RU2734133C1 - Method for developing emotional and intellectual skills of children - Google Patents

Abstract

FIELD: medicine.

SUBSTANCE: invention refers to medicine, namely to psychology. In order to develop emotional and intellectual skills, the child is individually diagnosed by assigning the task to him and recording the fact of completing the tasks with the emotional and intellectual skill level of each child. Further, the child's emotional and intellectual skills are exposed by affecting the hearing, olfactory, taste, vision and touch. Once a trimester evaluation of the child's learning and development results consists in: providing the tasks in the form of questionnaires and role games, performing the data fixation: pulse, temperature, heart rhythm, skin-galvanic reaction (SGR) from one or more sensors installed on a child, performing fixation of photographic and video material of child performance of tasks, evaluation by a group of experts performing tasks using photographic and video materials of child performance of tasks, recording the results of tasks in forms, filling the child's parents and teacher with evaluation check-sheets for the child, processing the results of the given sensors, forms and check-sheets, as a result of which recommendations are given for further development of emotional and intellectual skills.

EFFECT: method accelerates development of emotional and intellectual skills of children due to preliminary assessment of emotional and intellectual skill level of a child, use of final check-lists for teachers and parents and final lessons for a child using wearable sensors to assess the effectiveness of program assimilation.

6 cl, 2 ex

Description

Technology area

The invention relates to the field of psychology and psychotherapy and can be used for the development of emotional, intellectual and social skills of children, to increase the level of socialization of children and the effectiveness of their interaction with people around them.

State of the art

From the prior art, there is a way of developing emotional-intellectual and social skills of a child PATHS (Promotion Alternative Thinking Strategies), developed by M. Greenberg and K. Kushe (Greenberg M.T., Kusche C.A. Building social and emotional competence. 2006). But this program is designed only for children from 3 to 12 years old. And this method does not include initial diagnostics, final lessons of each level, assessing the effectiveness of the assimilation of the program, and does not include special teaching materials for parent-child lessons.

The model of emotional intelligence by J. Mayer, P. Salovey and D. Caruso is known (see: Mayer JD, Salovey P., Caruso DR Models of emotional intelligence // RJ Sternberg (ed.). Handbook of human intelligence (2nd ed.) . New York: Cambridge University Press. 2000). Researchers distinguish four components of emotional intelligence: recognizing emotions, using emotions in problem solving, understanding emotions, and managing emotions. And also the program for the development of a child's emotional intelligence (RULER) developed on the basis of this theoretical model by researchers M. Brackett, D. Caruso, R. Stern (Brackett, M., Caruso, D., & Stern, R. The anchors of emotional intelligence. RULER, 2013). This program is designed for children from 5 to 14 years old and develops the following components:

- recognition of emotions by facial expression or voice;

- understanding emotions, the causes and consequences of different emotions;

- naming emotions with words for effective communication;

- expression of emotions;

- regulation of emotions to control thoughts and behavior.

This program does not involve parents in the child development program and does not imply the use of special teaching materials for teaching parents with children, it is also rather scarce in terms of play and developmental techniques and practices for the development of emotional, intellectual and social skills of children, it includes only 4 basic techniques. The program does not imply the use of final checklists for teachers and parents and final lessons for children to assess the effectiveness of mastering the program.

The closest technical solution is a method of developing a child's emotional intelligence, see RF patent No. 2634635 dated 02.11.2017. This method contains the operations performed:

- determination of indicators of the development of a child's emotional intelligence;

- when determining critically low indicators of a child's emotional intelligence: the development of the child's sensory systems by influencing the organs of hearing, smell, taste, sight and touch; the development of motivation for action using the dialogue games provided to the child, the development of the child's general logical and scientific intelligence with the use of developed motivation for actions to solve logical and scientific problems; providing the child with quests using fairy-tale characters, motivating the child to successfully complete quests in the problem area;

- and upon reaching a certain level of successful completion of quests, fixing the successfully developed skills required to complete the quests. The main attention is paid to the development of the child's sensory systems, carried out by including elements of physical activity, creative crafts and scenario quests in the program. This method does not imply the involvement of parents, does not have a specialized training program for teachers and parents.

