Adaptive programs for children with special needs. Adapted program for children with mental retardation

Municipal state educational institution

Leushinskaya secondary school

A working correctional and developmental program for a teacher-psychologist for working with children with mental retardation studying in a general education institution under the conditions of the Federal State Educational Standard.

Contingent of children: children with disabilities studying at the MKOU Leushinskaya secondary school

Program implementation period: 2016-2019 academic year

Teacher-psychologist L.A. Kulyasova

Leushi 2016

Explanatory note.

One of the most important tasks of education in accordance with the Federal State Educational Standard is to provide conditions for the development of all students, especially those who are most in need of special educational conditions - children with mental retardation.

Receiving education by children with disabilities and children with disabilities (hereinafter referred to as children with disabilities) is one of the main and integral conditions for their successful socialization, ensuring their full participation in the life of society, effective self-realization in various types of professional and social activities.

This direction is served by the concept of inclusiveness, which ensures the implementation of the slogan “Education for all”, presented to the new millennium by the advanced humanity of the planet. This is to ensure the right to education for every child, regardless of his physical and intellectual abilities.

The isolation of the special education system leads to the fact that a child with special educational needs is excluded from many social connections. Children are deprived of information available to their peers; they do not know how to enter into equal relationships with different people. They do not have the opportunity to master different social roles and ways of collaborating with different people. As a result, their conflict-free inclusion in society becomes difficult. Taking into account the diversity of social order, which comes from the desires of parents and the capabilities of children, in the absence of the necessary types of special (correctional) educational institutions at the place of residence, the solution to the problems of educating all children should be taken upon by the general education school. Such a school should face the child, should provide real conditions for his learning and development, and create a unified system of communication, adaptation and socialization for all children.

Therefore, in accordance with the Federal educational standard of the second generation, a program of correctional work has been developed, which provides for the creation in an educational institution of special conditions for training and education that allow taking into account the special educational needs of children with disabilities through individualization and differentiation of the educational process.

Program for children with mental retardationis a comprehensive program aimed at ensuring the correction of deficiencies in the physical and (or) mental development of children with mental retardation and assisting children in this category in masteringeducational program of primary general education.

The regulatory, legal and documentary basis of the Program of Corrective Work with General Education Students is:

Law of the Russian Federation “On Education”;

Federal State Educational Standard for Primary General Education;

SanPiN, 2.4.2.2821-10 “Hygienic requirements for the regime of the educational process” (Resolution of the Chief State Sanitary Doctor of the Russian Federation dated December 29, 2010 No. 189) sectionX.;

Model regulations on educational institutions dated March 31, 1997 No. 325-14-22;

On the inadmissibility of overloading students in primary school (Letter of the Ministry of Defense of the Russian Federation No. 220/11-13 dated 02/20/1999);

Hygienic requirements for the conditions for the implementation of the basic educational program of primary general education (2009);

On creating conditions for children with disabilities to receive education
health opportunities and disabled children. (Letter from the RF Ministry of DefenseNAF-150/06 dated April 18, 2008);

On the basic guarantees of the rights of the child in the Russian Federation (dated July 24, 1998).N124-FZ);

Letter of the Ministry of Education of the Russian Federation dated March 27, 2000 No. 27/901 - 6 on the psychological, medical, pedagogical council (PMPC) of an educational institution.

Letter of the Ministry of Education and Science of the Russian Federation dated April 18, 2008 N AF - 150/06 on creating conditions for children with disabilities and disabled children to receive education.

Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated August 30, 2013 N 1015 “On approval of the Procedure for organizing and implementing educational activities in basic general educational programs - educational programs of primary and general, basic and secondary general education”

Federal Law of November 24, 1995 No. 181-FZ “On the social protection of disabled people in the Russian Federation.”

Programformed for childrenwith mental retardation, students in the institution. An increasing number of children are considered to be at risk - problematic: intellectually passive, experiencing difficulties in learning and behavior. The increased vulnerability of children at risk requires more attention to the individualization of the educational process, taking into account social and psychological-pedagogical compensation for development and learning difficulties.

Purpose of the program : providea systematic approach to creating conditions for the development of children with mental retardation and providing comprehensive assistance to children of this category in mastering the basic educational program of primary general education, correcting deficiencies in the physical and mental development of students, and their social adaptation.

Program objectives:

promptly identify children with adaptation difficulties caused by mental retardation;

determine the special educational needs of children with mental retardation;

determine the features of the organization of the educational process for the category of children under consideration in accordance with the individual characteristics of each child, the structure of the developmental disorder and the degree of its severity;

provide individually oriented psychological, medical and pedagogical assistance to children with mental retardation, taking into account the characteristics of mental and (or) physical development, the individual capabilities of children (in accordance with the recommendations of the psychological, medical and pedagogical commission);

provide advisory and methodological assistance to parents (legal representatives) of children with mental retardation on psychological, social, legal and other issues.

The content of the correctional work program is determined the following principles :

Respect for the interests of the child . The principle defines the position of a specialist who is called upon to solve a child’s problem with maximum benefit and in the interests of the child.

Systematicity . The principle ensures the unity of diagnosis, correction and development, i.e. a systematic approach to the analysis of the developmental characteristics and correction of disorders of children with mental retardation, as well as a comprehensive multi-level approach of specialists in various fields, interaction and coordination of their actions in solving the child’s problems; participation in this process of all participants in the educational process.

Continuity . The principle guarantees the child and his parents (legal representatives) continuity of assistance until the problem is completely resolved or an approach to solving it is determined.

Variability . The principle involves the creation of variable conditions for receiving education by children with various disabilities in physical and (or) mental development.

Advisory nature of assistance . The principle ensures compliance with the legally guaranteed rights of parents (legal representatives) of children with mental retardation to choose forms of education for children, educational institutions, to protect the legal rights and interests of children, including mandatory agreement with parents (legal representatives) on the issue of sending (transferring) children with retardation mental development in classes taught according to an adapted educational program.

Psychological, pedagogical and organizational conditions for the implementation of the program :

implementation of correctional and developmental activities in accordance with the student’s educational route;

availability of equipment, teaching aids, methods corresponding to the typology that deviates the development of children and providing an adequate living environment;

taking into account the developmental characteristics of each child;

providing psychological and social individual consultations;

creation of conditions for the protection and promotion of children's health;

formation of motivational readiness for learning;

development and improvement of higher mental functions (memory, attention, perception, thinking, speech);

development and improvement of voluntariness, regulation of one’s own behavior, ability to plan and carry out educational and extracurricular activities according to plan;

improvement and development of the emotional and personal sphere;

correction of parent-child relationships;

Program staffing : An important aspect of the implementation of the correctional work program is staffing. In order to ensure that children with disabilities master the basic educational program of primary general education, correct and develop deficiencies in their physical and (or) mental development, the staffing table of the MCOU Leushinskaya Secondary School includes positions for a teacher-psychologist, a teacher-speech therapist, and a social teacher. School teaching staff have a clear understanding of the characteristics of the mental and (or) physical development of children with disabilities, methods and technologies for organizing the educational and rehabilitation process.

The main conditions necessary to increase the effectiveness of training and education of children with mental retardation include:

introduction of a system of regular, in-depth, comprehensive and comprehensive study of children in the process of various types of activities in the classroom, during extracurricular hours, in the family;

development and implementation of pedagogical technologies (diagnostic and information, training and educational, correctional, rehabilitation);

expanding the list of pedagogical, psychotherapeutic, social and legal services for children and parents;

development of a system of relationships in the direction of teacher-child-parent-medical workers.

Structure and content of the program:

Explanatory note.

Characteristics of the population of students with disabilities and special needs.

Five modules: conceptual, diagnostic and advisory, correctional and developmental, therapeutic and preventive, social and pedagogical.

Concept module reveals the essence of medical-psychological-pedagogical support, its goals, objectives, content and forms of co-organization of support subjects.

Diagnostic and advisory module involves drawing up a program for studying the child by various specialists (teachers, psychologists, medical workers, speech pathologists) and advisory activities.

Correction and development module based on diagnostic data, it ensures the creation of pedagogical conditions for the child in accordance with his age and individual typological characteristics, timely specialized assistance in mastering the content of education and correction of deficiencies in the mental development of children with mental retardation, and contributes to the formation of universal educational actions in students.

Treatment and prevention module involves carrying out treatment and preventive measures; compliance with sanitary and hygienic standards, daily routine, child nutrition, implementation of individual therapeutic and preventive actions.

Social and pedagogical module aims to improve the level of professional education of teachers; organization of social and pedagogical assistance to children and their parents.

Characteristics of the population of students with mental retardation.

Features of children with mental retardation in the educational process of an institution:

Decreased performance;

increased exhaustion;

instability of attention;

lower level of perception development;

insufficient productivity of voluntary memory;

retardation in the development of all forms of thinking;

defects in sound pronunciation;

peculiar behavior;

poor vocabulary;

low self-control skill;

immaturity of the emotional-volitional sphere;

limited supply of general information and ideas;

poor reading technique;

Difficulties in counting and problem solving.

The basis of accompaniment is the unity of fourfunctions : diagnosing the essence of the problem; information about the essence of the problem and ways to solve it; consultation at the decision-making stage and development of a plan to solve the problem; assistance at the implementation stage of the solution plan.

Basic principles of support child in an educational institution are: advisory nature of the accompanying person’s recommendations; priority of the interests of the person being accompanied (“on the side of the child”); continuity of support; multidisciplinary (integrated approach) support.

Main purpose of support - providing assistance in solving problems.

Maintenance tasks : correct choice of educational route; overcoming learning difficulties; solving personal problems of child development; formation of a healthy lifestyle.

Organizational and managerial form of support is a medical-psychological-pedagogical council. His maintasks: protection of the rights and interests of the child; mass diagnostics for developmental problems; identifying groups of children requiring specialist attention; consulting all participants in the educational process.

