OBIECTIVELE FIŞEI DECUNOAŞTERE ŞI EVALUARE A COPILULUI

Fişa este destinată studenţilor în psihologie, psihopedagogie specială şi ştiinţele educaţiei, specialiştilor şi cadrelor didactice care doresc să cunoască şi să evalueze potenţialul şi nivelul de dezvoltare a copilului. În acelaşi timp, fişa oferă un bun prilej de aplicare a cunoştinţelor în domeniu practic şi de exersare a aptitudinilor de evaluare a subiectului, prin mijloace de psihodiagnoză. Un asemenea demers este necesar şi pentru copil, deoarece întregul proces instructiv-educativ poate fi mai bine adaptat la particularităţile sale psihoindividuale, oferă familiei şi şcolii posibilitatea unor intervenţii bazate pe cunoaşterea specificului activităţii psihice şi a ritmului propriu de evoluţie a personalităţii acestora. Fişa poate fi aplicată, în vederea cunoaşterii şi evaluării, începând cu preşcolarul şi terminând cu adolescentul din liceu, indiferent de tipul de instituţie în care aceştia sunt încadraţi: grădiniţe, şcoli obişnuite( de masă), case de copii, şcoli speciale, şcoli profesionale, licee etc., deoarece este structurată sub o formă unitară şi concisă pentru cunoaşterea copiilor, evidenţierea unor parametrii ce indică evoluţia în timp şi dezvoltarea actuală a subiectului analizat. Din punct de vedere practic, o astfel de fişă imprimă unitate acţiunii de psihodiagnoză şi este menită să evite erorile în reliefarea specificului psihocomportamental de către specialiştii din unităţi de învăţământ diferite. Utilitatea fişei rezultă şi din aceea că, pe parcursul procesului instructiv-educativ, unii copii parcurg forme de şcolarizare şi de educaţie diferite de la un timp la altul sau, din motive diferite, sunt transferaţi la alte colectivităţi, ceea ce impune cu şi mai multă tărie adoptarea unor criterii unitare în cunoaşterea şi evaluarea subiecţilor. Fişa este elaborată sub forma unui caiet, pentru a putea fi mai uşor folosită şi completată (în mod direct), astfel încât ea să reprezinte o oglindă a vieţii şi evoluţiei copilului, ce se finalizează cu recomandări, atât pentru condiţii de mediu favorabile, cât şi pentru condiţii de mediu nefavorabil, critic în care se poate afla subiectul la un moment dat. Pentru a creşte gradul de încredere şi de precizie, fiecare secvenţă din fişă se completează pe baza observaţiilor nemijlocite, prin aplicarea unor probe psihologice adecvate, dar şi prin obţinerea unor date cu privire la comportamentul şi activitatea copilului-în procesul instructiv-educativ-de la cadrele didactice care îşi desfăşoară activitatea cu acesta. Pentru secvenţele referitoare la

caracteristicile organo-funcţionale şi medicale, poate fi consultat medicul, fişa medicală şi valorificate informaţiile obţinute de la părinţi sau rude cu privire la evoluţia copilului, din perspectiva amintită. Cu cît sunt apicate mai multe probe şi cu cît sunt desfăşurate observaţii variate asupra activităţii copilului, cu atât se pot obţine informaţii mai complexe despre fiecare structură psihică în parte. Orice metodică psihologică folosită este menită să lărgească aria cunoaşterii şi evaluării copilului, avănd, totodată, semnificaţia unui demers complex. În acest context, este nevoie să se aibă în vedere:

- tipurile principale de activitate ale copilului, raportate la nivelurile de vârstă cronologică şi mentală;

- tipurile de relaţii stabilite de copil în colectivitate(cu semenii de aceeaşi vârstă şi cu adulţii);

- tipurile de cerinţe formulate faţă de copil şi posibilităţile acestuia de a le face faţă în mod adecvat, tipurile de atitudini şi de implicare a copilului în rezolvarea unor sarcini practice sau teoretice;

- modalităţile de acţiune practică sau/şi mentală prin care copilul reuşeşte să depăşească dificultăţile ivite în rezolvarea unor probleme;

- modalităţile de elaborare a unor comportamente adaptive în situaţile conjuncturale şi cele stabile;

- semnificaţia progresului realizat în timp şi prin forme specifice de influenţare psiho-educative;

- nivelul atins în plan psihic, în raport cu vârsta conologică şi comparativ cu subiecţii de vârstă similară;

- stadiul socializării şi implicării subiectului în comunitatea din care face parte;

- nivelul integrării în comunitate şi aportul subiectului în coeziunea grupului, în determinarea creativităţii acestuia ş.a.m.d.