A common disadvantage of these methods is the lack of a preliminary assessment of the development of the emotional and intellectual skills of children for their subsequent distribution into groups, due to which the development of children with more developed and less developed skills is inhibited, as well as the use of final checklists for teachers and parents and the final classes for children using wearable sensors to assess the effectiveness of the assimilation of knowledge and skills of the program.

The essence of the invention

The proposed method is aimed at eliminating these disadvantages.

The objective of the present invention is to develop emotional, intellectual and social skills in children: awareness and recognition of emotions, use of emotions to solve problems, analyze and understand the causes of emotions and emotional scenarios, control emotions and their behavior in order to more easily adapt in society, improving communication with adults and peers, comprehensive harmonious development of the child in modern society.

The task of the invention for a parent is to contribute to the formation of a favorable family atmosphere for the emotional and intellectual development of children, to provide parents with information and methodological support in the development of the child's emotional, intellectual and social skills.

The task of the invention for the teacher is to provide teachers with a set of scientific and applied tools and technologies for the development of emotional, intellectual and social skills of the child.

The technical result is to accelerate the development of emotional, intellectual and social skills of children.

The technical result is achieved by the fact that the way to develop the emotional and intellectual skills of children is:

- forming a group of children of the same age,

- carrying out an individual diagnosis of each child from the group, by giving him a task and fixing the fact of completing tasks with an assessment of the level of emotional and intellectual skills of each child on a scale from 1 to 5,

- implementation of the formation of three subgroups of children based on the scale of the level of development of emotional and intellectual skills: from 1-2 points - a low level, 3-4 points - an average level, from 5 points - a high level,

- implementation of periodic impact on emotional and intellectual skills in each subgroup of children by influencing the organs of hearing, smell, taste, sight and touch;

- once a trimester, assessing the learning outcomes and development of each child in each subgroup, which consists in: providing each child with tasks in the form of questionnaires and role-playing games, recording data (pulse, temperature, heart rate, galvanic skin response (GSR)) from one or more sensor sensors installed on the child, the implementation of photo and video recording of the child's performance of tasks, the assessment by a group of experts of the performance of tasks by the children using photo and video materials of the child's performance of tasks, recording the results of the tasks in the forms, filling out the assessment checks by the parents and the teacher -lists for a child, processing the results of sensor data, forms and checklists, as a result of which recommendations are issued for the distribution of children into subgroups for the subsequent development of emotional and intellectual skills.

In the process of implementing the method, the joint-consistent participation of teachers, parents and children is carried out.

Tasks depicting manifestations of certain emotions, reflect 27 human emotions: interest, expectation, alertness, serenity, joy, delight, acceptance, trust, disgust, anxiety, fear, horror, confusion, surprise, amazement, sadness, sadness, grief, boredom, displeasure, disgust, annoyance, anger, anger, embarrassment, shame, guilt, and are given to the child for fulfillment in accordance with age.

The processing of the results of forms and check lists is carried out automatically, by digitizing the results of forms and check lists with a scanner, and their subsequent processing by a computing device to issue recommendations for the distribution of children into subgroups for the subsequent development of emotional and intellectual skills.

The issuance of recommendations for the distribution of children into subgroups for the subsequent development of emotional and intellectual skills is carried out using a printer connected to a computing device.

The computing device is a server or high-performance computer.

Detailed description of the invention

The proposed method is a comprehensive program for the development of children's emotional and intellectual skills (recognizing emotions, using emotions to solve problems, understanding the causes of the appearance of emotions, managing their emotions and influencing the emotions of other people), which is implemented in the joint-consistent participation of teachers, parents and children from 4 to 17 years old, includes 12 levels (each level is designed for 1 year of study). 12 levels are combined into 4 age groups (preschoolers, younger students, younger adolescents, older adolescents), in total in each age group - three levels, which correspond to 3 years of study:

Preschoolers (4-6 years old)

Program levels:

• Level 1 - for children 4 years old

• Level 2 - for children 5 years old

• Level 3 - for children 6 years old

Junior schoolchildren (7-9 years old)

Program levels:

• Level 4 - for children 7 years old

• Level 5 - for children 8 years old

• Level 6 - for children 9 years old

Younger teens (10-13 years old)

Program levels:

• Level 7 - for children 10 years old

• Level 8 - for children 11 years old

• Level 9 - for children 12 and 13 years old

Older teenagers (14 - 17 years old)

Program levels:

• Level 10 - for children 14 years old

• Level 11 - for children 15 years old

• Level 12 - for children 16 and 17 years old

At the stage of mastering the program, both the teacher and the parent participate in the development of the child.