The school has created a ShPMPK that carries outpsychological, medical and pedagogical support for children with mental retardation, which guides the child throughout the entire period of his education. INShPMPk escortincludes specialists: deputy director for educational resources, teacher-speech therapist, educational psychologist, social pedagogue, teachers working on an adapted educational program, and a medical worker (paramedic at a clinic attached to the school).

A comprehensive study of the child, the selection of the most appropriate methods of work for the child’s problem, the selection of educational content taking into account the individual psychological characteristics of children is carried out at the school psychological, medical and pedagogical council.

Admission to school of children with mental retardation is carried out by the Territorial Psychological-Medical-Pedagogical Commission, which states that the child can study in a comprehensive school according to an adapted general education program of primary general education for children with mental retardation. For each student, a psychological and pedagogical card and a diary of individual student support are filled out and maintained throughout the entire period of study. They record the psychological and pedagogical features of the development of the student’s personality; results of pedagogical and psychological diagnostics; recommendations for accompanying work.

The transition of children from preschool educational institutions to primary school is a crisis. Therefore, the priority activityescort servicesis preventive work with children with mental retardation to prevent problems during the adaptation period: socio-psychological (problems of social maladaptation), personal (self-doubt, high anxiety, inadequate self-esteem, low educational motivation, etc.), cognitive (problemsperception, attention, memory, thinking, learning difficulties).

Main areas of work psychological support throughout the entire period of study are :

1. Diagnostics of the cognitive, motivational and emotional-volitional spheres of students’ personality.

2. Analytical work.

3. Organizational work (creation of a unified information field for the school, focused on all participants in the educational process - holding school psychological, medical and pedagogical consultations, large and small teacher councils, training seminars, meetings with administration representatives, teachers and parents).

4. Consultative work with teachers, students and parents.

5. Preventive work (implementation of programs aimed at solving problems of interpersonal interaction).

6. Correctional and developmental work (individual and group lessons with students experiencing difficulties in adapting to school).

Psychological and pedagogical support for a child with mental retardation can be considered as a comprehensive technology of psychological and pedagogical support and assistance to the child and parents in solving problems of development, training, education, socialization by specialists of different profiles acting in a coordinated manner.

To ensure the effective integration of children with mental retardation in an educational institution, it is important to carry out information, educational and explanatory work on issues related to the characteristics of the educational process for this category of children, with all participants in the educational process - students (both those with and without disabilities). development), their parents (legal representatives), teaching staff.

In the content of the child's study psychologist includes the following:

1. Collecting information about the child from teachers and parents. It is important to obtain the facts of the complaints being made. In this case, it is necessary to take into account the manifestations themselves, and not their qualifications by parents, teachers or the children themselves.

2. Studying the history of the child’s development. A detailed analysis is collected and analyzed by a doctor. The psychologist identifies circumstances that could affect the development of the child (intrauterine lesions, birth injuries, serious illnesses in the first months and years of life). Heredity matters (mental illnesses or some constitutional traits); family, environment in which the child lives (socially disadvantaged, early deprivation). It is necessary to know the nature of the child’s upbringing (excessive care, lack of attention to him, and others).

3. Study of the child’s work (notebooks, drawings, crafts, etc.).

4. Direct examination of the child. A conversation to clarify motivation, stock of ideas about the world around us, and the level of speech development.

5. Identification and disclosure of the causes and nature of certain features of the mental development of children.

6. Analysis of survey materials. The psychologist analyzes all the information received about the child and the data from his own examination, and his reserve capabilities are identified. In complex differential diagnostic cases, repeated examinations are carried out.

In each specific case, the leading directions in working with the child are determined. For some children, eliminating gaps in knowledge of educational material comes to the fore; for others - the formation of voluntary activity, the development of self-control skills; for others, special classes are needed to develop motor skills, etc.

The psychologist discusses these recommendations with the teacher, medical professional and parents, carrying out constant interaction. A comprehensive plan for providing the child with medical, psychological and pedagogical assistance is drawn up, indicating the stages and methods of correctional work. Attention is drawn to the prevention of physical, intellectual and emotional overload, and the implementation of timely therapeutic and health measures.

The issue of choosing an educational and rehabilitation route for a child with disabilities, including determining the form and degree of his integration into the educational environment, is decided at a school psychological, medical and pedagogical council, based on the needs, developmental characteristics and capabilities of the child, with the direct participation his parents (legal representatives). For children, correctional and developmental work is built, aimed at gradually increasing the degree of independence, subordinating their activities to the set goal with the organizing, stimulating help of an adult; switching students to practical activities with objects or other easier tasks that reinforce their faith in their own abilities, etc.

Students study in general classes according to an adapted educational program for children with mental retardation- a form of differentiation of education that allows solving the problems of timely active assistance to children with disabilities.The school does not have specially formed classes that follow an adapted program for children with mental retardation.

The principle of variability and the possibility of choosing tasks is actively used throughout the course and allows each student to study at the maximum level possible for him, corresponding to his abilities, developmental characteristics and inclinations, relieves unnecessary emotional and intellectual stress, and contributes to the formation of positive internal motives for learning.

To improve the quality of correctional work, the following conditions must be met:

formation of UUD at all stages of the educational process;

teaching children (in the process of forming ideas) to identify characteristic, essential features of objects, developing skills to compare and contrast;

division of activities into separate components, elements, operations, allowing them to be understood in their internal relation to each other;

the use of exercises aimed at developing attention, memory, and perception.

Another condition for the successful education of children with mental retardation is the organization of group and individual classes that complement correctional and developmental work and are aimed at overcoming specific difficulties and shortcomings characteristic of students with mental retardation.

The purpose of correctional and developmental classes – correction of deficiencies in the cognitive and emotional-personal sphere of children using the studied program material, classes are compiled according to the recommendations of the TPMPC.

Tasks, solved in correctional and developmental classes: creating conditions for the development of intact functions; formation of positive motivation for learning; increasing the level of general development; correction of deviations in the development of the cognitive and emotional-personal spheres; formation of mechanisms of volitional regulation in the process of carrying out a given activity; education of communication skills, development of communication skills.

Classes are structured taking into account the basic principles of correctional and developmental education:

Systematic principle correctional (correction or smoothing of deviations and developmental disorders, overcoming developmental difficulties), preventive (prevention of deviations and difficulties in development) and developmental (stimulation, enrichment of the content of development, reliance on the zone of proximal development) tasks.

The principle of unity of diagnosis and correction implemented in two aspects.

The beginning of correctional work should be preceded by a stage of comprehensive diagnostic examination, which makes it possible to identify the nature and intensity of developmental difficulties, draw a conclusion about their possible causes and, based on this conclusion, build correctional work based on the immediate prognosis of development (together with a psychologist).

The implementation of correctional and developmental work requires the teacher to constantly monitor the dynamics of changes in personality, behavior and activity, emotional states, feelings and experiences of the child. Such control allows timely adjustments to be made to correctional and developmental work.

Activity principle of correction determines the tactics for carrying out correctional work through intensifying the activities of each student, during which the necessary foundation is created for positive changes in the development of the child’s personality.

Taking into account individual personality characteristics allows you to outline an optimization program within the psychophysical characteristics of each child. Corrective work should create optimal opportunities for individualization of development.

The principle of dynamic perception consists in developing such tasks in the solution of which any obstacles arise. Overcoming them contributes to the development of students, the discovery of opportunities and abilities. Each task must go through a series of stages from simple to complex. The level of difficulty must be accessible to a particular child. This allows you to maintain interest in your work and gives you the opportunity to experience the joy of overcoming difficulties.

The principle of productive information processing is to organize training in such a way that students develop the skill of transferring information processing, and therefore a mechanism for independent search, choice and decision-making.

The principle of taking into account the emotional coloring of the material assumes that games, tasks and exercises create a favorable emotional background and stimulate positive emotions.

During individual lessons, a speech therapist and psychologist work with students. Corrective work is carried out within the framework of a holistic approach to the upbringing and development of the child.

Corrective work according to the program is aimed at correcting the entire personality and includes all forms of environmental, personal and collective influence on the child and is represented by the following principles:

Development of intelligence based on the “zone of proximal development”;

Impact through the emotional sphere;

The organization of school events presupposes the possibility of children with disabilities participating in them on an equal basis with their peers. Regardless of the severity of developmental disorders of children with disabilities, they are included in educational, cultural, entertainment, sports and other leisure activities together with other children.

In the process of individual and group lessons, a psychologist uses the following techniques to correct the cognitive sphere, emotional and personal development of the child, and regulate one’s own actions: creating a positive emotional background, well-deserved encouragement, organizing assistance, increasing the pace of activity using available material, and instilling self-control skills.

The result of correctional work is the achievement by a child with mental retardation of the planned results of developmenteducational program.

Children with mental retardation have a number of features in psychophysical development and communication. These features do not allow for effective development, mastery of knowledge, and acquisition of vital skills and abilities. With mental retardation, not only the formation of speech and verbal thinking slows down significantly, but the development of cognitive activity in general suffers.

The exercises proposed in the program are designed for one year of work with schoolchildren. These exercises contribute to the development of the child’s cognitive mental processes. And this is very important, because the child gets the opportunity to develop normally and fully, enter the world of human relationships and not feel inferior. A properly constructed system of correctional measures can reduce the gap in the development of the cognitive sphere between children.

The purpose of these exercises is to develop the cognitive sphere of children with mental retardation, such mental processes as memory, thinking, attention, perception.

Form of work: individual, classes will be held in the office of a teacher-psychologist.

The results of this program are expected to increase the level of development of cognitive mental processes in children with mental retardation, such as memory, attention, thinking, and perception. A comparative analysis of the results of the first and final diagnostics, which will be carried out after all the classes provided for in the program, will help determine the effectiveness of the work done. The results of the comparative analysis will help to draw a conclusion about whether the goal we set was achieved and whether the tasks we set were solved, and will also allow us to make the necessary changes and additions to the program, if necessary.

Thematic work plan for a teacher-psychologist

Psychodiagnostic block.

Target: identifying the level of development of cognitive processes.

