Abstract
Introduction. The relevance of creating this methodology is due to the need to obtain an objective “portrait” of a modern preschooler aged 3-4 (36-51 months). The presented methodology covers all aspects of children’s development in accordance with the requirements of the Federal State Educational Standard for Preschool Education, in contrast to labor-intensive methods aimed at assessing individual components of development. Materials and methods. In the diagnostics, psychophysiological methods were used to assess attention, visual and auditory memory, visual-spatial perception, speech, voluntary regulation of activity and some indicators of physical development. Results. As a result of the development and testing of a comprehensive diagnostic methodology in several regions of the Russian Federation, specialists in preschool educational organizations have a diagnostic tool that allows them to “lead” one child from the beginning of his stay in an organization to entering school. This takes into account the continuity of tasks at different ages, since the presented methodology, which allows assessing the development of children aged 3-4, is an adapted version of diagnosing the development of preschool children aged 5-6 and 6-7. This makes it possible to trace the development of certain functions in a child aged 3-7 and map his individual development. As an example, the results of diagnostics of two children and recommendations for planning an individual trajectory of their further development were given. Conclusion. The uniqueness of this methodology lies in its accessibility for a wide range of specialists working in preschool educational organizations (preschool teachers, psychologists, speech therapists). Diagnostic results are easily communicated to parents. Along with the possibility of a comprehensive assessment of individual characteristics of the development of each child, the obtained results can be used for effective interaction of all adults surrounding the child.
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