Fişa este organizată pe 7(şapte) secvenţe mari, fiecare din acestea cuprinzând o serie de elemente definitorii pentru caracteristicile de bază ale activităţii psihice, începând cu cele mai simple şi terminând cu cele complexe, caracteristici care definesc personalitatea subiectului. Imaginea generală ce se obţine despre subiect pe baza completării fişei, trebuie să permită nu numai cunoaşterea şi evaluarea acestuia, ci şi să creeze posibilitatea unei prognoze şi a unor recomandări pentru evoluţia din stadiile de vârstă viitoare.

SECŢIUNEA I

DATE GENERALE CU PRIVIRE LA COPIL ŞI LA FAMILIA DIN CARE FACE PARTE

1. Numele şi prenumele:_________________________________________2. Data naşterii:anul______luna____________ziua____________________locul_________________________________________________________3. Sexul:______________________________________________________4. Data înscrierii în grădiniţă:______________________________________5. Numele tatălui:_______________________________________________ Numele mamei:______________________________________________6. Vârsta tatălui:______________Vârsta mamei:______________________7. Profesia tatălui:______________________________________________ Profesia mamei:______________________________________________8. Locul de muncă al tatălui:______________________________________ Locul de muncă al mamei:______________________________________ SITUAŢIA FAMILIARĂ9. Fraţi:_______________________________________________________10. Surori:_____________________________________________________11. Alţi membrii ai familiei care locuiesc cu copilul: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________12. Condiţii de locuit:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________13. Relaţiile dintre părinţi_______________________________________________________________________________________________________________________________________________________________________________________________________________________________14. Relaţiile dintre părinţi şi copii__________________________________

__________________________________________________________________________________________________________________________15. Atitudinea părinţilor faţă de problemele de educaţie ale copilului________________________________________________________________________________________________________________________________16. Relaţiile dintre părinţi şi colectivul de cadre didactice______________________________________________________________________________________________________________________________________________________________________________________________________17. Cine se ocupă de educarea copilului şi cât timp___________________________________________________________________________________________________________________________________________________________________________________________________________18. Atitudinea mamei faţă de unele dificultăţi pe care le prezintă copilul__________________________________________________________________________________________________________________________________________________________________________________________19.Metode şi procedee folosite de mamă în educarea copilului_____________________________________________________________________________________________________________________________________20. Date speciale semnalate de mamă cu privire la unele aspecte ale comportamentului copilului: somn, hrănire, curăţenie corporală, spiritul de orine, comportatrea în raport cu ceilalţi membrii din familie ( fraţi, surori, unchi, mătuşi, bunici), dar şi cu privire la comportamentul copilului, când este temporar despărţit de părinţi, şi în legătură cu comportamentul faţă de evenimentele inedite ( persoane străine, evenimente neaşteptate etc)_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

SECŢIUNEA a II-a

DATE CU PRIVIRE LA STAREA SĂNĂTĂŢII ŞI LA DEZVOLTAREA FIZICĂ A COPILULUI

(Se va completa de către medic sau de către specialist după fişa medicală)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

SECŢIUNEA a III-a

DATE CUPRIVIRE LA DEZVOLTAREA ŞI PARTICULARITĂŢILE COMPORTAMENTULUI PREDOMINANT MOTOR ŞI ALE ACTIVITĂŢII FIZICE

1.Volumul şi varietatea mişcărilor___________________________________________________________________________________________________________________________________________________________2. Tempoul şi ritmul mişcărilor, coordonare şi finalitate:__________________________________________________________________________________________________________________________________________3. Combinatorica mişcărilor, transferul mişcărilor:_______________________________________________________________________________________________________________________________________________4. Lateralitatea în execuţia mişcărilor_________________________________________________________________________________________________________________________________________________________5. Spontaneitatea şi iniţiativa în executarea mişcărilor:____________________________________________________________________________________________________________________________________________6. Învăţarea mişcărilor, plasticitatea în însuşirea de mişcări noi_____________________________________________________________________________________________________________________________________7. Sincinezii:____________________________________________________________________________________________________________________________________________________________________________8. Tipuri de mişcări mai frecvente:___________________________________________________________________________________________________________________________________________________________9. Abilităţi motorii:________________________________________________________________________________________________________________________________________________________________________10. Tipuri de jocuri motorii:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________SECŢIUNEA a IV-a

DEZVOLTAREA COMPORTAMENTULUI ŞI ACTIVITĂŢII INTELECTUALE

A) DE TIP SENZORIAL-MOTOR; B) DE TIP NOŢIONAL- IMAGINATIV;C) DE TIP ACŢIONAL-VERBAL.