Methods used:

1. “10 words” (memory study)

2. “Remember the pictures” (memory study)

3. “Cut pictures” (perception study)

4. “Sequence of Events” (Perception Study)

5. “4 extra” (study of thinking)

6. “Classification” (study of thinking)

7. “Simple analogies” (study of thinking)

8. “Schulte tables” (attention research)

9. “Pictogram” (a study of imagination).

1. “10 words” technique. The technique is aimed at studying memorization. The subject is asked to remember a list of words and reproduce it. The procedure is repeated 10 times. Then, after 30 minutes, the subject is again asked to reproduce the words he remembers.

List of words: mountain, bread, forest, cat, water, window, table, chair, brother, house.

2. “Remember the pictures” technique. The technique is aimed at studying memorization. The subject is asked to remember the pictures and who is depicted in them.

3. “Cut pictures” technique. The technique is aimed at studying perception. The subject is presented with a picture cut into several parts and asked to assemble it. In parallel, you can present the same whole picture.

4.Methodology “Sequence of events”. The technique is aimed at studying perception and thinking. The subject is presented with a series of pictures and asked to put them in order according to the plot.

5. “4 extra” technique. The technique is aimed at studying thinking. The subject is presented with a picture depicting 4 objects. It is necessary to name the extra item and explain why it is superfluous.

6. Methodology "Classification". The technique is aimed at studying thinking. Pictures are laid out in front of the subject and asked to sort them into groups. The subject must voice his actions, each group must be named and explained why these particular items were included in it.

7. “Simple analogies” technique. The technique is aimed at identifying the ability to establish logical connections and relationships between concepts, as well as the ability to consistently maintain a given way of reasoning. The subjects are presented with a list of tasks where they need to match words using a given analogy.

8. “Schulte table” technique. The subject is presented with 5 tables, each of which contains numbers from 1 to 25 in a chaotic order. It is necessary to find and indicate the numbers as quickly as possible, in ascending order. The time spent working with each table is recorded.

9. “Pictoramma” technique. The subject is presented with a list of words. The subject must sketch each word in a certain way. An hour after all the words have been depicted, he must reproduce each word from the sketches.

2. Psychocorrectional block.

Target: correction of cognitive mental processes.

Tasks:

1. development of thinking processes

2. memory correction

3. correction of attention

4. correction of perception.

List of exercises.

1) “Recover the missing word.”

The child is read 5-7 words that are not related to each other in meaning: cow, table, wall, letter, flower, bag, head. Then the row is read again with one of the words missing. The child must name the missing word. Task option: when reading again, you can replace one word with another (from the same semantic field, for example, cow - calf; similar in sound, for example table - groan); the child must find the mistake.

2) “Remember the figures.”

Prepare a set of cards with different images.

Explain that in order to remember the material well, you can use a technique such as classification, i.e. grouping similar objects into groups.

Ask your child to look carefully at the pattern and remember it. Then invite him to draw these figures in the same order from memory. The estimated display time for the first sequence is 2 s, for the second - 3 - 4 s, for the fifth - 6-7 s.

For example, in order to remember a number of geometric shapes, they must be divided into groups. The form may depict triangles, circles, squares, crossed out in different ways. Thus, these shapes can be divided into groups depending on their shape and/or type of crossover. Now they are easy to remember and reproduce.

3) “Remember a couple.”

Prepare forms with figures for memorization and reproduction.

Explain to your child how he will have to remember the shapes. He looks at the 1st form and tries to remember the proposed pairs of images (figure and sign). Then the form is removed and he is offered a 2nd form - for reproduction, on which he must draw the corresponding pair in the empty cells opposite each figure.

4) “Remember the right words.”

From the proposed phrases (stories), the child remembers only those words that mean: weather conditions, transport, plants, etc.

5) “Pictogram”.

The text is read to the child. In order to remember it, he must somehow depict (draw) each semantic fragment. Then the child is asked to reproduce the story based on his sketches.

6) “Finish the phrases.”

Invite your child to choose appropriate words to complete the phrases:

cunning, red-haired...; desktop...; onion...; ripe sweet...; fragrant toilet...; chicken...; green...; yellowmouth...; prickly... etc.

7) “Comparison of concepts.”

Invite the child to choose suitable definitions with the opposite meaning.

Carrots are sweet, and radishes...

The milk is liquid, and the sour cream...

The grass is low and the tree...

Winter is cold and summer...

The soot is black, and the chalk...

Sugar is sweet and pepper...

8). "New words."

The child is asked to describe an unfamiliar (familiar) object (ball, apple, cat, locomotive, lemon, snow, etc.) according to the following scheme:

What color is it (what other colors are there)?

What does he look like? What is it very different from?

What material is it made of (what else could it be)?

What size, shape? What does it feel like? What smells? What does it taste like?

Where is it found?

What does a person need? What can you do with it?

Which group of items does it belong to (furniture, dishes, animals, fruits, etc.)?

At first, playing with new words can be carried out in the form of a dialogue, where the psychologist asks a question and the child answers. Then you can switch roles. “At the same time, the child makes sure that the answers are correct.

9) “Finish the sentence.”

The child is asked to insert the necessary words instead of dots.

An animal that meows is called...

A bird that croaks is called...

The tree on which apples grow is called...

The tree that is decorated for the New Year is called...

Then you can ask the child to independently make similar definitions of phenomena that are well known to him.

10) “Give me the reason.”

Explain to your child that everything that happens, any phenomenon, has a reason, i.e. there is an answer to the question: “Why does this happen?” Give an example: ice - it appears when it is very cold and water freezes. Ask the child to name the reason for such phenomena as flooding, deuce, mother took an umbrella, leaves flying around, etc.

It is important to show the child the variety of consequences arising from the same real-life event. And vice versa - an unambiguous consequence of different causes.

11) “Compiling a story based on a series of pictures.”

A series of pictures (based on a fairy tale or everyday story) similar to the plots of N. Radlov or H. Bidstrup presented in the “Album” are laid out in front of the child. First, they are presented in the correct semantic sequence; The child must make up a story. If necessary, you can ask guiding questions.

The next important step is to deliberately “disturb the order” when laying out a series of pictures. The goal is to clearly demonstrate that changing the order of pictures (events) completely changes (even to the point of complete absurdity) the plot.

Finally, the child must independently build a sequence of events from the mixed cards and compose a story.

12) “Listen, read and retell.”

Listening (reading) short stories (fables), followed by retelling and conversation about the meaning of the work, its morality.

13) “Put the events in order.”

I am going to sleep; I have dinner; I watch TV; I brush my teeth; I play football, etc. Leaves fall; flowers are blooming; snowing; strawberries are ripening; migratory birds fly away, etc.

In a year; day before yesterday; Today; Tomorrow; a month ago, etc.

14) “Read the hidden sentence.”

The sample below shows a task in which the words that make up the desired sentence are hidden among other letters.

Lgornkkerogsunwmeltzhkitsnoworvnjenbeginsluhmountaintobloomforshvanipochilmnuyahfsingsngvkzhybirdsshchsvrn.

It is clear that the task will become more difficult as the text increases.

15) “Finish the sentence.”

The child is asked: “Continue the sentence by choosing the most suitable word.”

A tree always has... (leaves, flowers, fruits, roots).

The boot always has... (laces, sole, zipper, buckle).

The dress always has... (hem, pockets, sleeves, buttons).

A painting always has... (artist, frame, signature).

16) “From the particular to the general.”

Explain to your child that there are words that denote many similar objects and phenomena. These words are general concepts. For example, the word fruit can mean apples, oranges, pears, etc.

But there are words that indicate a smaller number of similar objects, and they are private, concrete concepts. Any of these words, for example apples, means only apples, although they can be large, small, green, red, sweet, sour apples. Now ask your child to match the general concept to the specific ones.

Below are two rows of words. For words from the first row, the child selects a suitable concept from the second row:

a) cucumber, autumn, bee, north, rain, peacock, lake;

b) vegetable, season, insect, side of the horizon, precipitation, berry, pond, bird.

17) “Choose a general concept.”

Invite your child to name the following concepts in one word and complete the series:

apple, pear - ...; chair, wardrobe - ...; cucumber, cabbage - ...; boot, boot - ...; doll, ball - ...; cup, plate - ...; cat, elephant - ...; leg, arm - ...; flower, tree - ...; perch, pike - ...; rose, dandelion - ...; March, September - ...; oak, birch - ...; lantern, lamp - ...: rain, snow - ...

The same exercise must be done with adverbs, adjectives, and verbs.

18) “Sort it out into groups.”

The child is offered a number of images, which he must sort into general groups, for example: mushrooms and berries, shoes and clothes, animals and flowers. He must give a name to each resulting group and list (name) all its components.

19) “An extra word.”

The child is asked to highlight a word or feature that is superfluous among others, and to select a generalizing concept for all the others. The child must answer the questions: “Which word is extra? Why?".

A. Plate, cup, table, teapot.

Dark, cloudy, light, chilly.

Birch, aspen, pine, oak.

Fast, running, skipping, crawling.

Sofa, table, chair, wood.

Much, pure, little, half.

Pen, chalk, pencil case, doll.

Yesterday, today, morning, day after tomorrow

Earthquake, typhoon, mountain, tornado.

Comma, period, dash, conjunction.

Neat, sloppy, sad, diligent.

B. Winter, summer, autumn, June, spring.

Lie down, stand, cry, sit.

Old, tall, young, elderly, young.

Red, blue, beautiful, yellow, gray.

Be silent, whisper, laugh, shout.

Sweet, salty, bitter, sour, fried.

21) “Unravel the knot.”

The child mentally needs to “untie” the knots and tell him how he does it.

