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Features and problems of education of modern children. New approaches in the upbringing and education of children

This manual contains the results of our own research and literature data concerning the tasks, principles of organization and the content of the practical part of physical education for children of primary school age assigned to a special medical group. In the final part of the work, sets of exercises are presented that are used in the system of motor rehabilitation for certain diseases and pathological conditions, which are most often the reason for enrolling in a special medical group. The manual is intended ...

Saint Luke (Voino-Yasenetsky) on the family and raising children

The issues of family relations and upbringing of children are perhaps the most important in the life of modern society. What is marriage? What responsibilities in the family should a husband and wife have? What example should parents set for their children, and how to instill in their children a love of purity, holiness and piety? Archbishop Luke's words are addressed to everyone: both to those who are just about to embark on the path of family life, and to those who are striving to make their family a home church. From the publisher Issues of family relations and parenting are perhaps the most important in the life of modern ...

Sabbath commandment. A new approach to the origin ... Roman Romanov

The artistic reconstruction of the circumstances of the Terrible Accident that happened a million years or more BC is in itself a unique phenomenon in the genre of detective investigations. A necessary part of an objective reconstruction based on facts and laws known to science is the advancement and verification of a fundamental hypothesis. A critical preface and a popular science review of theories and signs of anthropogenesis, preceding the "fairy tale for a younger scientific age", determine the scale of the set ...

Help in raising children with special emotional ... Elena Baenskaya

The book examines the early stages and patterns of emotional development in the norm. The most significant signs of affective trouble for early diagnosis are described, their combinations characteristic of the distortion of emotional development are highlighted. The logic of the formation of different variants of early childhood autism is traced, specific problems for them are determined. The methods of psychological correction work with children with autism that are adequate for an early age are proposed. The book is addressed primarily to parents raising ...

Pregnancy and childbirth. A magical start to a new ... Deepak Chopra

This book is addressed to future mothers and fathers, as well as to everyone who wants to be related to the birth and upbringing of children. Despite its inspiration and sublimity, it has a very practical character. Her ideas, techniques and exercises will help the mother-to-be to listen to the wisdom of her body. You will naturally develop skills to neutralize stressful situations, balance nutrition, strengthen muscles, increase the firmness and elasticity of your tissues, find inner balance and comprehensively prepare for childbirth. Guided by ...

Children of Methuselah Robert Heinlein

The Howard Foundation, which has set itself the goal of stimulating human longevity by creating and supporting families in which both parents supposedly carried the longevity genes, achieved its goal: a century later, a new caste of centenarians was secretly formed in humanity, whose children lived longer and longer. ... Only now, an accidental leak of information put all the "children of Methuselah" on the brink of death - before the envy and hatred of ordinary people, they were powerless ... And the only way out for them was the capture of the first of those under construction in orbit ...

Psychological games for children Tatyana Obraztsova

A collection of various games that contribute to the correct versatile psychological development of children. The games presented in the book are designed for any age - from the smallest to teenagers. The collection will become an indispensable assistant for parents and teachers who want to make the process of raising children interesting and unobtrusive.

Encyclopedia of Family Education and Training Archpriest A. Malyarevsky

In this issue of the Encyclopedia, we mean to offer the benevolent attention of readers only what can be used when raising children in a family, we will talk about the positive means of religious education of children of the first two ages adopted by our Orthodox Church: the youngest, up to about 3 years old and middle , from 3 to 7 years old.

Psychodiagnostics and correction of children with disabilities ... Valery Astapov

The anthology presents theoretical, experimental and applied research of domestic specialists in the field of defectology, clinical psychology, child neurology and psychiatry, revealing the problem of disorders and deviations in the mental development of children. It examines the issues of diagnosis, prevention, training and correction, education of children with mental development problems. The audience of the anthology is defectologists, clinical, school, child psychologists, teachers, as well as students and university professors.

New director German Matveev

The book continues the famous story of G. Matveev "Seventeen", dedicated to school life. Here is the same main character - Konstantin Semenovich Goryunov. As in the first book, events unfold not only in the school, but also outside its walls: in the police, where several schoolchildren involved in a gang of thieves end up, at home in families where they have different attitudes towards raising children. At the center of the story is the problem of educating schoolchildren in work. Interesting types of schoolchildren, parents, teachers, school leaders, honest and selfless ones pass before the reader ...

Children from Heaven John Gray

The author of the bestselling book "Men are from Mars, Women are from Venus" presented an amazing gift to all men and women who have children. This book will really help you in raising your children. Positive parenting will make your children successful, able to cope with any difficulties in life, relieve guilt and fear. And it will make you truly happy parents, allowing you to solve all the problems associated with raising children in the modern world. And how you will regret that this book was not in the days of your parents!

After three it's too late Masaru Ibuka

Here is what Glen Doman, director of the Institute for Human Capability Development, USA, wrote in the foreword to the book: “I think this book is one of the most important books ever written. And I think that all parents living on the Earth should read it ”. The author of this book, by the way the founder of the SONY corporation, took up the issues of early development for a reason - his own child was lagging behind in mental development. As a result of the experience gained in the upbringing and education of his child, with the help of specialists, he founded the "Association ...

