................31
§ 2. Theoretical Foundations psychological service
education ................................................. ...................................................33
§ 3. The purpose of the psychological service of education .................................................... 43
§ 4. Tasks of the psychological service of education .................................... 56
§ 5. Actual and promising areas of activity
psychological service .................................................................. .........................56
§ 6. Structure of the service .............................................. ...............................................58
Summary................................................. ................................................. ...................................60
Themes for independent work..............................................................................61
Literature................................................. ................................................. ......................... 61
ChapterII. The activities of a practical educational psychologist.................64
Chapter 1
§ 1. The professional place of a psychologist in the educational
institution ................................................. ...................................................64
§ 2. To whom does the psychologist report and with whom does he work .................................................. 68
§ 3. The beginning of the work of a practical psychologist in the educational
institution ................................................. ...................................................69
§ 5. The specifics of the work of a psychologist depending on the type of children's institution .............................................. ................................................. ..........71
"Chapter 2. The main activities of a practical psychologist
education ................................................. ................................................. ......74
§ 1. Psychological education ............................................... ................74
§ 2. Psychological prevention .............................................. .............80
§ 3. Psychological and Psagogical Council .............................................. ..94
§ 4. Psychological consultation ............................................... ..............97
§ 5. Psychological diagnostics .............................................. ...............103
§ 6. Indicative norms for the duration of various
types of work of a practical psychologist of education .................144
(§ 7. Psychologist's office in an educational institution .............................. 147
Chapter 3
education ................................................. ................................................. .... 154
§ 1. Understanding the individuality of a person as a value ............... 154
§ 2. Professional interaction and cooperation
psychologist with the subjects of the educational space.......... 160
Chapter 4
§ 1. Professional position ............................................... ...................167
§ 2. The mind of a psychologist .............................................. ...................................................169
§ 3. Personal characteristics of a practical psychologist .................. 171
§ 4. Rights and obligations of an educational psychologist...............................................172
Summary................................................. ................................................. ...............................175
Topics for independent work ....................................................... ...............................175
Literature................................................. ................................................. .........................176
PartII. CHILDREN'S PRACTICAL PSYCHOLOGY
ChapterI. preschool childhood...................................................................................180
Chapter 1. general characteristics age................................................. ...............180
§ 1. Features mental development...............................................180
§ 2. The value of preschool childhood .............................................. .............. 187
Chapter 2
preschool age....................................................................................190
§ 1. Practical problems of the socialization of preschool children .............. 190
§ 2. The problem of development and learning in practical work
with preschoolers ................................................ .........................................199
§ 3. Developmental work with children of pre-preschool
age (2-3 years) .............................................. ...............................................203
§ 4. Developmental work with children of primary and secondary
preschool age (3-5 years) .............................................. ..............208
§ 5. Developmental work with children of senior preschool
age................................................. ................................................. .... 212
Chapter 3 .........................220
§ 1. Characteristics of the main difficulties in the development of the child ......... 220
§ 2. Violations of conduct ....................................................... ...............................223
§ 3. Lag in mental development .............................................. .....229
summary................................................. ................................................. ...............................233
Topics for independent work ....................................................... ...............................233
Literature................................................. ................................................. .........................234
ChapterII. Enrollment of the child in school..............................................................237
Chapter 1. Psychological readiness for school .............................................. ..........237
§ 1. The concept of "psychological readiness for school" .......................................... 237
§ 2. Analysis of existing methods for determining readiness
for school................................................ ................................................. ......242
Chapter 2
readiness of children 6-7 years old for schooling .............................................. 248
§ 1. Scientific basis for the development of diagnostic
programs................................................. .................................................248
§ 2. Components of the diagnostic program..............................................249
§ 3. Procedure for determining psychological readiness
for school................................................ ................................................. ......260
Chapter 3 ........264
§ 1. Corrective work ............................................... ...............................264
§ 2. Developing work ............................................... .................................265
Summary................................................. ................................................. ...............................270
Topics for independent work ....................................................... ...............................270
Literature................................................. ................................................. .........................270
ChapterIII. School childhood, or primary school age...............274
Chapter 1. General characteristics of age .............................................. ....................274
§ 1. Features of mental development .............................................. ...274
Practical psychology of education- under the editorship of Dubrovina I.V. - Textbook - 2000
This edition is the first textbook in our country on the course of practical psychology of education, first published in 1997 and became the main one for teachers and students studying in the specialty 031000 (pedagogy and psychology). To date, this is the only publication in which a systematic presentation of the main theoretical, methodological and practical issues included in the content of the discipline of subject training "Psychological Service in Education" is given. Particular attention is paid to the ways of practical implementation of scientific knowledge in work with children. The main sections of the textbook present a variety of programs and methods of work of a psychologist with children of preschool and school age.