22) Game “Vegetables” Compare and explain the similarities and differences between different vegetables

Cutting pictures “Vegetables”

Drawing labels, canning vegetables (development of short-term memory)

Hatching, coloring vegetables (development of fine motor skills)

“Find two identical vegetables” (development of attention)

23) Game “Find out by touch” (development of perception, tactile memory)

“Trace and cut” (development of fine motor skills)

“What do you love” (development of attention and interest in yourself and your name)

24) Games “What could happen next”, “Complete the second half”, “Lacing”, “Remember, count, draw”

“Buttons” (development of visual memory)

Shade the right and left shoe (mitten)

“Zoo”, “Zoo of Moods” (development of emotions)

“Find the differences” (development of attention)

“Is this true or not?” (development of logic)

25) Conversation “Where snow is born” (development of logical thinking)

Draw and cut out a snowflake (development of fine motor skills)

Compiling plot stories based on the picture “Christmas tree”, “In the forest”

“What will happen next” (I ate enough snow - got sick, received a gift, etc.)

Conversations: “What are parents for”, “Mom, dad and I are a friendly family”

Drawing: “My family”, “My beautiful mother”, “The most wonderful person”, etc.

Exercise “Let’s bring the picture to life” “Let’s decorate the Christmas tree for the holiday”, “Gift for the family”, “Who came to the Christmas tree”, “Who is related to whom”, “What about you?”

26) Conversation “Tell me about your home”, memory game “Sounds, smells of my home”

“What has changed in the room?”;

"Call me kindly"

"What doesn't happen"

"Safe House"

"What's missing in the house?" (development of attention),

"Magic Chair"

"Fill in the details"

“Do’s and Don’ts” – the basics of safety

“Which products are our friends and which are our enemies”

Psychophysical training “Mental walk through your body in order to strengthen it”

27) Drawing: “My mother”, “My family”

Playing out situations with subsequent analysis: “Mom got sick,” “I told my mom a lie,” etc.

Psychodrawing “Spring Flowers”

Sketches: “It will be fair”, “Mom was offended”

28) Exercise “Magic Basin” (development of olfactory and taste sensations)

Exercise "Flower Shop"

Telling poems using gestures

“Finish the sentence” (development of thinking, attention, memory)

29) “Checking in the house” (diagnosis according to G.F. Kumarina)

Goal: to identify children’s ability to consider a situation from different sides, the ability to switch from one to another.

30) “Coloring figures” (diagnostics according to G.F. Kumarina)

Purpose: to determine how children classify visual material.

31) Preparing to write. "Drawing a pattern"

Goal: development of hand coordination in order to prepare for writing.

On a checkered sheet of paper, the children are given the pattern they started, the dots that they must connect and continue the pattern.

32) Graphic dictation.

Goal: the ability to listen and accurately follow the instructions of an adult.

Place a pencil on a dot, 2 squares up, 2 squares to the right, 2 squares down, 1 square to the right, etc.

33) Attention, memory. Game “Memorize pictures and draw.”

Goal: development of attention and memory.

Children are given the task to remember the patterns that are drawn on the board.

After 3 min. The drawing is removed and the children draw from memory in their notebooks.

33) Graphic dictation

Goal: to teach to listen carefully and follow the instructions of an adult.

Guess the riddle:

What kind of miracle, what kind of box?

He himself is a singer and himself a storyteller,

And at the same time

Shows movies.

(TV)

let's draw a TV - draw a line like this: 10 cells to the right, 8 cells down, 10 cells to the left, 8 cells up. From the beginning, move a cell to the right, a cell down and put a dot. Draw a TV screen, starting from this point: 8 cells to the right, 6 cells down, 8 cells to the left, 6 cells up. At the bottom, write the name of the TV and draw the buttons. Draw a character from your favorite cartoon on the screen.

34) Motor skills.

Conversation with children. Name what kind of clothing you know - outerwear (fur coat, short fur coat, coat, raincoat, jacket...), light clothing (jacket, skirt, sundress, dress, jacket, trousers...), underwear (T-shirt, T-shirt, panties, swimming trunks...) .

Let's draw a shirt.

This is how we draw a shirt. From the point, draw a line like this, counting the cells: three cells to the right, one cell down, three cells to the right, one cell up, three cells to the right, two cells down, two cells to the left, four cells down, four cells to the left, four cells up, two cells to the left, two cells up.

Decorate the shirt with circles of peas. Color the shirt with colored pencils, leaving the peas white.

35) Motor skills.

Guess a riddle:

Spins on a thin leg,

It will buzz like a bug

If he wants, he can gallop a little,

If he wants, he will lie on his side.

(Top. Yula.)

Let's draw a small top, draw a line, counting the cells, like this: 1 cell to the right, 2 cells down, 4 cells to the right, 1 cell down, 1 cell to the left, 1 cell down, 1 cell to the left, 1 cell down, 1 cell to the left, 1 cell down, 1 cell left, 2 cells down, 1 cell left, 2 cells up, 1 cell left, 1 cell up, 1 cell left, 1 cell up, 1 cell left, 1 cell up, 1 cell left, 1 cell up, 4 cells to the right, 2 cells up.

Draw a large top next to it - enlarge the small top twice as follows: instead of a stick one cell long, draw a stick two cells long, instead of a stick two cells long, draw a stick four cells long, instead of a stick four cells long, draw a stick eight cells long cells.

36) Working with a fairy tale.

"The Tale of the Kitten Masha." (O. Khukhlaeva).

Once upon a time there lived a kitten Masha. You will say that this does not happen, that kittens are called Vaska or Murka, but our kitten’s name was Masha. And he was the most ordinary kitten: he loved to play, run, watch cartoons and did not like to go to bed, put away his toys and finish the soup. And like all kids, he gradually grew up, became smarter and became so smart that he wanted to know a lot. Find out why the wind blows, find out how the telephone works, find out why the stars don’t go out, and find out where the sun goes to sleep. And then Masha decided to leave his cozy home to wander around the world and seek Knowledge.

How long or short did the kitten wander through the fields and forests, but he reached a hut on chicken legs. And grandma met him there - either Yaga, or not Yaga. Yes, it doesn’t matter. The important thing is that she did not eat him, but showed him the path - the path to Knowledge, and even warned him about the difficulties of this path. And this is what she told him: “The beginning of this path is smooth, even and festive. Flowers and gifts are laid along it. You step on it and rejoice that the entire path to Knowledge can be easily, cheerfully and quickly run. But you don’t know that soon there will be rocky and icy mountains, which you will have to climb with all your might. There are many of those mountains, but among them there are three most important, the steepest.

The first mountain is called Difficult. And indeed, it is very difficult to climb it and you want to give up everything. It is just as difficult as it is difficult to write letters or to learn to read. And it seems like nothing is working out. But you remember my hint: “If it’s difficult, be brave and try harder,” say it in a whisper, and then you will overcome this mountain and learn to cope with difficulties. Then you will come to another mountain.

It's called "Boring". And it seems easy to climb it, but it’s just as boring as, for example, neatly writing letters line by line. And I so want to drop everything, jump up, run, play with someone. But don’t quit, but learn my second tip: “Finish your work as quickly as possible in order to cope with boredom faster.” And then you will learn to cope with boredom and approach the third, steepest mountain.

It is very difficult to climb and painful to fall. It's called "Failure". Everything seems to be working out, but mistakes constantly creep in along the way, and wrong paths are chosen by themselves. And everyone around, even the winds, scolds you for your mistakes. And the sun is so angry that it threatens to go behind a cloud. And the trees around the path seem to line up in twos and whisper: “Serves you right for your mistakes.” But memorize my third tip: “If a mistake happens, I will learn from it, I will learn from it, don’t get upset.” And then you will overcome this mountain and become a Scientist cat, a cat with an A grade.”

The kitten thanked the kind grandmother and confidently walked along the road to Knowledge and Wisdom. He now knew that the path ahead of him was long and not always easy. But he will definitely go through it to the end and help other kittens, baby elephants, mice and all the kids he meets along the way. And then his life will be joyful and interesting, because it is very interesting to know a lot and joyfully help people.

After reading, the psychologist asks the children if they guessed what this fairy tale is about (about school).

Children are asked to imagine that today each of them has turned into a kitten Masha, who needs to complete three tasks: difficult, boring, and unsuccessful. And whoever completes this task now, overcomes three mountains today, will definitely be able to overcome them in the future.

37) Attention, speech: Game “Something is wrong here.”

Goal: development of speech, attention.

The presenter takes out the Timosha doll. Timosha addresses the children: “Hello guys! What will I tell you! Yesterday I was walking along the road, the sun was shining, it was dark, the blue leaves were rustling under my feet. And suddenly a dog jumps out from around the corner and growls at me: “Ku-ka-re-ku!” – and she already pointed her horns. I got scared and ran away."

“I'm walking through the forest. Cars are driving around, traffic lights are blinking. Suddenly I see a mushroom! It grows on a branch, hidden among the green leaves. I jumped up and tore it off.”

“I came to the river. I see a fish sitting on the shore, its legs crossed and chewing a sausage. I approached, and she jumped into the water and swam away.”

The children must say what was wrong in Timosha’s stories.

38) Motor skills.

Let's draw a heron in a notebook: 3 cells to the right, 2 cells down, 1 cell to the left, 9 cells down, 2 cells to the right, 1 cell down, 2 cells to the right, 1 cell down, 2 cells to the right, 1 cell down, 1 cell to the left, 3 cells down, 1 cell left, 1 cell up, 6 cells left, 9 cells down, 2 cells right, 1 cell down, 5 cells left, 1 cell up, 2 cells right, 9 cells up, 2 cells left, 1 cell up , 1 cell left, 3 cells up, 1 cell right, 1 cell up, 2 cells right, 9 cells up, 1 cell left, 2 cells up. Draw the heron's eye, large beak and crest.

38) Motor skills.

Draw a fairytale castle for a fairy. We draw a line, counting cells like this: 2 cells up, 1 cell to the right, 5 cells up, 1 cell to the left, 3 cells up, 3 cells to the right, 3 cells down, 1 cell to the left, 5 cells down, 2 cells to the right, 2 cells up, 1 cell right, 1 cell down, 1 cell right, 1 cell up, 1 cell right, 2 cells down, 2 cells right, 5 cells up, 1 cell left, 4 cells up, 1 cell right, 1 cell down, 1 cell to the right, 1 cell up. 1 cell right, 1 cell down, 1 cell right, 1 cell up, 1 cell right, 4 cells down, 1 cell left, 5 cells down, 2 cells right, 2 cells up, 1 cell right, 1 cell up, 3 cells right, 1 cell down, 1 cell right, 2 cells down, 1 cell right, 2 cells down, 14 cells left, 2 cells up, 1 cell left, 2 cells down, 5 cells left.