Sleeping Dogs Nancy Kress

THE WAKING Spanish Beggars (1993) The Beggars and the Powerful (1994) The Beggars' Walk (1996) At the beginning of the 21st century, genetic engineering has already made significant progress in matters such as appearance, intelligence and health. At the same time, a Chicago biotech company managed to create a new genomodel for the education of the Awake or sleepless. Nineteen experimental babies beta-versions of this model did not need sleep at all, never slept, thus adding eight hours a day to their "working" time. Besides, the destruction of sleep ...

Ravaged Lands Fred Seiberhagen

Foreword by Roger Zelazny Fred Saberhagen does not at all resemble the creator of the berserkers, the secretary of Count Dracula or the executioner of the Inca. However, it is these images that come to mind when his name is mentioned, since they are the ones that are remembered best. Therefore, I want to destroy any impression of him as a modern Lovecraft, noting for those who open this book that Fred is a warm-hearted, witty, erudite man who has a wonderful wife Joan, a mathematician, and three of the most well-bred children, such as I happened to meet: Jill, ...

Greco-Roman Wrestling: A Textbook by the Team of Authors

Since the end of the twentieth century, martial arts have begun to develop rapidly in the physical culture and sports movement of the whole world. By doing them, you can quickly and easily enough get a qualification degree in the form of a belt of any color or even a master dan, but real combat training can be obtained by completing it with some kind of single combat. These include varieties of wrestling, boxing and a number of types of sports hand-to-hand combat. Each person can choose for himself the most psychologically attractive type of martial arts, but if we consider them ...

NI Pirogov's book "Questions of life." is a brilliant example of philosophical thought. Its pages reflect the spiritual development of a brilliant scientist, selflessly devoted to scientific truth, an outstanding statesman, a talented teacher, a patriot, passionately in love with the Motherland, selflessly serving his people. Pirogov cosmically perceived the Universe and reflected in his Diary about the universal role of the Cosmos in human life, its unity with the Cosmos, the influence of the Higher Worlds on it and the need for human cooperation ...

Stories Vladimir Kign-Dedlov

DEDLOV (real name Kigne), Vladimir Ludvigovich - publicist, prose writer, critic. Born into a poor noble family. The writer's father, a native of Prussia, bore the surname Kuhn, which, when his ancestors moved to Poland in the 18th century. was recorded as Keign. D.'s father and uncle became the first Catholics in the family. Mother - Elizaveta Ivanovna, born Pavlovskaya - the daughter of a lieutenant colonel, a White Russian nobleman - passed on to her son her Orthodox religion, and love for Belarus, and interest in literature (E. I. Pavlovskaya - author of articles ...

Book-1: The Third Eye of Lobsang Rampa

The need to make a new translation of The Third Eye, one of the most famous books in the world, presented us with an absolutely unexpected gift. Before you is a new complete translation of the book, obviously impossible in Soviet times for censorship reasons. Very small, but frequent bills in the previous edition made the book incomparably poorer. Anyone who has loved this book since ancient times should definitely read it in the new edition. "The Third Eye" is a striking story of a spiritual journey, a wonderful autobiographical tale of an extraordinary ...

