You need to write a character reference for a child... Writing a character reference for a preschool pupil can have a serious impact on his future fate, so do not underestimate it. When thinking about how to write a characterization for a preschooler, it is very important to be able to emphasize the merits of his personality, so that during further pedagogical work you will be able to fully reveal them. When compiling a profile, it is imperative to point out the shortcomings that not only prevent the child from communicating and developing, but also from growing into a full-fledged person who will enjoy the respect of others.

Today, writing a psychological and pedagogical description means assessing the harmonious development of a child at a given point in time. Basically, drawing up a profile for a preschool-age child is a demonstration of the qualities that he has already managed to demonstrate. They mainly concern behavior in a team and relationships with peers and elders.

Any scheme for drawing up a characteristic, as well as a sample for drawing up recommendations, is quite typical. It’s better to start with a general description - “a child aged so many years attends a preschool educational institution for a certain time.” Then you can evaluate his personal qualities that immediately catch the eye - modesty or confidence, calmness or restless character. It is necessary to describe the qualities that a child exhibits in a certain situation - when praised or blamed, punished or criticized. It is imperative to tell how he interacts in the team and what role he is applying for, whether he is a leader or, conversely, hiding under the guise of a hidden activist, acting unnoticed and more cautiously.

We offer you several characterization schemes for a preschool child.

Pedagogical characteristics for a preschool child

1st option

1. How long does the child attend preschool, including whether he often gets sick, and whether he willingly goes to kindergarten.

2. How the child behaves in a preschool institution (how he interacts with adults, teacher, peers).

3. Has he mastered self-service skills sufficiently?

4. How the child learns the education and training program in a preschool educational institution, what difficulties he experiences, how he relates to classes and how he behaves in class (which behavioral features contribute and which hinder the assimilation and consolidation of knowledge, skills, abilities).

5. Features of the child’s play activity.

6. What kind of participation do parents take in the development and upbringing of the child.

7. What causes the greatest difficulties or anxiety for the teacher.

2nd option

1. Full name ______________

2. Age (date of birth) ______________

3. Institution _______ group ______ year of study _________

5. How the program was mastered (mathematics, speech development, visual arts, etc.) ______________

6. Nature of difficulties (permanent, temporary, specify which ones) ______________

7. How does the child react to difficulties? (Indifferent, has a hard time, strives to overcome difficulties or becomes passive, loses interest in work or shows effort when overcoming educational difficulties, etc.) ______________

8. The child’s reaction to evaluation of his work ______________

9. Does the child understand the teacher’s requirements? ______________

10. Performance (can he work actively, purposefully or is he distracted, absent-minded, the number of errors increases by the end of classes; drowsiness, redness, sweating, complaints of headache, etc.) ______________

11. Features of the development of cognitive processes (perception, memory, attention, thinking, imagination) and child’s speech ______________

12. Features of gaming activities ______________

13. The main difficulties and reasons for the lag (according to the teacher) ______________

14. Behavior in the group (during and outside of class) ______________

15. Relationships with peers ______________

16. Having bad habits. Are there any oddities in behavior, how are they expressed? ______________

Date ______________

Teacher ______________ Seal of the institution

Psychological and pedagogical characteristics of a preschool child

1. General information about the child.

Full name ______________

Date of birth ______________

Home address ______________

Date of admission to kindergarten, where he came from (from family, another kindergarten), whether there were long breaks in attending kindergarten, for what reasons ______________

2. Family characteristics.

Full name of parents, year of birth, place of work ______________

Family composition: complete, single-parent, large, presence of brothers and sisters ______________

Who is involved in raising the child (mother, father, grandmother, others) ______________

Is sufficient attention paid to the child’s upbringing and education? ______________

3. Somatic health: more rarely, often, suffers from colds, has chronic health problems, eats poorly, sleeps difficultly and restlessly ______________

4. Characteristics of activities: self-service skills (can he independently use toiletries, wash his face, wash his hands, comb his hair, can he dress, undress, put on his shoes, tie and untie his shoes, use a spoon, fork, can he clean his things and bed) ______________

5. Game activity: indifference or interest in toys, favorite games, does he understand the rules of the game, does he follow them, does he make changes to the content of the game, accessibility of an imaginary situation, role in a collective game, behavior in a conflict situation, does he reflect his experience in the game , (doesn’t) know how to support the game.