Draw windows, domes, flags, turrets.

3. Advisory block

Conducting individual consultations.

4. Analytical block

Analyze the results obtained and formulate conclusions.

Stories.

Bad watchman.

One housewife's mice ate lard in her cellar. Then she locked the cat in the cellar. And the cat ate lard, meat, and milk.

Issues for discussion:

1. What is the story about?

2. Why is the story called “The Bad Watchman”?

Jackdaw and pigeons.

The jackdaw heard that the pigeons were well fed, turned white and flew into the dovecote. The pigeons accepted her as one of their own and fed her, but the jackdaw could not resist and croaked like a jackdaw.

Ant and dove.

The ant wanted to drink and went down to the stream. The wave overwhelmed him and he began to drown. A dove flying by noticed this and threw a branch into the stream for him. The ant climbed onto a branch and escaped.

The next day the ant saw that the hunter wanted to catch the dove in a net. It crawled up to him and bit him on the leg. The hunter screamed in pain and dropped his net. The dove fluttered and flew away.

Fox.

The fox got caught in a trap, tore off its tail and ran away. And she began to think of ways to cover up her shame. She called the foxes and began to persuade them to cut off their tails.

“The tail,” he says, “is completely inappropriate, but it’s in vain that we’re dragging around the extra weight.”

One fox says:

-Oh, you wouldn’t say that if you weren’t short!

The skinny fox remained silent and left.

Wolf and goat.

The wolf sees a goat grazing on a stone mountain, and he can’t get close to her, so he says to her:

“You should go down, here the place is more level, and the grass is much sweeter for your bark.”

And the goat says:

“That’s not why you, wolf, are calling me down; you’re not worrying about mine, but about your own food.”

Wolf and fox.

The wolf was running away from the dogs and wanted to hide in a ditch. And in the ditch sat a fox, she bared her teeth and said:

-I won’t let you in - this is my place. The wolf did not argue, but only said:

-If the dogs weren’t so close, I would have shown you whose place it was, but now, apparently, it’s your truth.

Already and Hedgehog.

Once the hedgehog came to the snake and said:

-Let me go to your nest for a while.

I already let him in. As soon as the hedgehog climbed into the nest, the hedgehog’s pain ceased to exist. I already told the hedgehog:

“I only let you in for a while, but now go away, my teeth are pricking against your needles, and they are hurting.”

Hedgehog said:

-He who is in pain, go away, but I feel good here too.

Builders.

The animals decided to build a bridge. Each of them submitted their proposal. The hare said:

- The bridge must be built from rods. Firstly, it is easier to build, and secondly, it will cost less.

“No,” the bear objected, “if we are going to build it, then it must be made of hundred-year-old oak trees, so that the bridge is strong and long-lasting.”

“Allow me,” the donkey intervened in the conversation. “We will decide later what kind of bridge to build.” First you need to solve the most fundamental question: how to build it, along or across the river?

Bibliography

1. Vlasova T.A., Pevzner M.S. About children with developmental disabilities / Vlasova T.A., Pevzner M.S. – M.: Education, 1973.

2. Correctional pedagogy / Ed. Puzanova B.P. – M.: Education, 1979.

3. Kashchenko V.G. Pedagogical correction / Kashchenko V.G. – M.: VLADOS., 1994.

4. Kozlov N.I. the best psychological games and exercises / Kozlov N.I. - Ekaterinburg, 1998.

5. Leongard E.I., Samsonova E.G., Ivanova E.A. I don’t want to be silent / Leongard E.I., Samsonova E.G., Ivanova E.A. – M.: VLADOS, 1996.

6. Practical psychodiagnostics. Methods and tests. Textbook / editor - compiled by Raigorodsky D.Ya - Samara: Publishing House "BAKHRAH - M", 2007.

7. Elizarov A.N. Concepts and methods of psychological assistance / Elizarov A.N. Axis – 89, 2007.

Irina Ilyinykh
Individual educational program for the development of a child of senior preschool age with mental retardation

Introduction.

The problem of mental retardation and learning difficulties is recognized as one of the most pressing psychological and pedagogical problems by psychologists and teachers around the world. Of particular concern is the significant increase in the number of children with mental retardation (MDD).

Children with mental retardation experience limited mental and cognitive capabilities that do not allow the child to successfully cope with the tasks and demands that society places on him. Due to a poorly developed voluntary sphere (the ability to concentrate, switch attention, perseverance, the ability to retain knowledge, work according to a model), the child gets tired and exhausted very quickly.

In this case, an individual approach to children is simply necessary. It is needed in all types of children's activities and throughout the day. But he is especially good in the classroom, since it mainly involves organized learning and development.

In accordance with the Federal State Educational Standard, among the principles of preschool education, the individualization of preschool education also stands out, which should be understood as the construction of the educational process based on the individual characteristics of each child. One of the objectives of the standard is aimed at creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world.

Based on the above, we have developed an individual development program for a child with mental retardation for the school year, which is aimed at developing the mental and cognitive capabilities of each child with mental retardation.

Goal: Drawing up an individual development program for each child with mental retardation based on his capabilities, in order to overcome difficulties in mastering the preschool educational program

1. Conducting a comprehensive diagnosis of a child with mental retardation, identifying difficulties in mastering the program

2. Drawing up an individual development program for the academic year.

3. Summing up, identifying the dynamics of the child’s development by sections of the program.

At present, some experience has already been accumulated in organizing correctional and developmental assistance for older preschoolers with mental retardation. However, individual development programs for children with mental retardation are not presented in domestic pedagogy. The first developments in creating programs for such children are just beginning to appear. In this regard, we chose this direction as one of the most relevant in this period of formation of individualization of preschool education in accordance with the Federal State Educational Standard.

Having developed this program, we assume that it will be used as a basis for drawing up individual programs for other children with mental retardation by teachers - defectologists in preschool educational institutions.

The work of writing this program can be divided into three stages:

1. Conducting a comprehensive diagnosis of a child with mental retardation by all teaching staff of the preschool educational institution.

2. Drawing up a program for the academic year.

3. Summing up the results of the spring diagnostics.

In our work, we rely on the existing literature in this area, such authors as Strebeleva E. A., Balakleets V. A., Boryakova N. Yu. They reveal the features of an individual approach in working with children with mental retardation. The authors offer their own options for writing individual programs for preschool children who have difficulties in mastering preschool educational programs.

An individual child development program is a program aimed at helping a child with mental retardation master the exemplary educational program of preschool education implemented in a preschool educational institution.

The program is focused on individualizing education and providing children with disabilities with equal starting opportunities for studying in an educational institution that implements an exemplary educational program for preschool education. The essence of the individual approach is the selection of means of pedagogical influence on each child individually, taking into account all his characteristics.

1. Comprehensive diagnosis and correction of development of children of senior preschool age with mental retardation

1.1. Features of children with mental retardation of preschool age.

The number of preschool children with developmental disabilities is growing every year. The level of physical and neuropsychic health of children is significantly reduced. Of particular concern is the increase in children with mental retardation and the decrease in the age at which these deviations are detected. In our work, the first stage is to identify developmental features and existing difficulties in mastering program material. Diagnostics are carried out by specialists: a teacher - speech therapist, a teacher - defectologist, educators, a music director and a physical education instructor. Moreover, each specialist makes his own diagnosis, in other words, he is looking for a place to apply his professional skills in relation to each child. The specialist identifies one of the problems more clearly, while others are being solved in the background, but he constantly implies them, measuring his actions and the results obtained with them. Thus, making a diagnosis by each specialist is a vision of the individual characteristics of each child, the possibilities of his development and social integration into modern society.

We carried out diagnostics in September 2014. Based on the results of which, we identified the following features in the cognitive and mental aspects of the child’s personality.

In children of this category, all the main mental neoplasms of their age are formed with a delay and have a qualitative originality. They are characterized by significant heterogeneity of the disturbed and intact links of mental activity, as well as a pronounced unevenness in the formation of different aspects of mental activity.

Children with mental retardation have a low (compared to normally developing peers) level of perception development. This is manifested in the need for a longer time to receive and process sensory information; in the insufficiency and fragmentation of these children’s knowledge about the world around them; in difficulties in recognizing objects in an unusual position, contour and schematic images. The similar qualities of these objects are usually perceived by them as the same.

Children in this group also have insufficiently formed spatial concepts: orientation in spatial directions for a fairly long period is carried out at the level of practical actions; Difficulties often arise in spatial analysis and synthesis of the situation. Since the development of spatial concepts is closely related to the development of constructive thinking, the formation of concepts of this type in children with mental retardation also has its own characteristics. For example, when folding a picture cut into 3-4 parts, children often cannot carry out a full analysis of the image, establish symmetry, or combine it into a single whole. An increase in the number of parts leads to the appearance of gross mistakes and to actions by trial and error, that is, children cannot draw up and think through a plan of action in advance. In all these cases, children have to be provided with various types of assistance: from organizing their activities to visually demonstrating how to perform them.

Disadvantages in organizing attention are caused by the weak development of children's intellectual activity, imperfect skills and abilities of self-control, and insufficient development of a sense of responsibility and interest in learning. There is unevenness and slowness in the development of attention stability, as well as a wide range of individual and age differences in this quality. There are shortcomings in analysis when performing tasks under conditions of increased speed of perception of material, when differentiation of similar stimuli becomes difficult. Complicating working conditions leads to a significant slowdown in task completion, and productivity is sharply reduced.