New approaches in the upbringing and education of children
Humanity is still looking for a perfect system for raising children. He seeks to find wise teachers in order to give his children to be raised by them. If parents knew that children are raised by the lifestyle of their parents, their personal example and society, they would not have looked for the best systems and the best teachers ... But one way or another, most parents think like this: “How can you become a scientist, artist, poet, or how can you know mathematics, history and astronomy without going to school? " And here, of course, every parent is right, thinking about subject knowledge, and believing that upbringing is not the main thing here. “There is a lot of different knowledge, but one is more important and reliable than all - the knowledge of how to live. And this knowledge is neglected and considered both unimportant and unreliable, ”Lev Nikolaevich Tolstoy once wrote. And in unison with Tolstoy's statements, the words of our contemporary, academician Mikhail Shchetinin sound: “It is necessary to organize cognitive activity in such a way that the child does not prepare to live! And he lived! Here and now! Our lungs do not prepare to breathe, they breathe! Therefore, the only way in which we can help a child realize himself with all his immensity in this current time is to find a language and ways to manifest this immensity today as eternity. ... life cannot be subordinated to the system, it cannot be squeezed into any framework, noble ideas were not at the same time ... If we taught our children to systematic thinking and rigorous discipline, if we encourage them to think judgmental and judgmental, then in this way, we do not allow them to become full-fledged men and women. That is why they lack the depth of mind to see life in all its integrity! But the highest purpose of education is the upbringing of a harmonious personality, capable of realizing life as a whole ... ”(Yu. Koltsov“ Shchetinin's School ”). Comments are superfluous here. We all understand that to live and see around us a depressing picture of personality decay, lack of culture, striking to the core, is becoming more and more difficult. Difficulties are experienced mainly by teachers, because it is this profession that is called upon not only to transmit knowledge, but the high mission and purpose of this ancient profession, first of all, in the creation of a personality, the confirmation of Man! It is important for every teacher to remember that the moral development of the individual is the most important task of modern education - I am deeply convinced of this from my many years of experience! But in recent years, it has become more and more difficult for teachers to form general moral guidelines, to explain to the child what is good, what is bad, how to act in this or that case. Today it is important to understand and return morality to families in order to establish a bond between family and school. Today we all perfectly understand that the time has come for family education, about which great teachers spoke! And this is so important that parents by their own example, their way of life can help their children to live happily in this world ... Undoubtedly, the problem of moral education of children is relevant and at the same time very complicated. How not to destroy in a small child that embryo of purity of morality, which is laid in him by nature itself? How to teach to act nobly in different life situations? Where to find sources of moral enrichment for a child? Here I again turn to our great teachers who knew how to feel and see far ahead: Konstantin Dmitrievich Ushinsky considered moral and aesthetic feelings to be "a great feature of man." He wrote at one time that "an educated person should be endowed with three qualities - extensive knowledge, the habit of thinking and nobility of feelings." Is this “noble feeling” being brought up in our children today, including moral and aesthetic feelings? Alas! Not! In pursuit of knowledge and titles, the most important thing is overlooked - the education of feelings! Quite often one has to observe how school graduates are morally illiterate and deaf. “We boldly express our conviction that moral influence is the main task of education, much more important than developing the mind in general, filling the head with knowledge and explaining to everyone his personal interests,” wrote Ushinsky. He defined moral education as one of the most important tasks of education. Ushinsky admitted that “the moral feeling lives in each of us, just like the feeling of personality, egoism. Both of these feelings, in the form of microscopic embryos, are born with a person. But while the first, that is, moral feeling, the noblest and most tender plant of the human soul, requires great care and supervision in order to grow and get stronger; the other, like any weeds, does not require any care or supervision for its success, and, not being curbed in time, soon suppresses all the best delicate plants. " From this position, it becomes obvious that a moral feeling requires special attention to itself. The concern of teachers, parents and the entire community is not to ruin this "delicate plant of the human soul" and, moreover, to help it flourish. “... religion, nature, family, legends, poetry, laws, industry, literature - everything that makes up the historical life of the people - constitutes its real school, before the power of which the power of educational institutions, especially those built on artificial principles, is absolutely insignificant. It is impossible to isolate upbringing so that the life around it from all sides has no influence on it. She will constantly bring her convictions into teachers and students, ”wrote Konstantin Dmitrievich. What follows from this: the task of everyone involved in the upbringing and education of children is to get as close as possible to the social conditions of life, not to isolate upbringing from life. Ushinsky emphasized that "family and social education, together with the influence of literature, social life and other social forces, can have a strong and decisive influence on the formation of moral dignity in a person." Today, in our country, the time when traditional moral guidelines have been lost and new life values ​​have been introduced into public consciousness, in this situation moral support becomes urgently needed, which can be found in pure sources of spiritual wealth. I think there is no need to prove what is the role of the family here: the culture of family relations, traditions and knowledge of ancestors, as a source of spiritual enrichment of the child. “No matter how lofty words are spoken about the meaning of the family, nothing will change if parents do not realize their responsibility for their children! And the responsibility is not limited to feeding, dressing, sending to a prestigious university or school and providing the child with everything that gives him pleasure. If for the parents the intellectual qualities and material well-being of the child initially become the main ones, then we can assume that this child is lost in the future. Parents will then be amazed that he (their child) is ungrateful and rude; complain that they donated so much - and that's what they got! But whose fault is it? What did they do to acquire Light in his soul? Were the parents noble, exalted, wise in the eyes of their child, so that the child would revere his parents and want to become like them? Parents of children bring up their quality. Everything is important here: the atmosphere in the house, and the relationships of loved ones in the family, and the life attitudes of the parents. The family environment leaves a stamp for life. " (Living Ethics, p. 194 "Family and Children"). “Upbringing seems to be a difficult and difficult task only as long as we want, without educating ourselves, to bring up our children or anyone else. If you understand that we can educate others only through ourselves, and that raising children is raising, first of all, ourselves! Then I would give two rules for upbringing: not only to live well, but to work constantly on yourself, improving, and not to hide anything from your life from your children. It is better that children know about the weaknesses of their parents than that they feel that their parents have a life hidden from them, and there is a show ... Children are much more discerning than adults, and they see not only the shortcomings of their parents, but their hypocrisy, and lose their respect and interest in all their teachings. " (Lev Nikolaevich Tolstoy "School of Life").

Reviews

Speaking about upbringing and moral teaching, I would like to note that you state everything correctly. Your thought has a clear image, and the right decision in educating yourself, and then our children. I would like to strive for conscious actions in education. I'm already on this path. But, every time I take my child to kindergarten (I don’t even want to think about school), I understand that I do not agree with what is "given" to my child there. And those teachers who are 9 hours EVERY DAY, "educate" and impose their idea of ​​the unfortunate difficult. life full of problems - THIS IS NOT THAT !!! Oh, how difficult it is to agree with this, and is it necessary ?! Moreover, a clear system of work has been formed in our state and everyone lives like this. And where to take the child while you are at work. The child is important to me, the work is loved and life is good. But in the Soul, there is no complete harmony and agreement with what is happening ?!
And the question of the education of our children is becoming more and more relevant and open. And we need ACTION. I AM READY FOR ACTION. And I am ready for change, even if it is difficult and takes time. The result and the result of my affairs are important.
So how about Mavzhida, to build correctly this path to the development and change of our education in schools and kindergartens. Create a mindset? Believe again in the knowledge of our teachers, seeing their systemic thinking? Move away from everyone and go to earth, creating the Family Estate? ... ?? Stay here and now take the path to change yourself and faith in a brighter future! It seems that thoughts and words are enough already! We need a new law, a plan of action and decisions. Probably so.