6. Constructive and graphic activities: can you correctly assemble a matryoshka doll, a pyramid, add simple figures using a pattern from counting sticks, make constructions from cubes; drawing skills (house, tree, person, etc.), modeling (rolling a ball, a block of plasticine, etc.); image of vertical and horizontal lines, concavity of lines, image of figures according to the model.

7. Attitude to classes: unable to control one’s activities, does not complete the task, interferes with the teacher and children, quickly exhausts oneself, works slowly and unevenly, the pace of activity is fast, but the activity is “chaotic and stupid.” Does he accept help and what kind: verbal, practical, stimulating, guiding, organizing, teaching; how to overcome difficulties that arise in the process of activity; (not) strives to overcome, quits work, picks up others, cries, worries and gets nervous, turns to the teacher, children for help, and independently looks for a way out.

8. Personal characteristics: adequacy of emotional reactions, activity or passivity in various types of activities, presence or absence of initiative, compliance, irritability, passivity in the process of communicating with children and adults; shyness, capriciousness, tearfulness, apathy, obsession, timidity; prevailing mood; behavior: calm, adequate to the situation, restless; moral qualities: adequacy of relationships with relatives, peers, other people, a sense of affection, love, kindness, a tendency to help or harm, to offend others, aggressiveness, liveliness, etc., the ability to obey the demands of adults, neatness, cleanliness, adequacy of emotional reactions to approval and blame.

Psychological and pedagogical characteristics for a graduate of a preschool educational institution for admission to school

1st option

Full name, date of birth, address ______________

Pupils of preschool educational institution No. _______, group No. ________

Date of admission to preschool educational institution ______________

1. Information about the family: mother’s full name, year of birth, place of work; Father's full name, year of birth, place of work; conditions of education. The family is complete, incomplete, conditions are satisfactory or not, indicate the reasons for unsatisfactory conditions.

2. The stock of information about the environment ______________

3. Characteristics of cognitive processes: attention (ratio of voluntary and involuntary, concentration); memory; thinking (features of analysis, synthesis, generalization, classification, establishment of cause-and-effect relationships); sensory development (properties of objects, time orientation); speech (dictionary, grammatical structure of speech, sound pronunciation); sound-letter analysis.

4. Development of elementary mathematical concepts

5. Features of motor development (gross and fine motor skills, leading hand, presence of motor disinhibition, state of constructive and graphic skills).

6. Formation of motivation for educational activities

7. Emotional-volitional sphere and individual psychological characteristics of the child.

2nd option

1. General information about the child: full name, date of birth, home address, since when he has been attending the preschool educational institution.

2. Family characteristics: parents’ full names, year of birth, place of work; family composition: complete, single-parent, large, presence of brothers and sisters; who is raising the child (mother, father, grandmother, others); whether sufficient attention is paid in the family to the upbringing and education of the child.

3. Typological features: active, mobile, sluggish, inert, slow; excitable, unbalanced, calm, balanced, inhibited, whiny; speed of reaction to verbal stimuli, switchability; the prevailing mood is cheerful, depressed, without any special shade. Do you experience sudden mood swings throughout the day? whether he persists in the face of difficulties or retreats in the face of them; whether he asks for help and uses it.

4. Characteristic features: sociability, isolation (easily makes contact, perceives the situation correctly, understands its meaning, behaves adequately, contact and communication are difficult, understanding and responding to the situation is not always or not entirely adequate, does not make contact well, has difficulty in communication, understanding the situation); attitude towards comrades (friendliness, negativism, kindness, rudeness, etc.); attitude towards leadership (desire for primacy, whether others recognize him as a leader, whether he shows organizational skills and initiative); attitude towards adults; attitude towards assignments, rewards, reprimands; what types of activities does he prefer; activity of verbal communication (corresponds to age, increased, decreased, isolation noted, negative attitude towards verbal communication); behavior (organized, sometimes does not regulate one’s behavior, constant external control is required).

5. Psychological characteristics: auditory memorization, visual memorization, tactile memorization (memorizes quickly or slowly, with difficulty, transition to long-term memory, RAM capacity: sufficient, limited, low); stability of attention (capable of long-term concentration or easily distracted); nature of distraction (distracted by stimuli, in the absence of external stimuli); switchability of attention (easy, fast, slow, difficult); distribution of attention (sufficient, difficult); general level of attention development (age-appropriate, low, unformed).