Instability of attention and decreased performance in children of this category have individual forms of manifestation. Thus, in some children the maximum tension of attention and the highest performance are detected at the beginning of the task and steadily decrease as the work continues; in other children, the greatest concentration of attention occurs after a certain period of activity, that is, these children need an additional period of time to engage in activity; The third group of children showed periodic fluctuations in attention and uneven performance throughout the entire task.

Another characteristic sign of mental retardation in children of this category is deviations in memory development. There is a decrease in memorization productivity and its instability; greater preservation of involuntary memory compared to voluntary; a noticeable predominance of visual memory over verbal; low level of self-control in the process of memorization and reproduction, inability to organize one’s work; insufficient cognitive activity and focus when remembering and reproducing; poor ability to use rational memorization techniques; insufficient volume and accuracy of memorization; low level of indirect memorization; the predominance of mechanical memorization over verbal-logical.

A pronounced lag and originality is also revealed in the development of the cognitive activity of these children, starting with the early forms of thinking - visual-effective and visual-figurative. Children have difficulty classifying objects according to such visual features as color and shape, have great difficulty identifying the material and size of objects as general features, have difficulty abstracting one feature and consciously contrasting it with others, and switching from one principle of classification to another. A feature of the thinking of children with mental retardation is a decrease in cognitive activity. Children are practically not interested in objects and phenomena of the surrounding reality.

Children in this category also have a violation of the necessary step-by-step control over the activity being performed; they often do not notice the discrepancy between their work and the proposed model, and do not always find the mistakes made, even after asking an adult to check the work done. These children are very rarely able to adequately evaluate their work and correctly motivate their assessment, which is often overestimated.

Children with mental retardation also have a reduced need to communicate with both peers and adults. Most of them exhibit increased anxiety towards the adults on whom they depend. Children almost do not strive to receive from adults an assessment of their qualities in a detailed form; they are usually satisfied with an assessment in the form of undifferentiated definitions (“good boy”, “well done”, as well as direct emotional approval (smile, stroking, etc.).

Preschoolers with mental retardation have weak emotional stability, impaired self-control in all types of activities, aggressive behavior and its provocative nature, difficulties adapting to the children's group during play and activities, fussiness, frequent mood swings, uncertainty, feelings of fear, mannerisms, familiarity with to an adult. There is a large number of reactions directed against the will of the parents, a frequent lack of correct understanding of one’s social role and position, insufficient differentiation of persons and things, and pronounced difficulties in distinguishing the most important features of interpersonal relationships. All this indicates underdevelopment of this category of social maturity in children.

All these developmental deficiencies prevent children with mental retardation aged 5-7 years from mastering the educational program.

Thus, it is necessary to develop a program for individual work with each child in the group. The education system for preschoolers in this category of children requires further development and modification taking into account age criteria, as well as an individual approach to each pupil.

1.2. Individual educational program for the development of a child with mental retardation.

In Russia, there is a widespread system of preparing children with mental retardation for school under the general editorship of S. G. Shevchenko, which allows solving the problems of timely active assistance to preschool children with mental retardation. This system is focused on the overall development of children (cognitive activity, moral and aesthetic capabilities, on a holistic approach to the child, on awakening his interest in understanding the world around him, on achieving good results based on taking into account the individual capabilities of children. Correctional and developmental classes of an individual development program children are based on the original program of E. A. Strebeleva, N. Yu. Boryakova and were carried out in the form of group classes, individual work and routine moments throughout the day of the child’s stay in the preschool educational institution.

The stages of the correctional and developmental process are reflected in the “individual child development program.”

The purpose of the work to build an individual child development program:

Increasing the level of general development of the child, filling the gaps of previous upbringing and training,

Individual work on the formation of insufficiently mastered knowledge, skills and abilities,

Social and personal development of the child and providing him with the necessary correctional and pedagogical assistance.

Correction of deviations in the development of cognitive activity and speech,

Directed preparation for the perception of elements of educational material.

All correctional work is carried out within the framework of a holistic approach to the upbringing and development of a child, when the content of individual lessons should not be formal in nature, mechanical “training” in any one skill. Based on the principles of constructing an individual child development program, in accordance with S. G. Shevchenko’s school preparation program for children with mental retardation, within the framework of each task, they determine their own areas of correctional work individually for each child:

Sensory development corresponding to age: mastering standards - samples of color, shape, size, sound standards; accumulation of generalized ideas about the properties of objects (color, shape, size, materials;

Mastering subject-specific practical activities that help identify various properties in objects, as well as understanding the relationships between objects (temporal, spatial, quantitative);

Mastering productive activities (designing, modeling, applique, working with natural materials that contribute to the sensory, mental, speech development of the child;

Accumulation of linguistic concepts, development of phonetic-phonemic processes, preparation for learning to read and write;

Clarification, enrichment and systematization of the dictionary based on familiarization with objects and phenomena of the surrounding world;

Formation of dialogical and monologue forms of speech, development of communication skills;

Development of elementary mathematical concepts and age-appropriate concepts;

Formation of age-appropriate gaming skills;

Formation of elements of educational activities;

Formation of adequate emotional and volitional manifestations and methods of communication and interaction.

The optimal option for developing and implementing an individual educational program for a student is one year, its content is adjusted based on the results of an interim diagnostic carried out in December of the current academic year. Based on the analysis of the interim diagnostics, changes and adjustments are made to the individual educational program for a particular child.

For the purpose of visual and convenient use of the program, we have developed a summary table for sections of the program, which includes tasks, techniques, methods, as well as implementation deadlines. (Annex 1)

By filling out this table monthly, we can track the dynamics of the child’s development and make adjustments: according to the timing, methods or techniques of presenting and consolidating the material.

Thus, the implementation of an individual child development program helps to increase the level of the child’s overall development, fill the gaps of previous upbringing, training and personality development of the preschooler.

1.3. Summing up the results of the program implementation, identifying the dynamics of the child’s development.

The dynamics of the correctional and developmental process are reflected in the dynamics control sheet. The development dynamics control sheet is filled out based on the conclusions of the institution’s specialists based on the results of training and education in May. The structure of this document includes a description of the dynamics of a child’s development in sections: play activity, speech development, literacy training, the formation of elementary mathematical concepts, self-care, musical development, physical development, emotional and volitional sphere, productive activities.

This document also includes recommendations and a conclusion on the effectiveness of correctional and developmental work for a given period of time and academic year. Characteristics of the dynamics of child development assume the following types: positive dynamics: high level; positive dynamics: above average level; relatively – positive dynamics: average level; slight dynamics: low level; negative dynamics (the child’s inability to master the content of a particular section of the program); wave-like dynamics; electoral dynamics. The dynamics of development depend on the severity of the disorder, the extent of the disorder (their locality or totality, the causes of the disorder. The main indicators of a child’s mental development are general intellectual skills: accepting a task, understanding the conditions of this task, methods of implementation - does the child use practical orientation; learning ability in the process of diagnostic examination ; interest in cognitive tasks, productive activities and attitude towards the results of one’s activities. The analysis of the obtained dynamics results is reflected in the summary table.

So, the implementation of an individual development program for a child with mental retardation of senior preschool age is carried out in all classes and routine moments throughout the entire day of the child’s stay in the preschool educational institution. We record the results of mastering this program in a summary table, where we reflect the dynamics of the development of each child. After filling out this table, all preschool specialists write recommendations for the further development of the child in all areas.

Conclusion.

The problem of individual education and training of children with mental retardation in preschool educational institutions stands out as one of the main ones. Many of these children have difficulty mastering the kindergarten curriculum. Children with mental retardation are characterized by a low level of cognitive activity, insufficient development of thought processes, low vocabulary, they are not able to maintain attention for a long enough time, they are characterized by low concentration and stability of attention, and absent-mindedness. The activity is not sufficiently targeted; preschoolers often act impulsively and become exhausted.

Based on the data obtained after diagnosis, preschool specialists write individual development programs for each child with mental retardation of senior preschool age who has difficulties in mastering the program. An individual program is built in accordance with the individual and age characteristics of preschoolers with mental retardation. Correctional and developmental classes of the individual child development program are based on the author’s program of E. A. Strebeleva, N. Yu. Boryakova and were carried out in the form of group classes, individual work and routine moments throughout the day of the child’s stay in the preschool educational institution.

An individual child development program is a document that records the diagnostic, correctional and developmental activities carried out by preschool education specialists, their effectiveness, the nature of individual changes in the learning and mental development of a preschooler, and data on the child’s readiness for school. This approach to individual education and training opens up wide opportunities and positive results, provided that staff are professionally trained and interested in the process of helping children with special educational needs.

List of sources used

1. E. A. Strebeleva, Bratkova M. V. article “Options for an individual program of education and correctional and developmental training for a young child with psychophysical disorders” // Defectology. – 2001. - No. 1.

2. E. A. Strebeleva article Options for an individual program of education and correctional and developmental training for a young child with psychophysical disorders // Defectology. – 2001. - No. 1.

3. L. N. Blinova. Diagnosis and correction in the education of children with mental retardation: Textbook. – M.: Publishing house – NTsENAS, 2003.

4. T. A. Vlasova, V. I. Lubovsky, N. A. Tsypina. Children with mental retardation. – M., 1984.

5. L. S. Vygodsky Fundamentals of defectology // Collection. Op. : In 6 volumes - M., 1983.

6. U. V. Ulienkova. Children with mental retardation. – N - Novgorod, 1994.

10. S. G. Shevchenko. Correctional and developmental training: Organizational and pedagogical aspects: Method. A manual for teachers of classes of correctional and developmental education. – M.: Humanit. Ed. VLALOS Center, 1999.

11. S. G. Shevchenko. Teaching children with mental retardation: A manual for teachers. – Smolensk, 1994.

Annex 1

Individual development program for a child with mental retardation for the development of elementary mathematical concepts

Develop basic ideas about the characteristics of objects (color, shape, size).

Form measurement methods.

Develop ideas about the number of objects and the number denoting this quantity.

Perform simple counting operations.

Start working on preparing to solve simple arithmetic problems.

Form spatial and temporal concepts.