The textbook is intended for students of psychological faculties of universities and institutes, students of faculties and advanced training courses. It can also be useful to teachers, educators, parents - anyone interested in the problems of development and education of children.
TABLE OF CONTENTS
From the Editor
Part I. INTRODUCTION TO THE PRACTICAL PSYCHOLOGY OF EDUCATION
Section I. Psychological service in the education system
Chapter 1. History and current state of the psychological service
education in our country and abroad
§ 1. Psychological education service, or school psychology, abroad
§ 2. Practical psychology of education in Russia
Chapter 2. The subject and tasks of the psychological service of education
§ 1. Definition of psychological education service
§ 2. Theoretical foundations of the psychological service of education
§ 3. The purpose of the psychological education service
§ 4. Tasks of the psychological service of education
§ 5. Actual and promising directions in the activities of the psychological service
§ 6. Structure of the service
Summary
Literature
Section II. The activities of a practical educational psychologist
Chapter 1. Practical Educational Psychologist as a Professional
§ 1. The professional place of a psychologist in educational institution
§ 2. To whom does the psychologist report and with whom does he work?
§ 3. The beginning of the work of a practical psychologist in an educational institution
§ 4. The content of the psychologist's work
§ 5. The specifics of the work of a psychologist, depending on the type of children's institution
Chapter 2. The main activities of a practical educational psychologist
§ 1. Psychological education
§ 2. Psychological prevention
§ 3. Psychological and pedagogical council
§ 4. Psychological consultation
§ 5. Psychological diagnostics
§ 6. Indicative norms of duration various kinds work of a practical educational psychologist
§ 7. Psychologist's office in an educational institution
Chapter 3
§ 1. Understanding the individuality of a person as a value
§ 2. Professional interaction and cooperation of a psychologist with the subjects of the educational space
Chapter 4
§ 1. Professional position
§ 2. The mind of a psychologist
§ 3. Personal characteristics of a practical psychologist
§ 4. Rights and obligations of an educational psychologist
Summary
Topics for self-study
Literature
Part II. CHILDREN'S PRACTICAL PSYCHOLOGY
Section I. Preschool Childhood
§ 2. The value of preschool childhood
Chapter 2. The main areas of work of a psychologist with children of preschool age
§ 1. Practical problems of socialization of preschoolers
§ 2. The problem of development and learning in practical work with preschoolers
§ 3. Developmental work with children of preschool age (2-3 years)
§ 4. Developmental work with children of primary and secondary preschool age (3-5 years old)
§ 5. Developmental work with children of senior preschool age
Chapter 3
§ 1. Characteristics of the main difficulties in the development of the child
§ 2. Violations of conduct
§ 3. Lag in mental development
Summary
Topics for self-study
Literature
Section II. Enrollment of the child in school
Chapter 1. Psychological readiness for school
§ 1. The concept of "psychological readiness for school"
§ 2. Analysis of existing methods for determining readiness for school
Chapter 2. Diagnostic program for determining the psychological readiness of children 6-7 years old for schooling
§ 1. Scientific basis for the development of a diagnostic program
§ 2. Components of the diagnostic program
§ 3. The procedure for determining the psychological readiness for school