As part of the implementation of the method, a teacher training program is provided, which contains scientific data and expanded information on the blocks and levels of the child development program. The teacher masters a certain amount of knowledge and passes the tests, with a positive result of passing the tests, the teacher begins to implement the child development program.

The teacher , using a script, specially developed teaching materials (cards, educational games, coloring books, workbooks for a child, a diary of the master of emotions, etc.) conducts a lesson. Based on the results of the lesson, the teacher writes feedback on the child and assignments for joint homework between the parent and the child, using the "parent's electronic personal account". The teacher in the “electronic personal account of the parent” places materials for the parent to study. The teacher also conducts special master classes for parents, allowing the parent to dive deeper into the development of the child's emotional and intellectual skills and continue developing at home.

The parent studies the materials using specially developed teaching materials (a diary of the child's emotions, a diary of parent's observations, etc.) does tasks with the child for independent work. Thus, an atmosphere in the family that develops emotional and intellectual skills is formed, parents, together with their child, also develop their emotional and intellectual skills, an atmosphere of openness and trust in the family is created.

At the end of the levels of the program, final classes are held, in which the teacher and the parent fill out the final checklist for the child and the dynamics of skills development is recorded. Thus, the joint-consistent participation of teachers, parents and children in the implementation of the method is carried out.

The implementation of the method involves several stages.

1. Diagnostic stage

At each age level of the program, at the first stage, the emotional and intellectual skills of children are diagnosed with the help of tasks corresponding to the child's age.

The developed questionnaire is used to diagnose the level of development of emotional and intellectual skills of children from 4 to 9 years old. The questionnaire is filled out together with the teacher, the teacher reads the tasks to the child if he does not know how to read yet.

To diagnose the level of development of emotional and intellectual skills of children from 10 to 17 years old, for example, an adapted version for the Russian-speaking sample of the MSCEIT-MSCEIT YRV test (Mayer, JD, Salovey, P. & Caruso, DR Mayer-Salovey-Caruso Emotional Intelligence Test is used. Youth Research Version (MSCEIT-YRV), Multi-Health Systems Inc., Canada, 2014), the adolescent version of the Adult Emotional Intelligence Measurement Tool (MSCEIT V2.0). The child fills out the test independently, while the teacher gives general instructions and answers the child's questions if they appear. Based on the results of completing the test, the teacher conducts a conversation with the child.

The fact of completing tasks on the form is recorded, the result of the diagnosis is an individual profile of the development of emotional and intellectual skills of children, indicating the strengths and growth zones, as well as three levels of development of emotional and intellectual skills: from 1-2 points - a low level, 3-4 points - average level, from 5 points - a high level of skills development. Based on the results of diagnostics, as well as the age of the children, groups of the development program are formed.

Taking into account the results of diagnostics, the teacher individually makes accents in the development program for each specific child.

2. Stage of education and development (mastering the program of the corresponding age level)

Taking into account the result obtained at stage 1, the influence on the development of emotional, intellectual and social skills of children is carried out by influencing the organs of hearing, smell, taste, sight and touch.

Tasks for children can be in the form of working with special cards with faces of people of different ages that express different emotions or with pictures that convey a certain emotional background; in the form of working with a diary for daily recording of your emotions and the reasons for their appearance; in the form of listening to specially selected pieces of music and recording their emotions in special forms; in the form of watching video clips and recording the emotions of the characters, as well as the reasons for their occurrence in special forms; in the form of playing certain situations or emotions, etc.

Tasks depicting manifestations of certain emotions, reflect 27 human emotions: interest, expectation, alertness, serenity, joy, delight, acceptance, trust, disgust, anxiety, fear, horror, confusion, surprise, amazement, sadness, sadness, grief, boredom, displeasure, disgust, annoyance, anger, anger, embarrassment, shame, guilt. Tasks are given to children according to their age: preschoolers and younger students (8 basic emotions: joy, print, fear, anger, trust, disgust, surprise, interest), younger and older adolescents (all 27 emotions).