IV A. a) De tip perceptiv-acţional obiectual sau verbal1. Detectare_________________________________________________

__________________________________________________________________________________________________________________________

2. Identificare: obiecte cunoscute_________________________________________________________________________________________________________________________________________________________

3. Recunoaştere: obiecte inedite__________________________________________________________________________________________________________________________________________________________

4.Perceperea relaţiilor dintre însuşiri-integritatea imaginii:______________________________________________________________________________________________________________________________________

5. Raportul dintre imaginea perceptivă şi denumirea ei:_________________________________________________________________________________________________________________________________________

6. Raportul dintre imaginea perceptivă şi acţiunea cu obiectul-caracterul operant al percepţiei:__________________________________________

__________________________________________________________________________________________________________________________

7. Perceperea relaţiilor inter-obiectuale:- spaţiale____________________________________________

__________________________________________________________________________________________________________________________

- temporale_____________________________________________________________________________________________________________________________________________________________________

- cantitative_____________________________________________________________________________________________________________________________________________________________________

8. Tipuri de percepţii predominante:________________________________________________________________________________________________________________________________________________________9. Spirit de observaţie: _____________________________________________________________________________________________________________________________________________________________________10. Cantităţi perceptive speciale______________________________________________________________________________________________________________________________________________________________IV. A. b) De tip reprezentativ simbolic1. Volum, completitudine___________________________________________________________________________________________________________________________________________________________________2. Corectitudine, claritate___________________________________________________________________________________________________________________________________________________________________3. Intuitivitate:___________________________________________________________________________________________________________________________________________________________________________4. Stabilitate_____________________________________________________________________________________________________________________________________________________________________________5. Operante______________________________________________________________________________________________________________________________________________________________________________6. Generalizare, selectivitate, sistematizare_____________________________________________________________________________________________________________________________________________________7. Raportul reprezentare-acţiune-cuvânt_______________________________________________________________________________________________________________________________________________________8. Tipuri de reprezentări: a. după analizatori___________________________________________________________________________________________________________________________________________________________________ b. statice___________________________________________________________________________________________________________________________________________________________________________ c. cinetice________________________________________________

__________________________________________________________________________________________________________________________ d. de transformare-anticipative__________________________________________________________________________________________________________________________________________________________9. Forme specifice de reprezentări: a. matematice___________________________________________________________________________________________________________________________________________________________________ b. cu privire la fenomene naturale_______________________________________________________________________________________________________________________________________________________ c. cu privire la fenomene sociale______________________________________________________________________________________________________________________________________________________ d. cu privire la acţiuni, activitate_________________________________________________________________________________________________________________________________________________________10. Jocuri de tip simbolic( imitative pe bază de reprezentări)_______________________________________________________________________________________________________________________________________IV. B. a) Limbajul1.Volum, varietate________________________________________________________________________________________________________________________________________________________________________2. Semantica-înţelesul cuvintelor folosite______________________________________________________________________________________________________________________________________________________3. Fonaţie; consoane, grupuri de consoane, diftongi,triftongi_______________________________________________________________________________________________________________________________________4. Structura gramaticală: alcătuirea de propoziţii-fraze, acorduri gramaticale__________________________________________________________________________________________________________________________5. Legătura limbaj-activitate:

- indicativ-verbale şi performanţe___________________________________________________________________________________________________________________________________________________

- stimulativ-verbale şi performanţe__________________________

__________________________________________________________________________________________________________________________

- verbalizarea acţiunii şi performanţe__________________________________________________________________________________________________________________________________________________6. Forme de limbaj: - solilocviu________________________________________________________________________________________________________________________________________________________________________ - dialog___________________________________________________________________________________________________________________________________________________________________________

- monolog-colectiv_______________________________________________________________________________________________________________________________________________________________

- monolog______________________________________________________________________________________________________________________________________________________________________7. Expresivitate verbală:____________________________________________________________________________________________________________________________________________________________________8. Comunicare verbală, spontană, condiţii, împrejurări:___________________________________________________________________________________________________________________________________________9. Calităţi speciale:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________10. Transmiterea şi înţelegerea semnificaţiei:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________11. Tipuri de defecte de vorbire________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________IV. B. b) Gândirea

1.Volum de cunoştinţe: - înţelegerea semnificaţiei__________________________________