6. Level of development of mental activity: the ability to compare, classify, generalize, the ability to identify an essential feature of objects and phenomena; the ability to use techniques for memorization (mediation, grouping, associations).

7. Development of sensory functions: the state of the analyzers, the presence of generalizing ideas about shape, size, color - the concept of relativity - corresponds to age, unformed, impaired.

8. Development of imagination: brightness, liveliness, richness of imagination, ability to operate with images, in what types of activities it manifests itself (music, arts, mathematics, physical education, speech, design, etc.), age-appropriate, excessive, weakness of imagination processes.

9. Verbal part: understanding stories with hidden meanings; paired analogies; plot storytelling - nominative and communicative functions of speech; ability to maintain dialogue; speech activity is adequate to the situation and age, excessive, difficulties in initiating a speech utterance, emotional inadequacy, problems with expanded speech, difficulties in sound pronunciation, the presence of stuttering, echolalia, speech cliches, etc.

10. Performance in the classroom: active, interested, indifferent attitude; concentrated or often distracted during classes; quickly or slowly starts working; pace of work: fast, medium, slow; reasons for the slow pace of work: thinking, careful execution, decreased mental activity (lethargy, lethargy, distractibility, etc.); fatigue manifests itself in a slowdown in pace, deterioration in quality, or complete cessation of work; subjective and objective I admit! fatigue (complaints of fatigue, headache, lethargy, drowsiness, distractibility, etc.); decline in performance (in the middle of the lesson, at the end of the lesson); ability to follow instructions, ability to retain instructions for duration.

11. Arbitrariness of activity: holds the goal of the activity, outlines its plan, selects adequate means, checks the result, brings the work started to completion; often gets distracted during activities, overcomes difficulties only with psychological support, needs frequent encouragement; the activity is chaotic, ill-conceived, individual conditions of the task are lost, the result is not checked, the activity is interrupted due to difficulties, assistance is ineffective.

12. Work carried out with the child: whether developmental, correctional, accompanying work was carried out for how long, type (on the formation of spatial concepts, development of cognitive processes, emotional education, etc.); recommendations for further work; results, success, skill formation (by age, with difficulty, delayed); work with parents, family (parents’ attitude, success, systematicity, etc.).

And in conclusion, we bring to your attention “Portrait of a kindergarten graduate,” which can serve as a guide in determining the normal development of a child upon graduation from kindergarten and drawing up a psychological and pedagogical profile.

Portrait of a graduate of State Educational Institution No. _________

Social development

1. The child calmly makes contact with peers and adults.

2. Communicates with peers, knows the rules of communication.

3. Controls his behavior; knows what is possible and what is not, non-aggressive, not pugnacious.

4. Knows how to communicate with other adults, tactful.

5. Adapts well to a new environment, does not change his behavior, and does not get excited.

6. Able to distinguish (feel) the attitude and mood of adults.

7. Does not avoid communication.

Organization of activities

1. The child perceives the instructions and performs actions according to them in accordance with the set goal and objectives; he does not need to repeat the task several times.

2. Can plan his activities, does not act chaotically, by trial and error.

3. Completes the task to the end, knows how to evaluate the quality of his work.

4. Independently finds and corrects errors in his work, does not wait for specific instructions (do this, do that, do that).

5. Can perform a task with concentration, without distractions, for 10-15 minutes.

6. Does not rush, does not fuss, does not require constant attention from adults.

7. If he fails, he does not get angry, accepts help from adults, and completes the task with a hint.

8. Does not refuse tasks.

General development

1. The child is able to systematize and classify the general and distinctive features of objects, phenomena, and processes.

2. Observant, analyzes simple cause-and-effect relationships.

3. Actively perceives any new information and asks questions.

4. Understands the meaning and sequence of events (in pictures, in a simple story, in everyday life).

5. Has a basic supply of information about himself, his family, and everyday life, and knows how to use it.

6. Has a basic supply of information about the world around him and knows how to use it.

7. Expresses his own elementary judgments, makes simple logical conclusions, and can continue verbal reasoning.

Development of attention and memory

1. The child maintains attention for 10-15 minutes and is not distracted, even if the activity is not very interesting (or difficult).