Develop cognitive interests, mental operations and speech

(carrying out various games in the classroom, during which mental processes such as generalization, comparison, abstraction, classification, establishing cause-and-effect relationships, and the ability to reason are developed).

Games with numbers and numbers;

Time travel games;

Games for orientation in space;

Games with geometric shapes;

Logical thinking games.

THE OTHER US

Correctional and developmental program for preschool children with mental retardation

In recent years, there has been an increase in the number of children with mental development disorders and, as a result, experiencing learning difficulties. The search for the most effective methods for correcting children with mental development disorders is an urgent problem of modern pedagogy and psychology. It is known that among underperforming primary school students, almost half lag behind their peers in mental development. These students experience great difficulties in mastering writing, reading, number concepts, counting operations, constructive activities, etc. Failure to perform well at school often causes this group of children to have a negative attitude towards learning, towards any activity, and creates difficulties in communicating with others, with successful children, with teachers. All this contributes to the formation of antisocial behavior, especially in adolescence. Therefore, the abnormal development of the mental sphere of children and, above all, mental retardation should be considered as a psychological and social problem. ZPR is a delay in the development of the entire mental sphere, and not individual mental processes. At preschool educational institutions, specialists carry out rehabilitation work with such children, which is aimed at the formation of higher mental functions (HMF). If the formation of the VMF is uneven, appropriate corrective work is carried out. Children attending our preschool educational institution, as a rule, do not have pathological defects of organic origin, but there are symptoms of age-related underdevelopment and immaturity of certain HMFs. Formative teaching is carried out taking into account the age of our students and the leading activities of this age. Therefore, we consider our main task to be the formation of higher psychological functions that are experiencing developmental deficits (perception, attention, memory). Naturally, the main role in raising a child is given to the family. To give fathers and mothers pedagogical knowledge, to turn them towards the child, to protect the latter’s childhood from unjustified punishment, rudeness and injustice - this is what we see as our primary task. After all, any professional activity of a teacher can be effective if parents are his active assistants and like-minded people. To make parents like this, you often have to work with them no less than with their children. We consider the upbringing of parents as the formation of pedagogical reflection in them, that is, the ability to self-critically evaluate themselves as an educator, to look at the situation through the eyes of a child. The main task of an educational psychologist in working with parents of children with mental development disorders is to interest parents in the prospects for a new direction in the development of children. Parents need to be constantly kept informed of all matters, and therefore the most successful forms of interaction with them must be chosen in advance. Then we will be able to ensure one of the most important conditions for the development of a child’s personality - coordinated joint work of the adults around him. This gives the child the opportunity to move to the next, higher stage of development. Unfortunately, today there are no practically healthy children, and the opening of correctional groups in preschool educational institutions is becoming a necessity, and not an exception to the rule. Therefore, when we opened a group of children with mental retardation (3 years ago), we were sure that with any type of deviation from the age norm of development and with any severity of this deviation, conditions could be created for the child to ensure positive progressive dynamics of his development. We consider our tasks not only to develop the mental abilities of children, but also their emotional well-being and social adaptation. We also set a goal: to activate the strength of the child himself, to set him up to overcome life’s difficulties. Children in specialized correctional (especially speech therapy) groups have large internal reserves and often have very good natural abilities. However, it is difficult for these children to express them due to limitations in speech development, hyperexcitability or inhibition. This means that our goal is to help them realize their inclinations by selecting the most adequate tactics of correctional work, choosing special techniques and methods of influencing all areas of the child’s personality. Corrective work is carried out on the basis of the principle of formative and gentle teaching. We teach children elements of psycho-gymnastics, relaxation, and switching from one type of activity to another. The work of the educational psychologist begins with an examination, during which information about the child is collected (see Map of providing psychological and pedagogical assistance to the child). The information obtained helps the psychologist outline directions for correctional and educational work. Based on this information, as well as observations of the child in different situations, the educational psychologist draws up a pedagogical description indicating areas of work for other specialists. Approximately 50% of children attending the mental retardation group have only isolated, mildly expressed motor disorders in combination with increased excitability, motor restlessness, deterioration of sleep and appetite. These are children with minimal brain dysfunction (MMD): pugnacious, impulsive, incapable of playful activities, unable to limit their desires, react violently to all prohibitions, and stubborn. They are characterized by motor clumsiness and poor development of fine differentiated movements of the fingers. Therefore, they have difficulty mastering self-care skills. It takes a long time for them to learn how to button buttons and tie shoes. A feature of mental retardation is the unevenness of disturbances of various mental functions: logical thinking may be even more intact in comparison with memory, attention, and mental performance. Children with mental retardation are also characterized by low cognitive activity, insufficient processes of perception, memory, and attention. It is difficult for them to combine individual details into a single image, but all deviations from the norm are variable. Children in this category do not have inertia of mental processes; they are able not only to accept and use help, but also to transfer learned mental skills to other situations. With the help of adults, these children can carry out the instructions and intellectual tasks offered to them at a level close to normal. Children with mental retardation, as a rule, have very weak motivation for learning activities. Therefore, we focus on the “second way of teaching” (S.L. Rubinstein). According to Rubinstein’s definition, “there are two types of learning, or, more precisely, two ways of learning and two types of activity, as a result of which a person acquires new knowledge and skills. One of them is specifically aimed at mastering this knowledge and skills as its direct goal. The other leads to the mastery of this knowledge and skills, achieving other goals. Teaching in this case is not an independent activity, but a process carried out as a component and result of other activities in which it is included.” For "other activities" we use constructive activity with a variety of models. Its result is visually very attractive to a child (a funny drawing, appliqué or design). This is how the child develops motivation for activity - what in didactics is usually called cognitive interest. This is not a direct, but an indirect formation of motivation. The younger the child, the more difficult it is for us to count on his awareness of the internal motivation for learning.

Map of providing psychological and pedagogical assistance to a child

Last name, first name: Ivanov Grisha (second year of visiting the ZPR group). Date of Birth: 12/17/94 Address: Kubanskaya, 70, apt. 12. Father: No Mother: Ivanova Anna Sergeevna. Directed by: GDP No. 4. Cause: visiting a preschool educational institution. Anamnesis: MMD. Family: incomplete. Conditions: Mother drinks alcohol. Biological factors: left-handedness. Features of early development: (according to the pediatrician’s opinion). Education before preschool educational institution: homemade. Observation of specialists: cognitive interest is manifested, but is not yet sufficiently developed (in most cases it manifests itself in conditions where tasks are presented in a playful form). Performance decreases noticeably towards the end of the day, and individual signs of fatigue are noted (attention is impaired, malaise appears, mood deteriorates). Mood is directly dependent on the situation and directly affects the nature and productivity of activity. He has learned to play with children, but often displays forms of active protest (hot temper, pugnacity).Conclusion : the early inclusion of the child in the process of correctional work significantly improved his mental development: cognitive interest and a desire to achieve results in his activities appeared. However, coordination of movements and the development of fine motor skills of the hand are insufficient; spatial orientation defects and motor clumsiness are preserved. Speech develops poorly and articulation is impaired.Recommendations : Extend attendance at the ZPR group for another 1 year. Expand the possibilities of using various types of activities (drawing, appliqué, modeling, manual labor, design). Strengthen ideas about the environment, develop attention, memory, speech, thinking. Improve the motor sphere, develop emotional communication with children. Develop skills of moral behavior. Classes with a psychologist, speech pathologist, and physical education instructor are recommended.

Methodology

The “Other We” program is focused on holistic personality correction and development of the cognitive and emotional spheres of children with developmental problems. This program is characterized by taking into account the individual characteristics of students and their personal qualities. Realizing his “I”, the child asserts himself (“I am myself!”), strives to influence the situation, and enters into relationships with other people. In the preschool period, a child’s connection is established with the leading spheres of existence: the world of people, the objective world, nature, and he is introduced to culture and universal human values. The foundations of self-awareness and social motivation of behavior are formed. The child tries to base his behavior on the assessment of others. But children with developmental problems poorly generalize social experience, are poorly oriented in the conditions of a practical task, and are often unable to solve problematic problems on their own. Thanks to the psychological and correctional methods of influencing children with mental retardation, which are the basis of the “Other Us” program, it is possible to organize the child’s activities in such a way that it will contribute to the development of his ability to solve not only accessible practical, but also simple problem problems. The experience gained in this way will give the child the opportunity to understand and solve familiar problems in visual, figurative and even verbal terms. The material offered in the program (game and didactic) gradually becomes more complex, taking into account the child’s experience. First of all, the following didactic principles are observed here: accessibility, repetition, gradual completion of the task. For problem children, the emotional side of organizing the correctional and developmental process is an important condition. A teacher-psychologist, through his behavior and emotional mood, should evoke a positive attitude towards classes in students. The goodwill of an adult is necessary, thanks to which children have a desire to act together and achieve positive results. When selecting didactic material, games, and manuals, preference is given to bright and entertaining illustrations and toys that allow you to remember the names of objects, living beings of the surrounding world and life phenomena, recognize and name them in the future, regardless of their color, shape, size. It is also necessary to take into account the features of different levels of development, since the group of children with mental retardation is formed in preschool educational institutions as mixed (age from 4 to 7 years). The teacher-psychologist differentiates the group into subgroups (4-5 people), uniting children by age and severity of the structural defect. The psychological and pedagogical impact is constructed by creating tasks and educational situations that are dosed in content, volume, complexity, physical, emotional and mental stress. By organizing communication with children, the educational psychologist integrates correctional, developmental and play activities. When playing with children, a teacher-psychologist creates a problematic situation that encourages the child to take the position of a subject of cognition. Problem situations are created around objects, their purpose, and use. A problematic situation, success in activity, replacement of didactic material and its sensory examination lead to awareness of the properties of objects. Further construction of the correctional and developmental process is associated with the inclusion of the methods of behavior mastered by the child in his daily life. Effective methods of corrective influence on the emotional and cognitive sphere of children with developmental disabilities are: game situations that require assistance to any character (task: explain, teach, convince); didactic games that are associated with the search for specific and generic characteristics of objects; game trainings that promote the development of the ability to communicate with each other, to take the place of another; body-oriented techniques; psycho-gymnastics and relaxation to relieve muscle spasms and tension, especially in the face and hands. The main form of influence of a teacher-psychologist on children of the mental retardation group is organized play sessions and trainings, in which the leading role belongs to an adult. Children's assimilation of program material depends on the correct choice of teaching methods. It is necessary to use methodological techniques that attract the attention of each child. Therefore, the methodological basis of this program is the ideas of L.S. Vygotsky on the role of play in the education of preschool children. Persistent affective barriers that arise in a child’s life are overcome much more easily through play. Therefore, play and play forms of work are the most adequate means of correcting the mental development of a child’s personality. Problematic children are passive and do not show a desire to actively interact with objects and toys. Therefore, a teacher-psychologist needs to constantly create in children a positive emotional attitude towards the proposed activity, so that the child has the opportunity to act independently in a certain situation. A child with problematic development requires multiple repetitions to master ways of orienting himself in the world around him, to identify and record the properties and relationships of objects, and to understand a particular action. The educational psychologist also needs to constantly remember: The pedagogical creativity of a psychologist should not contain danger that jeopardizes the freedom, psyche and personality of the child, his physical and mental health. A child’s emotionally positive attitude towards classes is the key to the successful work of a teacher-psychologist.