__________________________________________________________________________________________________________________________

-operante___________________________________________________________________________________________________________________________________________________________________________

- cauzalitate şi relaţii_____________________________________________________________________________________________________________________________________________________________2. Tipuri de definiţii: - enumerative ____________________________________________________________________________________________________________________________________________________________________

- eliptice de gen proxim___________________________________________________________________________________________________________________________________________________________

- cu gen proxim şi diferenţă specifică, cu caracter pragmatic______________________________________________________________________________________________________________________________

- cu gen proxim şi diferenţă specifică________________________________________________________________________________________________________________________________________________

- generale______________________________________________________________________________________________________________________________________________________________________ - abstracte______________________________________________________________________________________________________________________________________________________________________3. Procese cu funcţii operatorii de gradul I - analiza _______________________________________________________________________________________________________________________________________________________________________

- sinteza _______________________________________________________________________________________________________________________________________________________________________

- generalizarea _________________________________________________________________________________________________________________________________________________________________

- comparaţia _________________________________________

__________________________________________________________________________________________________________________________

- sistematizarea _________________________________________________________________________________________________________________________________________________________________

- abstarctizarea _________________________________________________________________________________________________________________________________________________________________

- concretizarea __________________________________________________________________________________________________________________________________________________________________4. Procese cu funcţii operatorii de gradul II: - reversabilitate____________________________________________________________________________________________________________________________________________________________________ - asociativitate_____________________________________________________________________________________________________________________________________________________________________ - combinatorice ____________________________________________________________________________________________________________________________________________________________________ - clasificări________________________________________________________________________________________________________________________________________________________________________ - serieri___________________________________________________________________________________________________________________________________________________________________________ - grupări__________________________________________________________________________________________________________________________________________________________________________ - incluziuni în clasă_________________________________________________________________________________________________________________________________________________________________5. Tipuri de emoţiuni______________________________________________________________________________________________________________________________________________________________________6. Tipuri de judecăţi şi raţionamente__________________________________________________________________________________________________________________________________________________________7. Tipuri de înţelegere:

- concret-intuitivă___________________________________________________________________________________________________________________________________________________________________

- verbal generalizată______________________________________________________________________________________________________________________________________________________________8. Tipuri de rezolvări de probleme: - de soluţii-decizii__________________________________________________________________________________________________________________________________________________________________

- de modalităţi__________________________________________________________________________________________________________________________________________________________________9. Tipuri de gândire:_______________________________________________________________________________________________________________________________________________________________________10. Calităţi speciale_______________________________________________________________________________________________________________________________________________________________________IV. B. c) Imaginaţia1. Conţinutul reprezentărilor de tip imaginativ__________________________________________________________________________________________________________________________________________________2. Intuitivitatea- plasticitatea________________________________________________________________________________________________________________________________________________________________3.Formele imaginaţiei: - reproductivă____________________________________________________________________________________________________________________________________________________________________ - combinatorică___________________________________________________________________________________________________________________________________________________________________ - creatoare_______________________________________________________________________________________________________________________________________________________________________4. Formele de obiectivare: - joc_____________________________________________________________________________________________________________________________________________________________________________

- produse ale activităţii ___________________________________________________________________________________________________________________________________________________________

- conduită _____________________________________________________________________________________________________________________________________________________________________5. Procedeele de construire a reprezentărilor imaginaţiei: - substituire______________________________________________________________________________________________________________________________________________________________________ - adiţionare_______________________________________________________________________________________________________________________________________________________________________ - augumentare-diminuare_____________________________________________________________________________________________________________________________________________________________ - combinare _______________________________________________________________________________________________________________________________________________________________________ - creare de imagini noi_______________________________________________________________________________________________________________________________________________________________6. Raportul real- ficţiune:__________________________________________________________________________________________________________________________________________________________________7. Tipuri de imaginaţie_____________________________________________________________________________________________________________________________________________________________________8. Jocuri de imaginaţie_____________________________________________________________________________________________________________________________________________________________________9. Calităţi speciale________________________________________________________________________________________________________________________________________________________________________IV. B. d) Memoria1.Întipărirea, fixarea:______________________________________________________________________________________________________________________________________________________________________2. Păstrarea, durata: voluntară____________________________________