Chapter 3
§ 1. Correctional work
§ 2. Developmental work
Summary
Topics for self-study
Literature
Section III. School childhood, or primary school age
Chapter 1. General characteristics of age
§ 1. Features of mental development
§ 2. The value of primary school age
Chapter 2
Chapter 3. Work on the development of cognitive processes in younger students
§ 1. Development of attention
§ 2. Development of memory
§3. Mental development
Chapter 4
Chapter 5
Chapter 6
Chapter 7
§ 1. Failure in primary school
§ 2. Children with attention deficit disorder (hyperactive)
§3. Slow children
§four. Demonstrative children
§ 5. Anxious children
§ 6. Left-handed child at school
Summary
Topics for self-study
Literature
Section IV. adolescence
Chapter 1. General characteristics of age
§ 1. Features of mental development
§ 2. The problem of adolescent crisis
§ 3. The value of adolescence
Chapter 2
§ 1. Development tasks
§ 2. Beginning of education in secondary school
§ 3. Formation of the ability to study in secondary school
§ 4. Psychological assistance for learning difficulties
Chapter 3
§ 1. Development tasks
§ 2. Development and strengthening of a sense of adulthood
§ 3. Formation of interest in oneself. Development of self-esteem, self-esteem
§ 4. The development of educational motivation and the problem of differentiation of education
§ 5. Development of interests
Chapter 4
§ 1. Development tasks
§ 2. Development of communication with peers
§ 3. Development of the will
§ 4. Development of the motivational sphere. Mastering the ways of regulating emotional states
§ 5. Development of the imagination
Chapter 5 Psychological problems adolescence as a pubertal period of development
§ 1. Maturation of the organism
§ 2. Functionality and states. Development of motor and speech spheres
§ 3. Self-esteem of appearance, "physical self"
§ 4. Sexual development
Chapter 6
§ 1. The problem of "risk groups" among adolescents
§ 2. Debuts of mental illness in adolescents
§ 3. Adolescents with character accentuations and psychopathy
§ 4. Neurotic personality development in adolescents
§ 5. Substance use and chemical dependence in adolescents
§ 6. Adolescents with cerebrosthenic phenomena
§ 7. Suicidal behavior of adolescents
§ 8. Adolescents from dysfunctional families
§ 9. Problems related to sexual development
Summary
Topics for self-study
Literature
Section V. Early Youth
Chapter 1. General characteristics of age
§ 1. Features of mental development
§ 2. The value of early youth and the tasks of development
Chapter 2. Problems of personal development at different stages of early adolescence
§ 1. The choice of the form of education and lifestyle in adolescence
§ 2. Socio-psychological adaptation in a new group
§ 3. Installation for the extension of the moratorium
Chapter 3
§ 1. Looking to the future is the affective center of life in early youth
§ 2. Life goals and mental health
§ 3. Time perspective of the future and professional self-determination
Chapter 4
§ 1. Possible variations of growing up
§ 2. Addictive behavior
§ 3. Youthful sexuality
§ 4. Antisocial behavior
Summary
Topics for self-study
Literature
Part III. TEACHING PSYCHOLOGY AT SCHOOL
Chapter 1. Psychology as a subject of a general education school
§ 1. The relevance of teaching psychology in a modern secondary school
§ 2. Stages of "entry" of psychology into the practice of school education
§ 3. On the expediency of teaching psychology at school
§ 4. Substantiation of the scientific content of the course "Psychology at school"
§ 5. When to start teaching psychology at school?