Approaches in raising children allow you to choose the right direction for the education, formation and development of a child, to reveal his individual characteristics and abilities.

Modern approaches to raising children

A parenting approach plays an important role in a comfortable and fulfilling development. In the preschool period, the social environment in which the child lives plays an important role; it directly affects him and his development.

In modern pedagogy, the approach of life education is actively used. Within the framework of this methodology, the upbringing and education of the child occurs due to his own experience, as well as taking into account the right and wrong actions. Living conditions directly affect the personality of the child.

When raising preschool children, you can use a labor approach, which can include both working at home, in kindergarten and other preschool institutions, and playing sports. Training and sports exercises help to harden the character of the child, to cultivate endurance, willpower and spirit, hard work and patience in him.

Modern approaches to parenting are to gradually instill in the child basic life skills.

When choosing certain approaches in raising children, one should select the appropriate direction - authoritarian, liberal, democratic and indifferent.

The authoritarian approach involves raising a child in rigidity and severity, unconditional obedience and adherence to strict rules. The child is in a passive state, he depends on his parents and does not make decisions. A serious drawback of the authoritarian approach in raising children is the loss of creativity and lack of initiative, lack of independence and the ability to make serious decisions.

The opposite direction in upbringing is a liberal approach, in which the personality of the child plays an important role. In the process of education, there are no prohibitions, rules and restrictions. In pedagogy, this approach is called the "method of permissiveness." The disadvantage of this approach is the absence of restrictions, which can lead to selfishness and spoiledness, lack of purpose in life.

A democratic approach to the upbringing of children implies an equal relationship between parents and children. Decisions are made at the family council, and at all stages of development, the child is an equal participant in upbringing, expresses his opinion and defends his personal interests.

An indifferent approach to raising children is a method of free development of a child, in which parents do not take part. The child is considered an independent and free person who should not be burdened with various rules, restrictions and problems. Parents, using this approach, do not participate in the child's life, in his internal and external development. As a result of such upbringing, the child lacks guidelines in life, he does not feel support and protection, and he also does not have a spiritual connection with his parents. Ultimately, such upbringing children become closed and asocial.

In order for a child to grow up as a full-fledged person, approaches to education must be chosen taking into account the characteristics of the child. In upbringing, there should not be a lot of prohibitions, but parents and teachers need to be a guiding and controlling party.

Features of the individual and activity-based approach to education

The most effective in pedagogy are individual and activity-based approaches to raising children.

An individual approach to raising a child is a pedagogical process that takes into account individual characteristics that affect behavior and development. This approach uses various methods of education (in accordance with the personality of the child) aimed at achieving positive results. The child is seen as an independent, unique and responsible person.

When using an individual approach in the upbringing of a child, hidden abilities and opportunities are revealed, the formation of self-awareness and self-determination takes place. The child's personality prevails over the team, its humanistic, creative, intellectual and physical abilities are taken into account.

Teachers who use an individual approach value the child highly, instill in him intellectual, moral and social values. In this approach, attention is focused on each child, his desires and capabilities.

The activity-based approach to raising children is an effective teaching method, during which the child receives, remembers and uses knowledge in educational and cognitive activities. Knowledge is not given to the child in a ready-made form, but the educational process is organized in such a way that the child actively and systemically develops and learns.

The activity-based approach to raising children is based on the following didactic principles:

Cognition of the activity approach in raising children is considered in a broad sense, and also includes world outlook, personal formation and independent determination of the child. The main role in this approach is played by the activities of children, in the process of which solutions to problems are found. Teachers and parents are corrective, supportive and stimulating.

Questions and answers to computer testing of teachers of the extended day group

1. In what year was the UN General Assembly adopted the draft Convention on the Rights of the Child?

2. The document proclaiming the child's right to protection from interference with his private life is:

1. The Law of the Russian Federation "On Education";

c) no, only if the fact of the use of physical violence is repeated;

d) dismissal is possible only if an employment contract with a pedagogical worker is concluded for a specified period to perform a specific job.

8. Is it possible, as an extreme measure of pedagogical influence, to exclude a student who has not reached the age of 14 from a general education institution?

a) no;

b) yes, for committing illegal actions, gross and repeated violations of the charter of a general education institution;

c) yes, with compulsory employment or ensuring the continuation of studies in another educational institution;

d) yes, with the consent of the guardianship and guardianship authorities.

9. Reasons for social orphanhood of children:

1. divorce of parents;

2. deprivation of parental rights of adults;

3. death of parents;

10. "Social hardening" as a principle of education is declared in the concept "Education as ....

1. component of socialization "

2. socialization system "

3.school of socialization

11. The concept of "helping relationship" was introduced by:

1.K Rogers

2. A. Maslow

3. E. Fromm

12. Conditions for the effectiveness of educational technologies

a) friendship between children

b) having a high goal

c) freedom of choice of program

d) friendly relations between children, the presence of a high goal, the freedom to choose a program

2. secondary vocational education;

3. higher or secondary vocational education;

4. higher or secondary vocational education in the direction of training "Education and Pedagogy" or higher and secondary vocational education and additional vocational training in the direction of "Education and Pedagogy".

51. When was the federal law "On additional guarantees for social support of orphans and children left without parental care" adopted?