Each task is aimed at developing a certain emotional and intellectual skill: recognizing emotions, using emotions to solve problems, understanding the causes of the appearance of emotions, managing your emotions and influencing the emotions of other people, as well as social skills: interaction in a group, communicating with adults and peers and etc.

All tasks are combined into three program blocks:

1. Block "Emotional-cognitive abilities"

2. Block "Social skills"

3. Block "Idea about yourself"

These blocks are repeated at each level of the program, the tasks of the blocks correspond to the age characteristics of the child's development, new formations of age, leading activity.

The block "Emotional-cognitive abilities" includes tasks and techniques aimed at developing abilities and skills: recognizing emotions, understanding and analyzing emotions, using emotions in solving problems, managing emotions, as well as developing cognitive and psychomotor functions.

The Social Skills block includes tasks and techniques for developing children's communication skills, constructive communication skills, resolving conflict situations, skills in managing their behavior, following rules, responding constructively to bullying, etc.

The block "Imagination about oneself" includes tasks and techniques for the development of the cognitive component - the Image of the Self, the emotional component - the child's self-assessment and the behavioral component - implementation.

The cyclical nature of the program for the development of emotional and intellectual skills is ensured by the fact that at each new age level, as at a new turn of the spiral, 3 blocks of abilities develop. The program is designed in such a way that a child can begin to study from his age level (from 5 or 10 years old, etc.), regardless of whether he has previously studied in this program or not. At each level, children who study sequentially according to the program and children who have rejoined the level corresponding to their age can effectively engage. At each level, the content of the program includes:

• concentrated repetition of the studied material of the previous levels;

• new material of this level.

Thus, the continuity of knowledge, skills and abilities is carried out.

3. Stage of assessment of learning and development results

The assessment of learning and development results is carried out 3 times a school year. At the reporting lesson, children are given tasks in the form of questionnaires and role-playing games, there is a photo and video recording of the lesson. Also, using one or more sensor sensors, data is recorded (pulse, temperature, heart rate, galvanic skin response (GSR)). Children put on wearable sensors that transmit data in a continuous mode to a computer, after processing, the teacher (as well as the parent in the mobile application, in his "parent's personal account") can track what emotional experiences the child had during the performance of a certain task, what the tasks caused the child's excitement and anxiety, how much the child learned to cope with his emotional state, etc. The teacher sees how certain tasks affect the progress of the children, thereby further adjusting the child's individual homework program.

Several experts evaluate the performance of tasks by children using video recording and record the results in special forms. Experts record the degree of a child's manifestation of a certain skill on a scale from 1 to 5.

Also, the parent and the teacher fill out special checklists for the child. The teacher records in a checklist the progress in the child's mastery of certain skills on a scale from 1 to 5. The parent records in the checklist how much the child is showing a certain skill in everyday life on a scale of 1 to 5.

The processing of the results of forms and checklists is carried out automatically, by digitizing with a scanner. All the obtained data described above are processed by a computer program, used as input parameters for algorithms based on machine learning methods.

As a result of processing, data on the progress of each child at the end of the trimester is obtained, as well as recommendations for the distribution of children into groups to the next level of program development.

4. Stage 4 training and development, advanced level . Based on the assessment results (stage 3), groups of a more complex level of education are formed. The development of the emotional, intellectual and social skills of children occurs due to a change in the level of complexity of the tasks and objects presented: cards, pieces of music, video clips, etc.

This is followed by the repetition of stages 2, 3, 4 at a new level of program development.

Implementation of the invention

More than 2000 children in 77 cities of Russia and the CIS have already completed the proposed method of developing emotional and intellectual skills, according to the results of which all children showed significant improvements according to the results of completing the final tasks, according to experts and according to the assessment checklists for each child, which were filled out by parents and teachers. The growth in the development of emotional and intellectual skills ranged from 10 to 20%.

Specific use cases

Below is an example of using the proposed method.

A group of children 6-7 years old. The group was dominated by children who were distinguished by increased excitability, in the process of communication they often had moments of aggressive behavior, especially with peers. Emotionally rich reactions in children arose for any insignificant reason.