Chapter 2. Psychological and didactic aspects of teaching psychology at school
§ 1. Principles of teaching psychology at school
§ 2. Psychology lesson
§ 3. Preparing the teacher for the lesson
§ 4. Lesson and learning situations
§ 5. Lesson and emotional states of schoolchildren
§ 6. Student as a subject of educational activity
§ 7. Teacher as a subject pedagogical activity
§ 8. Interaction between student and teacher
§ 9. Evaluation and mark
Summary
Literature
Conclusion
Control questions for the course
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This practical guide consists of theoretical and practical parts. The theoretical part presents the problems of mental health of children and adolescents, the practical part is devoted to active methods of working with children by a psychologist. different ages. The book includes general principles and approaches to the work of a psychologist with schoolchildren, specific programs of psychological work with children of different age groups, as well as methods for obtaining information about adolescents. The manual is supplemented with lists of references containing the main fundamental works on the topic.
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(b. 06/06/1935) - Russian psychologist, specialist in the field of age and educational psychology, developmental psychology, counseling psychology. He is the founder of practical child psychology, the developer and organizer of the school psychological service. Doctor of Psychology (1989), professor (1992), corresponding member Russian Academy of Education(1995), full member of the RAO (2000).
In 1958 she graduated from the Faculty of Russian Language, Literature and History of the Moscow State Pedagogical Institute. V. P. Potemkin. professional activity started as a Russian language teacher at the Moscow School (1958-1963). Enrolling in 1963 as a postgraduate student at the Institute of Psychology of the APS of the RSFSR (now PI RAO), she graduated in 1966 with a Ph.D. thesis "Analysis of the components of mathematical abilities in primary school age" (1967). From 1966 to the present he has been working at the PI RAO. In 1976, she became the head of the Laboratory of Psychology of Personality Formation, which had previously been headed by L. I. Bozhovich. From 1978 to 1992 she was Deputy Director of the PI RAO for scientific work. In 1988 she defended doctoral dissertation: "Theoretical foundations and applied aspects of the development of the school psychological service." Since 1992, he has been in charge of the Laboratory of the Scientific Foundations of Practical Child Psychology.
The main direction of scientific research by Dubrovina was originally associated with the problems of the genesis of the age and individual characteristics of schoolchildren. She studied the transition period from adolescence to adolescence, which for the first time became the subject of a systematic study. (“Formation of personality in the transition period: from adolescence to adolescence”, 1987). On a significant sample of students, the cognitive motivational-need sphere, self-consciousness and other aspects of personality were studied. The results were published in a collective monograph: "Peculiarities of learning and mental development of schoolchildren aged 13-17" (1988). A detailed analysis of the formation of the personality of senior schoolchildren was presented in the monograph "Formation of the personality of a high school student" (1989) and the book: "Formation of personality in ontogenesis" (1992, editor and co-author).
Since the late 1970s under the leadership of Dubrovina, a study was made of the specifics of the mental development of children growing up outside the family. As a result of many years of research, the causes of a special type of mental and personal development of children brought up in boarding schools have been identified (“Mental development of orphanage pupils” / editor, together with M. I. Lisina, 1990).
In 1980, on the initiative of the vice-president of the Academy of Pedagogical Sciences of the USSR Yu.K. Babansky Dubrovina began work on organizing a school psychological service in the country. Under her leadership, the "Regulations on the psychological service of education", as well as a number of Regulations on the centers of psychological services, which form the basis of the activity of a psychologist in the education system, were developed. Exploring the theoretical and applied problems of practical child psychology, Dubrovina developed the main provisions and functional duties of a practical psychologist in school and preschool institutions, his role in creating favorable conditions for the mental development of children; proposed approaches to identifying and developing the potential of children; analyzed the problems of diagnostics, as well as the development of abilities and creative activity of children as one of the forms of correctional work of a practical psychologist.
She published a series of books and practical manuals on the service of practical psychology of education: “School psychological service: questions of theory and practice” (1991); "Working book of the school psychologist" (1991); "Mental health of children and adolescents in the context of psychological services" (1994). Developed a training program for practical psychologists in education.
L. A. Karpenko, A. I. Konovalov