2.1996 r.

54. In accordance with the Convention on the Rights of the Child, every human being is a child until attaining:

1. 16 years of age.

2. 18 years of age.

3.14 years of age

D 12 years of age

55. Which of the great teachers of the past insisted on the predominant use of the "method of natural consequences" in the upbringing of a child, considering it the most effective?

1. J.-J. Russo

1. J.-J. Russo

2. J. Locke

57. What is the principle underlying the selection of the content of the child's education by J. Locke?

1.freedom

2. coercion

3.conformity to nature

4. utilitarianism

58. Who among the following teachers first combined learning with productive work?

60. Who owns the words; “Education is good only then, it goes ahead of development. Then it awakens and brings to life a whole range of functions that are in the stage of maturation, lying in the zone of proximal development ”?

2.

61. Founder of the concept of personality formation in a team (communard education):

1. Ya. Korczak

64. As psychologists note, the main signs of a crisis - loss of immediacy, demeanor, a symptom of "bitter candy" - are characteristic of:

1. crisis 3 years;

2. crisis 7 years;

3. midlife crisis;

4.the adolescent crisis

65. The age of intensive intellectual development is considered to be:

1. primary school age;

2. preschool age;

3. adolescence;

4. adolescence.

66. Developmental learning considers the student:

1. as a self-learning subject of learning;

2. as an object of teaching influences of the teacher;

3. as a subject that assimilates knowledge, abilities, skills as an end in itself, and not as a means of development;

4. as a subject that assimilates knowledge, abilities, skills as a means of development.

67. With a liberal style of pedagogical communication, the teacher:

1. makes decisions on his own, establishes strict control over the fulfillment of his requirements;

2. involves students in decision-making, takes into account their opinions, encourages independence;

3. gives the opportunity for disclosure and effective interaction to each participant in the pedagogical process;

d) withdraws from decision-making, transferring the initiative to students, colleagues.

68. According to the Procedure for attestation of pedagogical workers of state and municipal educational institutions, mandatory attestation in order to confirm the suitability of the position held (in relation to persons who do not have qualification categories,

1.annually

2.Once every 5 years

3.Once every three years

69 Certification for the purpose of assigning the highest or first qualification category is carried out:

1. At the suggestion of the employer

2. According to the employee

3. At the request of the administration of the institution

70. According to the methodology for assessing the qualifications of certified teaching staff, ed. , the professional qualification standard of a teacher is considered as a combination of:

1.3 competencies

2.4 competencies

3.5 competencies

4.6 competencies

test for educational psychologists

1. Educational activity is carried out on the basis not so much of the child's knowledge (facts) as of his understanding, penetration into his thinking, feelings, experiences (meanings) - this is the position

1. A hermeneutic approach;

2. Acmeological approach;

3. An ambivalent approach.

2. The concept of "helping relationship" was introduced by:

1.K Rogers

2. A. Maslow

3. E. Fromm

Z. Freud singled out in psychosexual development:

1. 4 stages;

2. 5 stages;

3. 6 stages;

4.7 stages.

4. E. Erickson singled out in personality development:

1.6 stages;

2. 7 stages;

3.8 stages;

4. 9 stages.

5. The basis for dividing memory into motor, emotional, figurative and verbal is:

1. leading analyzer;

2. subject of reflection;

3. the activity of the subject;

4. type of activity.

6. When determining the stability of voluntary attention, the following is most often used:

1. instrumental methods;

2. Schulte tables;

3. methods of selective (dichotomous) listening;

4. tachistoscopic technique.

7. The problem of mental defense mechanisms was first developed:

1.in gestalt psychology;

2. in humanistic psychology;

3. in behaviorism;

4. in psychoanalysis.

8. One of the founders of social learning in the behavioral theory of personality is:

1. J. Watson;

2. B. Skinner;

3. A. Bandura;

4. K. Horney.

9. K. Leonhard studied character accentuations:

1. in children of primary school age;

2. in adolescents;

3. young men;

4. in adults.

10. The method of tracing changes in the child's psyche in the process of active influence of the researcher on the subject, used in developmental and educational psychology, is:

1. aerobatic experiment;

2. formative experiment;

3. ascertaining experiment;

4. included surveillance.

11. Psychological and pedagogical criteria for the effectiveness of training systematized:

1. N.A. Menchinskaya;

2. I.S. Yakimanskaya;

3. N.F. Talyzin;

4. E.I. Kabanova - Meller.

12. According to the decree of the Government of the Russian Federation of April 3, 2003 No. 191, the rate of hours of pedagogical work for the salary of a teacher-psychologist in educational institutions is:

1.40 hours a week;

2. 36 hours a week;

3. 30 hours a week;

4.24 hours a week.

13. Coping is:

1. overcoming stress;

2.the efforts by which the person tries to prevent the threat of stress

3. the degree of perceived threat, determined by the psychological constitution of the individual;

4. the cognitive thought process of making an adaptive decision.

14. Within the framework of psychological correction, the following is formed:

1.personal position;

2. skills of adaptive behavior;

3. neurosis resistance;

4. resistance to stress.

15. The ability to establish and maintain the necessary contacts with other people, in particular, in the context of pedagogical interaction is called:

1. interactive tolerance;

2. communicative competence;

3. communicative tolerance;

4. communicative competence.