2. To concentrate attention for 10-15 minutes, no additional instructions or external organization are required.

3. Switches from one type of activity to another. Not distracted by external stimuli.

4. Can remember 10 unrelated words when repeated 3-4 times.

5. Can voluntarily remember 10-12 words when reinforced with visual images.

6. Can group words according to their meaning and remember them.

7. After several repetitions, he remembers a poem of four to eight lines.

Speech development

1. The child correctly pronounces the sounds of his native language.

2. Can highlight sounds at the beginning, middle and end of a word.

3. Has a vocabulary that allows you to express a thought, describe an event, ask a question and answer it.

4. Correctly uses prepositions, prefixes, conjunctions, and constructs sentences.

5. Can independently tell a fairy tale or compose a story based on pictures.

6. There are no unfinished sentences in the speech that are not connected with each other.

7. Conveys various feelings through intonation; there are no tempo violations in speech (stammers, stretching of words, pauses in the middle of a word, etc.).

Development of movements and spatial orientation

1. The child acts confidently in everyday life (eats with a fork, spoon, unbuttons and fastens buttons, brushes teeth, dresses and undresses, laces shoes).

2. Walks, runs, jumps, rides a bike, skis, skates, swims, plays tennis, jumps rope, etc.

3. In maintaining balance, movements are coordinated and dexterous.

4. Well oriented in space (able to perform movements with arms, legs, body forward, backward, up, down, right, left, etc.).

5. Has no difficulty working with construction sets or mosaics, and is good at manipulating small parts.

6. Strives to learn how to sculpt, saw out, knit, etc.

7. Has no difficulty in drawing or performing graphic movements (can draw vertical and horizontal lines, draw a circle, triangle, square).

Visual-spatial perception and hand-eye coordination

1. The child differentiates various shapes, letters, numbers, highlighting their characteristic features.

2. Classifies shapes by shape, size, direction of strokes and other characteristics.

3. Distinguishes the arrangement of figures and parts in space and on a plane (above - under, on - behind, in front - near, above - below, right - left, etc.).

4. Draws (copies) simple geometric figures, as well as combinations of figures, intersecting lines, observing the dimensions, ratio and direction of strokes.

5. Copies letters, numbers, observing the dimension and direction of all strokes and elements.

6. Finds a part of a whole figure, constructs figures from parts according to a model (diagram).

7. Completes the drawings of elements, details, parts of figures according to the model.

Personal development

1. The child understands how to behave with peers and like adults.

3. Can study, study, and not just play. Can work independently without needing the presence of an adult.

4. Strives for success in those simple activities that he performs, and is able to objectively evaluate the result.

5. Can differentiate “what is good and what is bad” and evaluate one’s actions, but the assessment itself largely depends on the opinion of adults.

6. Shows active cognitive interest in new types of activities, the world of adults, etc.

7. Strives for personal achievements (“I already know, I can do it”), self-affirmation, recognition.

Health

1. The child is not susceptible to frequent colds (3-4 times a year).

2. Not susceptible to severe and chronic diseases.

3. Calm (not loud), assiduous, non-irritable.

4. Falls asleep well and sleeps peacefully (does not cry out, does not fidget, no bedwetting).

5. Not subject to fears (not afraid of the dark, loneliness, etc.).

6. There are no obsessive movements in behavior (involuntary twitching of the muscles of the face, neck, blinking, biting the pope, etc.).

7. There are no obvious developmental delays in speech.

The characteristics of a kindergarten student, a sample of which should be available to the teacher and other teachers working in the preschool educational institution, is an official document. It describes in detail the child’s personality, the development of his cognitive abilities and the degree of adaptation in a preschool institution.

on compilation of characteristics

Characteristics for kindergarten are given for the first time, so it is important to describe the necessary qualities of the child as objectively as possible. It is possible that further school teachers and other specialists working with the child (speech pathologists, psychologists, social workers) will rely on this document. To present the most adequate picture of the baby’s development, the following recommendations should be taken into account:

• It is worth observing a child in the natural conditions of his life, for example in play;
• the study should be carried out in different types of activities;
• do not allow your own speculations;
• get to know the child’s family, identify the people who have the greatest influence on the child’s development (this may not necessarily be the parents);
• have a conversation with these people, evaluate the family atmosphere;
• describe the baby's health condition.