__________________________________________________________________________________________________________________________ involuntară ______________________________________________________________________________________________________________________________________________________________3. Reproducerea:__________________________________________________________________________________________________________________________________________________________________________4. Recunoaşterea:_________________________________________________________________________________________________________________________________________________________________________5. Raportul memorie-limbaj-acţiune__________________________________________________________________________________________________________________________________________________________6. Raportul memorie-afectivitate:____________________________________________________________________________________________________________________________________________________________7. Memorie imediată-îndepartată:____________________________________________________________________________________________________________________________________________________________8. Uitarea:_______________________________________________________________________________________________________________________________________________________________________________9. Tipuri de memorie - senzorial-concretă__________________________________________________________________________________________________________________________________________________________________

- verbal-logică__________________________________________________________________________________________________________________________________________________________________10. Calităţi speciale ale memoriei____________________________________________________________________________________________________________________________________________________________IV. B. e) Atenţia 1.Orientarea _________________________________________________________________________________________________________________________________________________________________________2. Concentrarea __________________________________________________________________________________________________________________________________________________________________________

3. Selectivitatea__________________________________________________________________________________________________________________________________________________________________________4. Raportul atenţie-cuvânt:__________________________________________________________________________________________________________________________________________________________________5. Raportul atenţie-activitate:________________________________________________________________________________________________________________________________________________________________6. Tipuri de atenţie________________________________________________________________________________________________________________________________________________________________________7. Relaţia atenţie-interes____________________________________________________________________________________________________________________________________________________________________8. Instabilitatea atenţiei____________________________________________________________________________________________________________________________________________________________________9. Jocuri de atenţie________________________________________________________________________________________________________________________________________________________________________10. Atenţia în învâţare_____________________________________________________________________________________________________________________________________________________________________11. Calităţi speciale_______________________________________________________________________________________________________________________________________________________________________

SECŢIUNEA a V-A

DEZVOLTAREA ACTIVITĂŢILOR PRAXICEŞI DE TIP ARTISTIC-CREATIV

A) Deprinderi, obişnuinţe uzuale şi tehnici1.Deprinderi de mănuire de obiecte uzuale, dispozitive___________________________________________________________________________________________________________________________________________2. Deprinderi de acţiuni constructive din cuburi_________________________________________________________________________________________________________________________________________________3. Deprinderi de acţiuni constructive din alte materiale, materiale tehnice_____________________________________________________________________________________________________________________________4. Deprinderi igienice-obişnuinţe_____________________________________________________________________________________________________________________________________________________________5. Deprinderi de ordine-obişnuinţe___________________________________________________________________________________________________________________________________________________________6. Abilităţi manuale-practice________________________________________________________________________________________________________________________________________________________________7. Abilităţi tehnice________________________________________________________________________________________________________________________________________________________________________8. Abilităţi de învăţare şi rezolvare de probleme_________________________________________________________________________________________________________________________________________________V. B) Înclinaţii, aptitudini creative a) De tip artistic1. Receptivitate perceptiv-imaginativă “ personală” deosebite faţă de: - armonia formelor__________________________________________________________________________________________________________________________________________________________________ - armonia volumelor__________________________________________________________________________________________________________________________________________________________________ - armonia proporţiilor_______________________________________

__________________________________________________________________________________________________________________________ - armonia mişcării__________________________________________________________________________________________________________________________________________________________________ - armonia culorilor__________________________________________________________________________________________________________________________________________________________________2. Redarea cu uşurinţă şi fidelitate-uşurinţa în însuşirea tehnicii corespunzătoare: - desen, practică____________________________________________________________________________________________________________________________________________________________________ - pictură, coloristică_________________________________________________________________________________________________________________________________________________________________ - modelaj, plastică___________________________________________________________________________________________________________________________________________________________________ - lipitură, colaj______________________________________________________________________________________________________________________________________________________________________ - construcţii cuburi___________________________________________________________________________________________________________________________________________________________________ - plastica mişcărilor-dans______________________________________________________________________________________________________________________________________________________________ - reproducerea unei melodii după şi fără note______________________________________________________________________________________________________________________________________________ - abilităţi grafice____________________________________________________________________________________________________________________________________________________________________3. Combinarea, imaginarea şi redarea într-o formă nouă originală: - desen-grafică______________________________________________________________________________________________________________________________________________________________________ - modelaj-plastică_________________________________________