16. The concept of "zone of proximal development" implies that:

1. learning must go ahead of development;

2. learning should be on a par with development;

3. learning should not coincide with the stages of development;

4. Learning should be morally oriented.

17. Research strategy with registration of external (behavioral, psychophysiological, etc.) characteristics or changes in an object is:

1. method of self-observation;

2. method of introspection;

3.the method of objective observation;

4. the method of phenomenological self-observation.

18. The psyche exists as:

1. process;

2. condition;

3. function;

19. The ability to feel, which forms the basis of the highest forms of mental organization and denotes the evolutionary transition from passive reflection to active knowledge of the world:

1. irritability;

2. reactivity;

3. activity;

4.sensitivity;

20. The highest form of mental reflection of reality, which is active, selective and anticipatory:

1.cognition;

2.consciousness:

3. thinking;

4. reflection.

21. A rapidly and violently proceeding emotional process of an explosive nature, which arises in critical conditions and is associated with pronounced motor and organic manifestations:

1. mood;

2. emotion;

3. affect;

4. passion.

22. The scientist who singled out the so-called "existential human needs" when describing human behavior in the light of the fundamental dichotomy "freedom - security":

2. K. Horney;

3. A. Maslow;

4. E. Freud.

23. The idea of ​​association as a possible mechanism for the formation of mental phenomena was first expressed:

1.D. Gartley;

2. J. Locke;

3. J.S. Mill;

4. E. Thorndike.

24 Scientific and experimental base of behaviorism were:

1. K. Koffka's position that teaching writing and speaking can only be through imitation;

2. E. Thorndike's position on the characteristics of learning and G. Ebbinghaus's data on verbal memorization;

3. D. Gartley's ideas about the meaning of memory;

4. isolation of psychic reality as an independent sphere of cognition by R. Descartes and J. Locke.

25. The main periods of the development of intelligence according to J. Piaget:

1.3 periods;

2. 5 periods;

3. 6 periods;

4.7 periods.

26. Abstraction refers to:

1. mental operations;

2. thought processes;

3. thinking factors;

4. thinking types.

27. The development of mankind in all its aspects, including cultural sociogenesis, i.e. part of phylogeny that begins with the emergence of Homo sapiens and ends today

1. anthropogenesis;

2. phylogenesis;

3. microgenesis;

4.Otnogenesis.

28. The specific form of meaningful relationships for the child, in which he is with the surrounding reality (primarily social) at a particular period of his life:

1. stage of development of social relations;

2. crisis situation of development;

3. latent period of development;

4. the social situation of the child's development;

29. The child's activity within the framework of a social developmental situation, the implementation of which determines the emergence and formation of the main mental neoplasms in him at a given stage of development:

1. learning activities;

2. leading activities;

3. communication activities;

4. object-manipulative activity.

30. Correlation of the level of mental development of an individual with the corresponding normative average statistical symptom complex:

1. social age;

2. psychological age;

3. chronological age;

4. conditional age.

31. At the heart of the age periodization of A.N. Leontyev lies:

1. a person's own activity;

2. leading type of activity;

3. the formation of morality;

4. libido satisfaction.

32. The concept of "critical periods" was introduced into psychology:

1.L.S. Vygotsky;

2. B. G. Ananiev;

3. VV Davydov;

4. A. N. Leontiev.

33. The main signs of the crisis - loss of immediacy, demeanor, the symptom of "bitter candy" - are typical for:

1. crisis 3 years;

2. crisis 7 years;

3. midlife crisis;

4.the adolescent crisis

34. The age of intensive intellectual development is considered to be:

1. primary school age;

2. preschool age;

3. adolescence;

4. adolescence.

35. Developmental learning considers the student:

1. as a self-learning subject of learning;

2. as an object of teaching influences of the teacher;

3. as a subject that assimilates knowledge, abilities, skills as an end in itself, and not as a means of development;

4. as a subject that assimilates knowledge, abilities, skills as a means of development.

36. With a liberal style of pedagogical communication, the teacher:

1. makes decisions on his own, establishes strict control over the fulfillment of his requirements;

2. involves students in decision-making, takes into account their opinions, encourages independence;

3. gives the opportunity for disclosure and effective interaction to each participant in the pedagogical process;

d) withdraws from decision-making, transferring the initiative to students, colleagues.

37. Education as a process of helping a child in the formation of his subjectivity, cultural identification, socialization, life self-determination is considered in the author's concept

1.E.V Bondarevskaya

2. O.S. Gazman

3. N.E. Shchurkova

38. Knowledge, abilities, skills that allow to work on self-knowledge, self-affirmation, self-realization of the child's personality, the development of his unique individuality are the basis of the content of education in the author's concept

1. E.V. Bondarevskaya

2. O.S. Gazman

3. G.K. Selevko

39. The system of basic scientific approaches (theories, methods, achievements), on the basis of which the research practice of scientists in a given field of knowledge (discipline) is organized in a certain historical period:

1.paradigm;

2.concept;

3. educational model;

4. all answers are correct.

40. The approach to teaching is based on such a method of organizing the educational and cognitive activity of students, in which they are not passive recipients of information, but themselves actively in the educational process, is called:

1. competence-based approach;

2. an activity approach;

3. personal approach;

4. cognitive approach.