Stage 1 diagnostics . At first, they worked with a group of children in an individual format (with each child separately). The child was asked to fill out a questionnaire with the following tasks in accordance with age, for example, forms with photographs of people of different ages expressing certain emotions (out of 8 basic ones), on which the child should stick a “smiley” with the corresponding emotion near each photo; as well as pictures with drawn situations, according to which the child is asked to tell what emotions he sees in the heroes of the situation and how he thinks what happened; also, according to the situation, the child was asked to choose the most appropriate method of reaction and other tasks.

Based on the results of filling out the questionnaire, a general assessment of emotional and intellectual skills was formed, a critically low indicator of skill development (a growth zone that needs to be improved) was determined for each child. Further, according to the data of individual assessments of children, groups of the training program were formed, taking into account the indicators of the development of emotional and intellectual skills (low, medium and high) and the identified growth zones common for this group.

Stage 2 training and development

Taking into account the result obtained at stage 1, a program was formed with an emphasis on the development of critical indicators in the development of skills for each group. For these groups, the emphasis was on tasks aimed at developing the skills of recognizing and managing their emotions, as well as developing social skills.

Stage 3 assessment of learning and development outcomes

At the intermediate stage of the assessment at the end of the trimester, an increase in the development of skills was recorded, in particular, in the development of the skill of managing one's emotions based on the results of expert assessment. The reporting lesson took place in the form of role-playing games and replaying interaction situations. Photo and video recording of the lesson took place, data from wearable sensors that were worn by children were also recorded and transmitted data in a continuous mode to a computer for further processing.

According to the checklists of teachers and parents, children have become more sociable, have learned to recognize their emotions much better, express and explain their point of view well, and have mastered emotion management techniques. Parents also noted that the children developed a desire for constructive communication with their peers, and there was also a positive dynamic in establishing relationships with them (with parents).

Based on the results of the assessment, children were recommended to continue doing exercises aimed at developing skills related to interaction with other people, to engage in activities that contribute to the development of self-regulation skills (keeping a diary of emotions, exercises to develop awareness, art therapy, etc.).

Claims (11)

1. A way of developing children's emotional and intellectual skills, which consists in: - form groups of children of the same age, - carry out individual diagnostics of each child from the group, giving him a task and fixing the fact of completing tasks with an assessment of the level of emotional and intellectual skills of each child on a scale from 1 to 5; - carry out the formation of three subgroups of children on the basis of the scale of the level of development of emotional and intellectual skills: from 1-2 points - a low level, 3-4 points - an average level, from 5 points - a high level; - exercise influence on emotional and intellectual skills in each subgroup of children by influencing the organs of hearing, smell, taste, sight and touch; - once a trimester, the learning outcomes and development of each child in each subgroup are assessed, which consists in: providing each child with tasks in the form of questionnaires and role-playing games, recording data: pulse, temperature, heart rate, galvanic skin response (GSR) with one or more sensor sensors installed on the child, the implementation of the fixation of photo and video materials of the child's performance of tasks, the assessment by a group of experts of the performance of tasks by the children using photo and video materials of the child's performance of the tasks, fixing the results of the tasks in the forms, filling out the assessment checks by the parents and the teacher of the child; sheets per child, processing the results of sensor data, forms and checklists, as a result of which recommendations are issued on the distribution of children into subgroups for the subsequent development of emotional and intellectual skills. 2. The method according to claim 1, characterized in that it is implemented in the joint-sequential participation of teachers, parents and children. 3. The method according to claim 1, characterized in that tasks depicting manifestations of certain emotions reflect 27 human emotions: interest, expectation, alertness, serenity, joy, delight, acceptance, trust, disgust, anxiety, fear, horror, confusion, surprise , amazement, sadness, sadness, grief, boredom, displeasure, disgust, annoyance, anger, anger, embarrassment, shame, guilt, and are given to the child to fulfill according to age. 4. The method according to claim 1, characterized in that the processing of the results of the forms and checklists is carried out automatically by digitizing the results of the forms and checklists with a scanner and their subsequent processing by a computing device to issue recommendations on the distribution of children into subgroups for the subsequent development of emotional intellectual skills. 5. The method according to claim. 2, characterized in that the issuance of recommendations for the distribution of children into subgroups for the subsequent development of emotional and intellectual skills is carried out using a printer connected to a computing device. 6. The method of claim 1, wherein the computing device is a server or a high-performance computer.