1, we should follow the objective principle and seek truth from facts.
2. Pay attention to the system principle, that is, to examine the psychology of preschool children as an open, dynamic and holistic system. At the same time, some psychological phenomena of children need to be considered in the whole of various psychological phenomena when learning.
3. Follow the principle of appropriateness, that is, the task used for research should be suitable for the age characteristics of preschool children. At the same time, in the psychological research of preschool children, the task should be targeted and specific, and no additional and non-target requirements can be put forward for children.
4. Follow ethical principles.
5. Researchers should be cautious in research design, research process and research results. When making an observation plan, we should fully consider the influence of the observer on the observed, and we can't take it for granted.
6. Because children's psychological activities are unstable, they should be observed repeatedly.
Extended data:
Common evaluation methods of preschool children s psychological development;
According to the purpose of the test, social psychological tests can be divided into screening and diagnosis.
Screening tests only screen out normal or abnormal, and those who are abnormal need further diagnosis and treatment. The screening method is fast and simple, and the results can be obtained in a short time. If there is a problem after screening, a diagnostic test can be carried out, and generally a developmental quotient or IQ can be obtained.
The results of social psychological test only reflect the situation of the subjects at that time, and cannot predict the future intelligence level. The result of the test is influenced by the attitude of the tester, the atmosphere during the test, the health and mood of the tester and other factors. Therefore, the test results are only a rough reflection of the potential ability and cannot be considered fixed.
A test method can only be applied after complicated steps such as reliability verification, validity verification and standardization. Therefore, testers should not disclose, publicize or introduce their test methods and scores, so as to prevent internal personnel from practicing in advance, or teachers and parents from taking the test content as teaching content, which makes the test methods lose their use value.