Algorithm for compiling characteristics

Before going to your child, you need to have a plan with you so that the document is informative and has a clear structure. So, you need to specify:

• general information about the child (personal information, residential address, period of attendance at kindergarten);
• description of the family (composition, status, educational influence);
• physical and mental health of the child;
• characteristics of the activity (game, cognitive, self-service skills);
• behavior during classes;
• character traits;
• conclusions about the adaptation process.

Social information about the child

The child’s living conditions are an important point that should be included in the characteristics of a kindergarten student. The teacher's sample document should include the following information:

• the influence of the family on the child’s development (are there any negative factors for the child’s development - antisocial behavior of parents, lack of educational influence, status of an incomplete, custodial or large family);
• severe illnesses of close relatives, which can directly or indirectly affect the development of the child;
• financial status of the family (whether the child receives everything necessary for development, how stable the family’s income is).

Psychological and pedagogical characteristics of a child in kindergarten

Preschool teachers are quite well versed not only in the peculiarities of the essence of the pedagogical process of child development, but also in the psychology of this process. Otherwise, for additional information, you can contact a staff psychologist who can supplement the information about the child. After all, the characteristics of a child’s mental development in an educational institution are the most important part that includes the characteristics of a kindergarten student. The sample document should include the following structural points:

• c it is necessary to describe: to what extent the child has mastered the skills of basic everyday activities (does he know how to dress, put on shoes, wash, comb his hair, use cutlery, etc.), what types of graphic and design activities the child has (skills in drawing, modeling, playing with construction sets, performing actions by analogy and following verbal instructions, performing manipulations with counting sticks, writing different lines, etc.);
• participation in classes and attitude towards educational activities (is he involved in the process, does he understand the teacher’s tasks, what is the pace of work, how quickly he gets tired and distracted, how long he can concentrate, how he overcomes difficulties);
• psychological traits: adequacy of emotional reactions, general background mood, ability to communicate with children and adults, basic knowledge of morality, level of aggressiveness, ability to obey, and others.

Features of gaming activities

The development of a preschooler occurs in games. That is why the description of the characteristics of play activities should include characteristics of a kindergarten student. A sample of this part of the document may include information about how the child manifests himself in the game: with interest, initiative, whether he understands the rules correctly, whether he has favorite activities, whether he takes part in role-playing games and what role he chooses. Does he interact with children during play? Does he transfer his experience into it? Are all plots and tasks accessible to his imagination? Can he change the content of the game and take a leadership position?

Characteristics for a kindergarten student: sample

Characteristic pupil... (name of preschool educational institution) Ivanova Daria, Born 2011

Visits... (name of preschool educational institution) since 2014. During this time, she showed herself to be a kind, cheerful child.

Dasha is being raised in a complete family. She is more attached to her mother, Ivanova T.M., who spends all her free time with her daughter. The father, Ivanov A.A., due to his busy schedule, devotes less time to raising the child, but shows a genuine interest in his daughter’s life. The family is financially secure; Dasha has everything she needs to live and visit the garden.

Daria has age-appropriate physical development. The girl shows interest in learning activities, knows how to concentrate on the task at hand, is rarely distracted, and understands the teacher’s instructions. Dasha has a fairly large vocabulary, can read, pronounces all phonemes correctly, can express her thoughts and construct sentences correctly.

B shows himself to be an initiator: he often suggests the plot of the game and distributes roles among the children. Chooses games of everyday and social nature, for example, “Shop”, “Beauty Salon”, “Home”. He likes to sing, participate in matinees. He can draw, sculpt from plasticine, attends a music school for piano.

Dasha is a cheerful, open girl who reacts adequately to praise and criticism. He knows how to share with children, understands what “bad” is, tries to console another sad child, loves animals. At home he has his own responsibilities: watering flowers and feeding the cat.

The specification has been compiled for presentation at the place of request.

Pedagogical characteristics

to Ivanov Ivan Ivanovich.

Date of birth: October 24, 2009 (5 years 11 months)

Ivan entered the Medical Educational Institution DSKN No. 4 in Sosnovoborsk on November 2, 2012. Adaptation was easy. He has been attending a compensatory group for children with speech disorders since October 8, 2014. Currently he is eager to go to kindergarten.

Home address: st. Party Komsomol, building 6, apt. 2.

Family information:

Mother: Svetlana Ivanovna Ivanova, born in 1980.

Place of work: unemployed.

Father: Ivanovov Boris Ivanovich born 1977

Education: secondary specialized.

Place of work: IHZ, fitter-adjuster.