__________________________________________________________________________________________________________________________ - lipitură-colaj_______________________________________________________________________________________________________________________________________________________________________ - construcţii-cuburi___________________________________________________________________________________________________________________________________________________________________ - frază şi melodie muzicală____________________________________________________________________________________________________________________________________________________________ - construcţia frazei şi caligrafia______________________________________________________________________________________________________________________________________________________________________________________________________________________4. Perceperea, inerpretarea, înţelegerea cu uşurinţă a unui desen, picturi, text scris:___________________________________________________________________________________________________________________________________________________________________________________5. Raportul dintre interese şi atitudini:_________________________________________________________________________________________________________________________________________________________6. Atitudini deosebite ca germeni ai talentului:__________________________________________________________________________________________________________________________________________________ b. de tip actoricesc1. Receptivitatea crescută şi sensibilitatea faşă de : trăiri sufleteşti al personajelor din poveşti, ale oamenilor:_______________________________________________________________________________________________________________________________________________________2. Redarea cu uşurinţă, prin imitaţie şi imaginaţie, a unor stări sufleteşti, situaţii, etc: - gestică____________________________________________________________________________________________________________________________________________________________________________ - conduită expresivă___________________________________________________________________________________________________________________________________________________________________ - mimică-pantomimică_______________________________________

__________________________________________________________________________________________________________________________ - conduită verbală_________________________________________________________________________________________________________________________________________________________________3. Transpunerea cu uşurinţă întru-un personaj___________________________________________________________________________________________________________________________________________________4. Dominanţa joculuzi de dramatizare_________________________________________________________________________________________________________________________________________________________5. Raportul dintre interese şi aptitudini________________________________________________________________________________________________________________________________________________________6. Aptitudini speciale, germeni ai talentului_____________________________________________________________________________________________________________________________________________________ c. de tip literar1. Receptivitatea şi sensibilitatea faţă de poezii şi poveşti, discuri cu poveşti şi poezii:_______________________________________________________________________________________________________________________________________________________________________________2. Redarea cu fidelitate şi uşurinţă a unor poveşti şi întâmplări trăite: ________________________________________________________________________________________________________________________________3. Redarea originală, într-o formă inedită, a unor povestiri cunoscute şi întâmplări trăite:__________________________________________________________________________________________________________________________________________________________________________4. Crearea de povestiri şi poezii inedite:_______________________________________________________________________________________________________________________________________________________5. Uşurinţa şi bogăţia expresivităţii verbale în povestiri, poezii şi lecţii:______________________________________________________________________________________________________________________________6. Raportul interese-aptitudini_______________________________________________________________________________________________________________________________________________________________ d. de tip tehnic-constructive

1. Receptivitatea şi înţelegerea, cu uşurinţă, a raporturilor spaţiale de mărime, a proporţilor, a dispoziţiei spaţiale în volum şi plan:_________________________________________________________________________________________________________________________________2. Receptivitatea şi înţelegerea, cu uşurinţă, a modului de funcţionare şi a dispoziţiei elementelor construcţiei (verticală-orizontală) a unor dispozitive tehnice simple:___________________________________________________________________________________________________________________________________________________________________________3. Uşurinţa de a-şi reprezenta riguros imaginea, mişcarea, transformarea unor elemente ale unei jucării, construcţii tehnice etc., a unui dispozitiv simplu, ca un tot:_________________________________________________________________________________________________________________________________________________________________________4. Uşurinţa şi rigurozitatea execuţiei, articularea acţiunilor de construcţie: - plantul mental al acţiunii___________________________________________________________________________________________________________________________________________________________

- ordinea acţiunilor_______________________________________________________________________________________________________________________________________________________________

- rapiditatea, rigurozitatea_________________________________________________________________________________________________________________________________________________________

- folosirea corectă a materialului____________________________________________________________________________________________________________________________________________________5. Raportul interese-aptitudini:_______________________________________________________________________________________________________________________________________________________________6. Jocuri de construcţie, dominante şi aptitudini tehnice:__________________________________________________________________________________________________________________________________________C. Aptitudini matematice1. Perceperea, reprezentarea şi înţelegerea cu uşurinţă a relaţilor cantitative, numerice, spaţio-dimensionale (mulţimile, submuţimile de “obiecte, fenomene”)_____________________________________________________________________________________________________________________________________________________________________________2. Operarea facilă cu raporturile de mai sus___________________________

__________________________________________________________________________________________________________________________3. Abstractizarea cu uşurinţă a acestor raporturi_________________________________________________________________________________________________________________________________________________4. Operarea facilă cu simboluri abstracte-numerice_______________________________________________________________________________________________________________________________________________5. Raportul interese –aptitudini______________________________________________________________________________________________________________________________________________________________6. Aptitudini speciale______________________________________________________________________________________________________________________________________________________________________