41. A new approach to raising children is:

1.personality-oriented approach

2.active

3.natural approach

4.cognitive approach

42. The theory of teaching younger schoolchildren, which is based on taking into account the internal laws of the child's development, the development of moral qualities and aesthetic feelings, will, the formation of an internal urge to learn:

1.Psychological theory of L.V. Zankova;

2. the psychological theory of N.A. Menchinskaya;

3. psychological theory of D.B. Elkonin and V.V. Davydova;

4. psychological theory of Sh.A. Amonashvili.

43. According to the method of O.S. Gazman, the stages of pedagogical support of children in the system of personality-oriented education technology include:

1. diagnostic, search, contractual. active, reflective

2.analysis, modeling, implementation, control

3. study of the situation, decision-making, joint activities to implement the decision, analysis and reflection

44. Socio-biological characteristics based on the difference between the sexes (the concepts of "man" and "woman"):

1.gender;

2. stereotype of behavior;

4.marginal

34 floor.

45. Felixology of education, according to N.Ye. Shchurkova, E.P. Pavlova, - a scientific and theoretical consideration of the content characteristics of upbringing, which provides the formation of the child's ability to be as part of the goal of upbringing:

1.tolerant in life on this earth

2.happy in life on this earth

3.free in life on this earth

46. ​​The process by which a person learns appropriate patterns of behavior in society, values, etc .:

1.socialization;

2. differentiation;

3. imitation;

4. identification.

47. Supplement the title of the document: Federal Law of the Russian Federation of June 24, 1998 "On basic guarantees …………………… in the Russian Federation"

1.human rights

2.fundamental freedoms

3. the rights of the child

48. The emotional state that arises in a situation of non-fulfillment of any goal significant for a person, dissatisfaction of a significant need and caused by insurmountable obstacles in their achievement:

1. anxiety;

2. stress;

3. frustration;

4. mood.

49. Creation of new information or the use of new methods of its analysis and generalization:

1. theoretical thinking;

2. practical thinking;

3. analytical thinking;

4. productive thinking.

50. One of the first theories of the structure of intelligence proposed:

1.D.P. Guilford;

2. A. Binet;

c) Ch.E. Spearman;

4. T. Simon.

51. A condition caused by congenital or acquired underdevelopment of the psyche and intellect, which impedes or makes it impossible for an adequate social functioning of a person:

1. mental retardation;

2. underdevelopment of mental development;

3. pathology of mental development;

4. mental defect.

1. W.L. Stern;

2. K.L. Buhler;

3.G.S. Hall;

4. A. L. Gesell.

53. The creator of the theory of cognitive development is:

1. Z. Freud;

2. J. Piaget;

3. A. Wallon;

4. J. Baldwin.

54. The incentive basis of a person's mental life, a set of reasons of a psychological nature that determine the activity of a person's behavior:

1. need;

2. motive;

3. motivation;

4. purpose.

55. According to A. Maslow's theory, the highest human need is:

1. the need for security;

2. the need for recognition;

3. the need for security;

4. the need for self-actualization.

56. The mental process of assimilating oneself to a communication partner in order to understand his thoughts and ideas:

1.identification;

2. empathy;

3.reflection;

4. perception.

57. The ability to move away from their own emotional experiences, the ability to perceive feelings and emotional state:

2. emotional disturbances;

3. the ability for emotional decentration;

4. the ability for an emotional-value attitude.

58. Stereotypes in the activities of a teacher ...

1. affect the relationship with students;

2. do not affect the relationship with students;

3. both answers are correct;

4. both answers are wrong.

59. The answer to the question, in which optimal educational system a growing person should be included in order for the transition from the culmination of development in one phase to take place at the culmination of another phase of human development. contained in the methodology;

… 1. a hermeneutic approach;

2. acmeological approach;

3.an ambivalent approach.

60. What strategy of self-regulation does a person with high self-esteem use in a situation of threat to his own self-concept?

1. "false modesty";

2. self-exaltation;

3. "belittling others";

4. "false uniqueness".

61. How do the concepts of skill and skill relate?

1.they are synonymous;

2. skills are formed later than a skill;

3. these are not related concepts;

4. a skill is more difficult than a skill.

62 Human abilities ...

1. constant throughout life;

2. are congenital;

3. exist in development;

4. are inherited.

63. Anatomical and physiological inclinations are ...

1. the main condition for the development of the ability;

2. the result of education;

3. the degree of development of the ability;

4. the premise of ability.

64. Giftedness is ...

1. character trait;

2. combination of abilities;

3. the innate quality of the mind;

4. sudden inner insight.

65. Strongly expressed character traits, which are extreme variants of the norm-

1.psychopathy;

2. accentuation;

3. maladjustment;

4. deviation.

66. Critical to the formation of character is ...

1. training.

2. education.

3. encouragement.

4. punishment.

67. Isolation of a feature in an object and a distraction from the rest is called ...

1.comparison;

2. study;

3. concretization;

4. abstraction.

68. Thinking, which is carried out without a logical analysis of the conditions of the problem and without realizing the way to find a solution, is called ...

1. rational;

2. intuitive;

3. creative;

4. reproductive.