The family is complete and lives in a two-room apartment. Material income is below average. Ivan has a younger brother, Kostya, born in 2014. Parents do not take part in kindergarten and group activities, do not interact with teachers, homework assigned by the speech therapist is not done, and advice and recommendations are not followed. At home, the boy likes to play with cars, put together puzzles, and watch cartoons. The child does not have a play corner. The whole family spends their leisure time together: walking, relaxing in nature.

Ivan has health group II. General motor skills are underdeveloped. There are no chronic diseases, but the child has many absences due to illness. The leading hand is the right. Fine motor skills are poorly developed. Falls asleep quickly and sleeps for a long time.

When communicating with adults and peers, Ivan uses basic forms of politeness (he can thank, apologize, say hello, say goodbye). The boy learned social norms of behavior and rules in various activities.

Does not master the basic general education program of a preschool institution in all types of activities. Inactive, cognitive motivation is not sufficiently formed. The proposed material is remembered only after repeated repetition; guidance and teaching assistance from a teacher is required. Cannot explain this or that action, situation, task using a detailed, emotionally charged statement. Can concentrate on one type of activity for 30 minutes, without being distracted by extraneous objects not directly related to the current activity. Cannot always establish cause-and-effect relationships. He does not retain the instructions completely; he needs to present them gradually.

Ivan distinguishes flat geometric shapes. Knows the basic colors of the spectrum and their shades. Not well oriented in space, on a sheet of paper. Does not speak verbal formulations to indicate the spatial properties of objects and the relationships between them. Can count forward and backward within 10. Cannot name seasons, days of the week, parts of the day, months.

The child willingly participates in choral singing and performing musical and rhythmic movements. Willingly takes part in celebrations and entertainment held in kindergarten.

Ivan copes with the physical education standards of this age at a low level. Skills in basic types of movements have not been developed. Experiences difficulties in handling the ball, jumping, and throwing. Willingly participates in competitive games.

Vanya is unsure of using scissors, a brush and a pencil. Paints and shades, going beyond the outline. He engages in fine arts with desire, shows creativity, and his works are distinguished by their accuracy. In design, the plans are poor and monotonous.

Ivan was given previously impaired sounds; in isolation, he pronounces them correctly, but not a single sound is automated. Vocabulary is not age appropriate. The grammatical structure is not sufficiently formed. The child uses simple phrases in dialogue. He can only retell a short literary work with help; it is difficult to compose a coherent story based on a series of plot pictures. Likes to participate in dramatization games, unsure of playing his role. The skills of language analysis and synthesis are not sufficiently developed. The boy does not know all the letters of the Russian alphabet and does not have reading skills

Vanya is a friendly and calm boy. Makes contact with adults and children, but does not show initiative in communication. He is not a leader. Tries to avoid conflict situations. Willingly participates in games suggested by other children. Can engage in one type of play activity for a long time, without accompanying the game with verbal statements. Plays board games, role-playing games, and outdoor games with interest.

The boy is not able to choose an activity for himself and does not turn to adults for help. Carry out instructions from the teacher. The child has not developed self-regulation of his own actions.

Ivan is sensitive and impressionable. Able to distinguish the moods of other people. In affective situations, he shows negative emotions, expressing this through facial expressions and gestures. He treats his failures emotionally. The pace of activity is below average.

Compliance with the rules of personal hygiene of the child requires constant monitoring. Ivan comes to kindergarten in unkempt clothes and with dirty nails.

Characteristics of a child may be required in various cases: to determine the place of residence of a minor upon the divorce of his parents, for admission to kindergarten or school, for guardianship authorities. For what purpose, by whom and according to what plan is this document drawn up? What does a sample specification look like?

Why do you need a character reference for a child?

Characteristics for a kindergarten student or a school student are usually required in situations where it is necessary to assess the current psychological and emotional state of the child, his intellectual development, temperamental characteristics and the conditions of family education of a minor. Providing characteristics for a child who attends a preschool educational institution and school may be required for:

• filling out school cards;
• provision to guardianship authorities;
• making a court decision when parents divorce or limit/deprive their parental rights;
• a child with a disability who attends or plans to attend a specialized educational institution;
• visiting a consultation with a psychotherapist or child psychiatrist;
• placement of the child in a speech therapy group.