SECŢIUNEA a VI-aINTERGRAREA SOCIO-AFECTIVĂ A COPILULUI ŞIÎNSUŞIRI ALE PERSONALITĂŢII

VI. A. Relaţiile socio-afective şi voliţionale1. Receptivitatea şi reactivitatea socio-afectivă faţă de :

- normele de convieţuire în colectivitate-regim zilnic________________________________________________________________________________________________________________________________________

- activităţi instructiv-educative__________________________________________________________________________________________________________________________________________________________

- evenimente stresante________________________________________________________________________________________________________________________________________________________________

- rezultatele activităţii_____________________________________________________________________________________________________________________________________________________________

- anumite obiecte-jucării__________________________________________________________________________________________________________________________________________________________

- de părinţi_____________________________________________________________________________________________________________________________________________________________________

- de cadre didactice______________________________________________________________________________________________________________________________________________________________

- de copii________________________________________________________________________________________________________________________________________________________________________

- de animale____________________________________________________________________________________________________________________________________________________________________2.Reactivitatea emoţională: - cu afecţiune_____________________________________________________________________________________________________________________________________________________________________

-cu bucurie____________________________________________

__________________________________________________________________________________________________________________________

- cu plăcere_____________________________________________________________________________________________________________________________________________________________________

- cu însufleţire ___________________________________________________________________________________________________________________________________________________________________

- cu neplăcere____________________________________________________________________________________________________________________________________________________________________

- recalcitrant____________________________________________________________________________________________________________________________________________________________________ - plângăreţ-supărăcios______________________________________________________________________________________________________________________________________________________________ - indiferent______________________________________________________________________________________________________________________________________________________________________

- refuz_________________________________________________________________________________________________________________________________________________________________________

- izolat__________________________________________________________________________________________________________________________________________________________________________

- fricos__________________________________________________________________________________________________________________________________________________________________________ - suspicios_______________________________________________________________________________________________________________________________________________________________________3. Reactivitatea afectivă complexă şi de mai lungă durată: - sentimentul curiozităţii_____________________________________________________________________________________________________________________________________________________________

- sentimentul satisfacţiei şi admiraţiei________________________________________________________________________________________________________________________________________________

- sentimentul responsabilităţii____________________________

__________________________________________________________________________________________________________________________

- sentimentul datoriei_____________________________________________________________________________________________________________________________________________________________

- sentimentul “ de cooperare”_______________________________________________________________________________________________________________________________________________________4. Manifestarea şi conţinutul expresiei afective: - adecvarea expresiei cu conţinutul trăirii_______________________________________________________________________________________________________________________________________________ - varietatea, nuanţarea expresiei_______________________________________________________________________________________________________________________________________________________ - capacitatea de control şi stăpănire_____________________________________________________________________________________________________________________________________________________ - expresia mimică-pantomimică________________________________________________________________________________________________________________________________________________________

- expresia verbală________________________________________________________________________________________________________________________________________________________________

- simularea ____________________________________________________________________________________________________________________________________________________________________ - expresivitate__________________________________________________________________________________________________________________________________________________________________VI. B. Particularităţi ale voinţei manifestate în procesul de integrare, în colectivitatea de copii şi faţă de activitate: - capacitatea de a acţiona în conformitate cu scopul- dirijat spontan________________________________________________________________________________________________________________________________________________________________________________ - capacitatea de a formula independent scopuri-în activităţile obligatorii- în activităţile de joc______________________________________________________________________________________________________________________________________________________________

- capacitatea de a lua oportun decizii-selecţia mijloacelor adecvate__________________________________________________________________________________________________________________________

- capacitatea de a aprecia corect dificultatea obstacolelor__________________________________________________________________________________________________________________________________

- capacitatea de efort voluntar-gradat în funcţie de obstacol________________________________________________________________________________________________________________________________ - capacitatea de a îndeplini, traduce în viaţă decizia ( sarcina) ______________________________________________________________________________________________________________________________ VI. C. Trăsături de caracter1. Aptitudini faţă de actvitatea: - respectul şi dragostea faşă de munca adultului___________________________________________________________________________________________________________________________________________ - grija faţă de obiecte-ordine, protejarea obiectelor etc______________________________________________________________________________________________________________________________________ - răspunderea faţă de sarcina primită_________________________ __________________________________________________________________________________________________________________________ - iniţiativa şi independenţa în îndeplinirea sarcinilor________________________________________________________________________________________________________________________________________ - perseverenţa şi continuitatea în îndeplinirea sarcinii______________________________________________________________________________________________________________________________________

- disciplină _____________________________________________________________________________________________________________________________________________________________________

