Schooling involves the assimilation of a large amount of theoretical material and the application of acquired knowledge in practice. Moreover, the child requires maximum attention and the ability to think logically. Of course, these qualities are formed and improved gradually. But before the start of training, teachers need to evaluate their existing level of development in order to conduct a certain correction based on the results. Today, one of the most accurate, quick, and objective methods for diagnosing the thinking of younger schoolchildren is the Simple Analogies methodology.
about the author
In the middle of the last century, American psychologist William Gordon proposed the creation of analogies as a way of developing creative thinking. The test was designed for adults. However, its diagnostic accuracy was so liked by teachers and psychologists that they decided to adapt the methodology for children. The joint efforts of specialists from several countries greatly simplified the test, making significant qualitative changes to it.
Currently, Russian schools are actively applying the methodology āSimple analogiesā. Its author is not clearly named. However, domestic teachers follow the test technique described in detail in the textbook on developmental psychology for universities I.Yu. Kulagina and V.N. Kalyutsky.
The purpose of the methodology
Diagnosis of thinking of primary schoolchildren has several orientations:
- Check how quickly and accurately the child is able to establish causal relationships between objects.
- Assess his critical perception of information and the level of associative relations.
- Establish the degree of development of the child in the new material.
- Assess sustainability, concentration, distribution and switching attention.
An important goal pursued by the Simple Analogies methodology is to establish the dominant type of thinking, or conceptual connections between objects that the child uses to solve problems. This can be a reliance on external similarity (visual thinking) or a conclusion from the essence of the concept (logical thinking).
Description
Classically, this test is presented on a printed form with 32 points. Each position includes two words that have a certain logical connection between themselves. This pair acts as a pattern. Nearby, another word is given, to which by example it is necessary to select an association by analogy. The selection process comes from the auxiliary words below. Moreover, the logical connection should be justified by the very analogy given in the sample.
For example: the sun - panama, rain - ...?
Of the words āwaterā, ācoldā, āpuddlesā, āumbrellaā, the last word has a strong logical connection. Since the analogy here is "protection." Man is protected from the sun by panama, from the rain - by an umbrella.
The methodology āSimple analogiesā for younger students can be carried out individually or in a group. During group testing, children are planted one at a time, thereby preventing cheating from a neighbor.
With regard to time, there are also two options: with a limit (two to three minutes per question) and without it. The teacher can set the time frame only with reference to the psychological and physiological characteristics of the child.
Instruction manual
The methodology āSimple analogiesā has a clear instruction for testing and involves four stages:
- Training. First, the teacher needs to place two signal samples on the board. Assignments are similar to those on the forms, but not similar. Then the children are given forms with a comment about the signature of each (last name, first name).
- Training. Now the attention of the children switches to the whiteboard and the task is explained. First, children try to conduct the selection of the association orally.
- Test run. After the teacherās parting words for a careful reading of the sample in the form, the children start writing. To clarify the task, you can jointly parse the first position. For example: "bear - teddy bear." The teacher should emphasize that we are talking about animals and their cubs. So, the association to the word āhorseā by this analogy is āfoalā.
- Counting the results. At this stage, the collection and verification of forms takes place. The work is evaluated in accordance with the recommended test criteria.
An important point of the meeting is the teacherās explanation of how to fill out the form correctly. Check the box next to the correct answer or underline it. This is necessary so that the child does not get confused and does not lose time on a decision.
If the group has a slow baby, then the teacher should more often approach him during the test, but only in order to encourage or clarify the question, and not help to answer correctly.
Interpretation
A significant advantage is the accurate, quick calculations that the Simple Analogies method provides. A quantitative interpretation of it looks like this:
- at 31-32 points, logical thinking in a child is highly developed;
- at 25-30 points, the quality of thinking is evaluated well, but you should work on the stability of attention;
- at 15-24 points, the logic and attention of the child need regular training;
- at 5-14 points, you can talk about daily skills development classes.
At low rates, correction of attention and logical thinking is required. Such classes will help the child in further education, significantly increasing his level of development.
Complicated Analogies
For children with the highest score, a test can be performed using complex analogies. The principle of establishing communication remains the same, only the task execution system is complicated. Now the child must sort the types of analogies into groups. Selection of associations is not required.
The methodology āSimple and complex analogiesā is the most effective and fastest way today to test the development of logical thinking and attention among students in order to ensure a high-quality educational process.