Guardianship authorities

State bodies have the right to request a reference for a minor child (including a child who attends a preschool) in order to resolve the issue of living with one of the parents in the event of their divorce. In the event that enforcement proceedings have been initiated to limit the rights of a parent or deprive of parental rights, the PCO needs to know whether full care is provided for the child.

During a divorce, a mother or father has the right to request a document from a school or kindergarten to confirm information that the second parent does not participate in the process of raising the child. This justifies the requirement to determine the child’s place of residence with a conscientious parent. If a neglectful attitude towards caring for a minor is revealed, there will be grounds to limit the parent’s corresponding rights.

to the court

If a representative of the guardianship authorities determines that one or both parents are systematically evading their responsibilities for caring for the child, the parental protection organization has the right to initiate a procedure for limiting or depriving parental rights. The first step is to file a claim in court. A reference letter from a school or preschool educational institution is a mandatory document that is attached to the application.

Who compiles it and when?

Characteristics for a preschool child are drawn up by the staff of the preschool institution that he attends.

Not only the group teacher, but also a speech therapist and psychologist working in this preschool educational institution take part in the preparation of the document.

If there are no specialized specialists in the kindergarten, the teacher must prepare the document independently.

A character reference for a schoolchild, including a ward, is also prepared by several employees of the educational institution. The class teacher gives a general assessment of his academic performance, knowledge and skills, individual psychological characteristics of behavior and adaptation to the team. A school psychologist is involved to assess the student’s psychological state.

Characteristics plan and sample

In the event that a reference must be provided to the court or to the guardianship authorities, a document form is usually issued for completion by authorized government officials at the educational institution. Regardless of the form of the reference, it must bear the signatures of all persons who took part in the preparation of the document, and the signature of the director of the institution. The document is sealed.

Preparing a document for a healthy child from a full-fledged family is not particularly difficult - the teacher can handle this quite independently. If there are problems with speech, health, or parents do not provide appropriate care, it is necessary to involve specialists in drawing up a profile - without their conclusion it will be quite difficult to correctly assess the emotional and psychological state of the child and make recommendations.

As a rule, a detailed description of a child takes several A4 pages. In order to provide the minor with the most comfortable and safe conditions, the document must indicate as much important information as possible. Of course, they must be reliable.

An approximate plan for drawing up a document looks like this:

1. general information about the minor (full name, date of birth, age at the time of drawing up the document);
2. information about the institution that provided the document;
3. information about the child’s parents (education, place of work, living and living conditions, the presence or absence of claims against parents from employees of the educational institution, if necessary, a note as to which of them is more involved in raising the child);
4. assessment of the physical condition and health of the pupil/student (how often he is absent from preschool or school due to illness, success in sports, possible injuries, bad habits);
5. level of independence and intellectual development;
6. personal qualities of the child;
7. assessment of development over time;
8. characteristics of temperament;
9. level of communication skills in the team;
10. recommendations.

Drawing up a profile for a child is the responsibility of preschool employees. The information provided in the characteristics must be comprehensive and objective. We have developed an approximate diagram of the characteristics of a kindergarten student, which will help educators in their work.

Organizational aspects

The document is prepared with the participation of a psychologist, speech therapist and teacher. A ready-made description of a kindergarten student is provided for:

• Admission to school.
• Solutions to legal issues.
• Consultations with a psychiatrist.
• Commissions for transfer to a speech therapy group or specialized educational institution.
• Children with disabilities who attend kindergarten.
• Guardianship and trusteeship authorities.

The pedagogical characteristics of a preschool educational institution student is an official document that is invalid without the signature of all persons filling out the form. The seal and signature of the head of the institution is also required.

Kindergarten student characteristics template

A person working on writing a document is guided by an educational program. The teacher draws conclusions, taking into account the child’s fulfillment of her goals and objectives. In the description of a kindergarten student at PMPK, he describes the features of mastering educational skills.

The document is written according to an approximate plan:

• General information about the preschooler.
• Physical development.
• Communication with other children.
• Attitude to work.
• Features of the cognitive sphere.
• General and specific abilities.
• Temperament.
• Predominant character traits.
• Conclusion.

A detailed sample description of a kindergarten student will help create optimal conditions for his adaptation to school: using information about the child and his family, the teacher will help the child painlessly integrate into an unfamiliar team.

On our website you will find samples of ready-made characteristics compiled by practicing educators based on their work experience.