- obişnuiţa de a îndeplini sarcinile___________________________________________________________________________________________________________________________________________________2.Atitudinea faţă de adult şi semeni:

- respectul faţă de adult ____________________________________________________________________________________________________________________________________________________________

- admiraţia ___________________________________________

__________________________________________________________________________________________________________________________

- sinceritatea____________________________________________________________________________________________________________________________________________________________________

- conformism___________________________________________________________________________________________________________________________________________________________________

- baraje psihologice ( necomunicativitatea, negativism, sugestibilitate) _________________________________________________________________________________________________________________________________________________________________________

- introvertit-extravertit____________________________________________________________________________________________________________________________________________________________3.Atitudinea faţă de sine:

- modestie______________________________________________________________________________________________________________________________________________________________________

- îngămfare_____________________________________________________________________________________________________________________________________________________________________

- lăudăroşenie__________________________________________________________________________________________________________________________________________________________________

- neîncredere în sine______________________________________________________________________________________________________________________________________________________________

- tendinţa de a se autoobserva şi a se autoaprecia_______________________________________________________________________________________________________________________________________

- timiditate_____________________________________________________________________________________________________________________________________________________________________

- curaj_________________________________________________________________________________________________________________________________________________________________________ VI. D. Trăsături de temperament1.Gradul de intensitate al reactivităţii:

- emoţională, verbală, motrică_______________________________

__________________________________________________________________________________________________________________________2. Gradul de echilibru al reactivităţii - emoţională, motrică, verbală________________________________________________________________________________________________________________________________________________________3. Gradul de mobilitate al reactivităţii: - emoţională, motrică, verbală_________________________________________________________________________________________________________________________________________________________VI. E. Indici de dezvoltare ai sociabilităţii şi al microrelaţiilor de tip socio-afectiv

1. Gradul de integrare în colectivul grupei sau al clasei:___________________________________________________________________________________________________________________________________________2. Gradul de expansiune a copilului în colectivitate: - uşurinţa şi rapiditatea în stabilirea relaţiilor______________________________________________________________________________________________________________________________________________

- numărul de copii cu care stabileşte relaţii____________________________________________________________________________________________________________________________________________

- spontaneitatea în stabilirea relaţiilor ________________________________________________________________________________________________________________________________________________3. Receptivitatea şi disponibilitatea de a stabili relaţii referenţiale cu ceilalţi copii: - de aceeaşi vârstă__________________________________________________________________________________________________________________________________________________________________

- cu copii mai mari_______________________________________________________________________________________________________________________________________________________________

- cu copii mai mici_______________________________________________________________________________________________________________________________________________________________cu adulţii_____________________________________________________________________________________________________________________________________________________________________

- numai cu anumiţi copii__________________________________________________________________________________________________________________________________________________________4. Poziţia şi rolul copilului în grup___________________________________________________________________________________________________________________________________________________________5. Tipuri de relaţii: - de comunicare afective____________________________________________________________________________________________________________________________________________________________ verbale____________________________________________________________________________________________________________________________________________________________ - de cooperare pasiv______________________________________________________________________________________________________________________________________________________________ activ_______________________________________________________________________________________________________________________________________________________________ - de dominare dominat ____________________________________________________________________________________________________________________________________________________________ domină_____________________________________________________________________________________________________________________________________________________________6. Autonomie socială______________________________________________________________________________________________________________________________________________________________________7. Structurarea micro-grupurilor- spontaneitatea-durată-stabilitate_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

SECŢIUNEA a VII-a

DIAGNOZA ŞI PROGNOZA SUBIECTULUI

I. Concluzii cu privire la starea de sănătate fizică şi psihică a copilului

1. Diagnoza organică______________________________________________________________________________________________________________________________________________________________________2. Diagnoza de stare ______________________________________________________________________________________________________________________________________________________________________3. Diagnoza etiologică_____________________________________________________________________________________________________________________________________________________________________4. Diagnoza funcţională____________________________________________________________________________________________________________________________________________________________________II. 1. Diagnoza psihică:2. Prognoza de scurtă durată____________________________________________________________________________________________________________________________________________________________ de lungă durată ____________________________________________________________________________________________________________________________________________________________III. Recomandări

a) Pentru subiect___________________________________________________________________________________________________________________________________________________________________

b) Pentru familie___________________________________________________________________________________________________________________________________________________________________

c) Pentru şcoală ___________________________________________________________________________________________________________________________________________________________________

d) Pentru perspectiva dezvoltării______________________________________________________________________________________________________________________________________________________