69. Socialization in full understanding is ...

1. the process of assimilation by the individual of the conventional norms of the group;

2. the acquisition of socially significant personality traits in the process of upbringing;

3. a two-way process of assimilation by an individual of social experience by entering the social environment, active reproduction of the system of social ties and relations by him through vigorous activity;

4. adaptation of the personality to changes in the social environment through its mastery of new social roles.

70. Factors of socialization are ...

1. specific groups in which a person joins the systems of norms and values ​​of society;

2. genetically determined physiological and mental characteristics of a person;

3. society, culture, nation, family, labor collective;

4. all that, under the influence of which the socialization of the individual is carried out.

71. What stages of socialization stand out in Russian social psychology?

1.primary, marginal, stable, maladaptive;

2. pre-labor, labor, post-labor;

3. early and late infancy, early and middle childhood, adolescence, adolescence, early, middle and late adulthood;

4. preconventional, conventional, postconventional.

72. The social attitude can be characterized as ...

1.the individual's experience of the value and meaning of a social object;

2. readiness for activity;

3. satisfaction of vital needs;

4. the status of the individual in the group.

73. L. S. Vygotsky proposed these criteria for the periodization of childhood ...

1. neoplasms, the leading type of activity;

2. neoplasms, the dynamics of the transition from one period to another;

3. the dynamics of the transition from one period to another, the social situation of development;

4. neoplasms, social situation of development.

74. The idea of ​​mental development that occurs through adaptation (adaptation) of the individual to the surrounding social environment belongs to ...

1. Z. Freud;

2. J. Piaget;

3. E. Erickson;

4.L.S. Vygotsky.

75. The idea of ​​mental development as a process of acquiring knowledge, skills and abilities is characteristic of ...

1. biogenetic concepts of mental development;

2. sociogenetic concepts of mental development;

3. the concept of convergence of two factors;

4. psychogenetic concepts.

76. The highest level of problem learning is characterized by ...

1.the ability to solve complex problems;

2. an independent formulation of the problem and the search for its solution;

3. the emergence of a cognitive need;

4. a fast pace of assimilation of educational material.

77. In the concept of developing education, L.V. Zankova, the highest level of difficulty is determined ...

1. a large amount of educational material;

2. independent study of educational material;

3. cognition of essential connections of phenomena;

4. the need to memorize a large amount of information.

78. The scientific-theoretical type of thinking is characterized by ...

1. assimilation of logical forms;

2. the formation of meaningful generalizations;

3. mastering a large amount of knowledge;

4. the ability to clearly express your thoughts.

79. What mental education is a consequence of the interiorization of the control activity?

1. knowledge;

2. discipline;

3. diligence;

4. attention.

80. The document proclaiming the child's right to protection from interference with his private life is:

1. The Law of the Russian Federation "On Education";

2. Law of the Republic of Tatarstan "On Education";

3. Convention on the Rights of the Child;

81. In accordance with the Convention on the Rights of the Child, “States parties recognize the child's right to education, for this purpose they, in particular:

1. offer free and compulsory primary education;

2. offer free secondary education (general and vocational.) And the provision, if necessary, of financial assistance for further education;

3. Offer compulsory primary education, with financial assistance provided if necessary.

4. offer free basic general education and the provision, if necessary, of financial assistance for further education;

82. A citizen of the Russian Federation can independently exercise his rights and obligations in full:

1. from 14 years old;

2. from the age of 16;

3. from the age of 18;

4. from 25 years old.

83. Is it allowed to attract students, pupils of civil educational institutions to work not provided for by the educational program, without the consent of students, pupils and their parents (legal representatives)?

1. Yes

2.No

3. In special cases, by order of higher authorities

4. Permitted sporadically in connection

84. Is information competence a mandatory requirement of the qualification characteristics for all pedagogical positions of educators?

1) Yes

2) Yes, with the exception of educational psychologists

3) The requirement is presented differentially from the teaching position held

4) The unified qualification guide for the positions of educational workers does not contain this requirement

85. According to the requirements of the qualification characteristics, should a teacher-psychologist, not engaged in teaching work, take part in the work of pedagogical and methodological councils, other forms of methodological work:

1) Yes

2) No

3) at the discretion of the administration of the institution

4) this requirement is not provided for in the qualification description for the position of a teacher-psychologist

86. Is knowledge of modern pedagogical technologies of productive, differentiated learning, the implementation of a competence-based approach, developing learning a mandatory component of the qualification characteristics for the position of a teacher-psychologist?

1) Yes

2. No

3. The requirement is presented differentially from the type and type of educational institution in which the teacher-psychologist works

4. This requirement is not provided for in the qualification description for the position of a teacher-psychologist.

87. According to the methodology for assessing the qualifications of certified teaching staff, ed. V.D. Shadrikov, the professional qualification standard of a teacher is considered as a combination of:

1.3 competencies

2.4 competencies

3.5 competencies

4.6 competencies

88. "Social hardening" as a principle of education is declared in the concept "Education as ....

1. component of socialization "

2. socialization system "

3. school of socialization "

89. IQ of a mentally retarded child:

a) more than 1.0;

b) less than 1.0;

c) is equal to 1.0;

d) below 0.75

e) above 0.75

90. The difference between children with mental retardation from children with mental retardation:

a) dysplasticity of the appearance and anomalies of the skull;

b) higher learning ability, the ability to perform tasks by analogy;

c) misunderstanding of the text read, lack of logic in the retelling;

d) the primacy of speech impairment