We present data on development of spatial representations in children studying in primary school, obtained during the examination of structural, topological, coordinate, projective representations of pupils of 1's and 2's grades at the beginning and end of the school year. We explore the dynamics and development direction of the above types of spatial representations, examine the connections of certain types of spatial representations with organization of the learning process. The study involved 134 children aged 6–9 years (studying in 1st and 2nd grades of primary school). We highlight comparative results of levels of spatial representations formation during the school year.
Jenergichnyh lentjaev. Rybalko (red.). Praktikum po vozrastnoj psihologii. Solov'eva Team Fortress 2 Patch do 1.1.3.4. Laporan Praktikum Sulfonasi Senyawa Aromatik,Kimia Organik, PDF,DOC,DOCX,SCRIBD,ACADEMIA,Laporan Praktikum Kimia Organik Sulfonasi Senyawa Aromatik.
We analyze the likely reasons for decline and lower of the dynamics in the development of spatial representations of today's school students. References. Anan'ev B.G., Rybalko E. Osobennosti vospri- jatija prostranstva u detej.
Ajrapet'janc Je. K voprosu o funkcional'noj strukture prostranstvennogo analiza // Problemy vosprijatija prostranstva i prostranstvennye pred- stavlenij. V., Pylaeva N. Preodolenie trudnos- tej uchenija: nejropsihologicheskij podhod. Vasserman L.
I., Dorofeeva S. I., Meerson Ja. Metody nejropsihologicheskoj diagnostiki. Prakti- cheskoe rukovodstvo. Razvitie prostranstvennyh predstav- lenij u detej v nachal'noj shkole. Gorjacheva T. G., Sultanova A.
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M.; Voronezh, 2009. Praktikum po vozrastnoj psihologii: Ucheb. Posobie / Pod red. Ja., Semago M. Teorija i praktika ocenki psihicheskogo razvitija rebenka. Doshkol'nyj i mladshij shkol'nyj vozrast. Semenovich A.
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The article presents the results of elaboration of revised Russian version of the Preschool Behavior Questionnaire by L. Was drawn up a questionnaire for teachers and parents, as a result of task selection. This version includes 15 items which describe common emotional and behavioral problems of preschool children. Approbation of this version was realized in the sample of 480 children of the age of 3-6 years old, each of them was assessed by preschool teacher and mother. The results of confirmatory factor analysis confirm three factors structure of questionnaire, which include correlated factors of aggressiveness, anxiety and hyperactivity. The internal consistency of scales is good (Cronbach’s alpha are 0.71–0.85).
The preliminary data proving validity of the aggressiveness and hyperactivity scales are obtained. The percentile norms for estimation of test results are provided. The obtained results lead us to conclusion that this questionnaire may be used for screening of emotional and behavioral problems in preschool children although validity of anxiety scale needs further research. References. Benevol'skaja T.B. Diagnostika agressivnyh projavlenij v starshem doshkol'nom vozraste Diagnostics of Aggressive Behaviour Patterns in Preschool Children. Psihologicheskaja nauka i obrazovanie Psychological Science and Education, 2007, no.
Golovej L.A., Rybalko E.F. Praktikum po vozrastnoj psihologii Practical work on developmental psychology. Saint Peterburg: Rech', 2003. Gutkina N.I. Diagnosticheskaja programma po opredeleniju psihologicheskoj gotovnosti detej 6-7 let k shkol'nomu obucheniju Diagnostic program for assessment of psychological readiness for school in children of 6-7 years old. Moscow: Publ. Of MGPPU, 2002.
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Kaz'min A.M., Konovko N.A., Sal'nikova O.G., Tupicina E.K., Fedina E.V. Shkala jemocional'nogo neblagopoluchija i atipichnogo povedenija doshkol'nikov Elektronnyi resurs The scale of emotional distress and atypical behavior of preschool children. Klinicheskaja i special'naja psihologija Clinical Psychology and Special Education, 2014, vol. URL: (Accessed: ).
Filimonenko Ju.I. Rukovodstvo k metodike issledovanija intellekta u detej D. Vekslera (WISC) Manual for the scales of children’s intelligence by D.
Wechsler (WISC). Saint Peterburg: GP “IMATON”, 1994. Cvetkova L.S.
Metodika nejropsihologicheskoj diagnostiki detej Methods of neuropsychological assessment of children. Moscow: Pedagogicheskoe obshhestvo Rossii, 2002.
Behar L., Stringfield S. Manual for the Preschool Behavior Questionnaire. United States of America, Durham: US Department of Health, Education & Welfare, National Institute of Education, 1974. The preschool behavior questionnaire.
Journal of Abnormal Child Psychology, 1977, vol. Doi: 10.1007/BF00913697. Confirmatory factor analysis for applied research. New York: Guilford Press, 2006. Browne M.W., Cudeck R.
Alternative ways of assessing model fit. Long (Eds.) Testing structural equation models, Beverly Hills, CA: Sage, 1993, pp. Hinshaw S.P. On the distinction between attentional deficits/hyperactivity and conduct problems/aggression in child psychopathology. Psychological Bulletin, 1987, vol. Doi: 10.1037/0033-2909.101.3.443.