Conditions

The program is designed for children 4-7 years old and includes educational activities, mini-game trainings and exercises in body-oriented techniques. Duration of classes is 30-40 minutes. A teacher-psychologist conducts 1 lesson per week, a physical education instructor conducts 1 lesson per week on body-oriented techniques.

Class structure

All classes have a flexible structure, developed taking into account the age characteristics of children and the severity of the defect. Classes are based on the principles of integration (inclusion of elements of music, art, dance and movement therapy), consistency and continuity. The choice of subject matter is determined by the nature of the developmental disorder and the selection of the most appropriate tactics for correctional and developmental work. The forms of work are determined by the goals of the classes, which are characterized by a combination of both traditional techniques and methods (frontal and individual classes) and innovative ones (drawing tests, drawing to music, playing with sand, etc.). The structure of the classes is flexible, it includes educational material and elements of psychotherapy. In the process of classes, children develop communicative qualities, enrich their emotional experience, activate their thinking, realize and experience successes and failures, the results of their activities, design social interactions and motor acts, and form personal orientation. The mood of children, their psychological state at specific moments can cause variations in methods, techniques and structure of classes. Traditional methods used in classes are enriched with game situations. The teacher-psychologist uses hand-made manuals, toys, and includes drawing, dancing and music in the classroom process. The lesson is structured approximately as follows: I. Warm-up in a circle: psychological mood for the lesson, greeting (duration 3 minutes). II. Exercise for our fingers: work with nuts, pencils, buttons, grains + finger games (duration 5 minutes). III. Correction and development block: any educational material related to one game plot. Includes tasks for the development of perception, memory, and thinking (duration 15 minutes). IV. Motor warm-up: “Transformation” technique or game mini-training “Bring the picture to life” (duration 5 minutes). V. Relaxation, psycho-gymnastics (duration 3 minutes). VI. Parting (duration 2 minutes).

Interaction with the family and specialists In the interaction of the educational psychologist with the child’s family, we distinguish three stages: 1. Creating a mindset among parents to jointly solve problems of correction and development of the child with teachers; 2. Development of a general cooperation strategy; 3. Implementation of a unified, coordinated individual approach to the child with the goal of maximum correction of developmental delays for the transition to the next stage of development. An important condition for the implementation of the “Other We” program is the cooperation of a wide range of specialists: a speech pathologist, a speech therapist, a music and art teacher, and a physical education instructor.

Goals

Introduce children with mental retardation into the complex world of human relationships. Create a zone of proximal development to overcome deficiencies in intellectual and emotional development. To prepare children with mental retardation for school, and in the future for independent life.

Tasks

Teach your child to understand his own emotional state, express his feelings and recognize the feelings of other people through facial expressions, gestures, and intonation. Activate the strength of the child himself, set him up to overcome life’s difficulties. Develop mental abilities. Instill social behavior skills.

Limits of application and effectiveness

The “Other We” correctional and developmental program is intended for combined-type preschool institutions that have groups of children with mental retardation (including speech). The program has been used in preschool educational institution No. 122 for three years, so one can already judge the results: of the 16 graduates of the 2000/2001 ZPR group, 70% are studying in correctional classes, the rest are successfully mastering the primary education program in secondary school No. 19 and in secondary school No. 14. Of the 5 pupils of the ZPR group who will become students in 2002, 3 are fully prepared for learning according to the school curriculum: they have mastered letters, know how to add syllables, understand the composition of numbers, have mastered ordinal counting from 1 to 20 and are able to perform simple counting operations in their heads (these children were in the mental retardation group from 4 to 7 years old). 2 children diagnosed with MMD (minimal cerebral dysfunction) are still characterized by increased pugnacity, aggressiveness, and delays in the development of perception. An educational psychologist constantly talks with the parents of these children about the need for medication on them in order to alleviate their condition.

Program sections

The correctional and developmental program “Other We” contains the following sections: I. Formation of cooperation between the child and adults and peers and mastering ways of assimilating social experience. II. Emotional development. III. Intellectual development. IV. Development and improvement of the motor sphere.

I. FORMATION OF COOPERATION OF A CHILD WITH ADULTS AND PEERS AND MASTERING WAYS OF LEARNING SOCIAL EXPERIENCE

Children with developmental disabilities upon entering preschool educational institutions have difficulty communicating with adults, do not know how to communicate with peers, and do not know how to assimilate social experience. If a normally developing preschooler works perfectly according to a model or basic verbal instructions, then problem children must learn to do this. The child develops in the process of communication with adults. This process is based on emotional contact between an adult and a child, which gradually develops into cooperation, which becomes a necessary condition for the child’s development. Cooperation consists in the fact that an adult strives to convey his experience to a child, and he wants and can learn it. The ways of assimilation of social experience are very diverse, these include: joint actions of an adult and a child; the use of expressive gestures, especially pointing (gesture instructions); imitation of the actions of an adult; actions according to the model. Children with mental retardation are characterized by inertia and lack of interest in others, and therefore emotional contact with an adult, the need to communicate with him at an early age, often does not arise at all. The main objectives of correctional work with problem children are: firstly, the formation of emotional contact with adults, and secondly, teaching the child how to assimilate social experience. Emotional communication between an adult and a child arises on the basis of joint actions, which should be accompanied by a friendly smile and a gentle voice. A normally developing child very early performs actions according to verbal instructions, but the first instructions are given in a situation familiar to the child and are most often accompanied by corresponding actions or gestures of an adult (that is, situational understanding of speech develops). In children with mental retardation, without special correctional work, very often situational understanding of speech is preserved until the end of preschool age. Therefore, the next task is to teach the child isolate elementary instructions from the situation(that is, to teach the child to understand speech or verbal instructions). This happens through teaching the child didactic games (for example, “Ladushki”, “Catch-up”). To create emotional communication with adults, the “Other We” program includes a set of game activities from the “Child Among Adults and Peers” cycle, the goal of which is to the emergence of natural opportunities for the formation of the process of discovery of the world. The initial work must be done individually. At this stage, you can teach the child not only to listen, but also to hear - to understand the adult’s instructions: to speak them out loud, to formulate the rules of conduct during classes and the rules for performing a specific task. It is also advisable at this stage to develop, together with the child, a system of rewards and deprivation of privileges, which will help him subsequently adapt to the children's team. The next stage - involving the child in group activities (in interaction with peers) - should also occur gradually. First, it is advisable to create small subgroups (2-4 people), and only after that children can be combined into group games or activities. If this sequence is not followed, the child may either become overexcited or, conversely, become withdrawn, and this will lead, in turn, to loss of behavioral control, fatigue, and lack of active attention. Once again, I would like to note that all classes are held in a form that is entertaining for the child. The technique of behavior modification is very simple: for good behavior the child receives encouragement (verbal), for bad behavior he is deprived of privileges or pleasure. Further in this section, children will practice self-control skills in unfamiliar and traumatic situations. Children with mental retardation, finding themselves in an unfamiliar or unforeseen life situation, are unlikely to behave adequately. At any moment, such a child may become confused and forget everything he has been taught. That is why we consider practicing behavior skills in specific situations to be a necessary part of working with children with mental retardation. Role-playing games have the widest potential for working in this direction. By playing the role of weak, cowardly characters, the child realizes and concretizes his fear. And using the technique of bringing a game situation to the point of absurdity, the educational psychologist helps the child see his fear from the other side (sometimes comical), and treat it as something not very significant. By playing the roles of strong heroes, the child gains a sense of confidence that he (like his hero) can cope with difficulties. At the same time, it is very important not only to develop the game situation, but also to discuss with the child how he can use the experience gained in the game to solve life situations. It is advisable to choose difficult cases from the life of each child as subjects for role-playing games: for example, if a child is afraid to answer the teacher’s questions, then this particular situation should be played out with him. In this case, you need to draw the child’s attention to what is happening to him at each specific moment and how you can avoid unpleasant experiences and sensations (using breathing exercises, self-hypnosis methods “I can handle it,” self-regulation techniques: alternately clenching your hands into fists and relaxing them) . When working with children of middle and older preschool age, the most effective is the use of games with soft toys and dolls. The choice of dolls and toys is made based on the child’s individual preferences. He himself must choose a brave or cowardly, good or evil doll. The roles should be distributed as follows: first, the adult speaks for the evil and cowardly toy, and the child speaks for the brave and kind toy. Then you need to switch roles. This will allow the child to look at the situation from different points of view, and having experienced the “unpleasant” plot again, get rid of the negative feelings that haunt him. Moreover, if a child experiences anxiety when communicating with an adult, you can compose a dialogue in which the adult’s doll will play the role of the child, and the child’s doll will be responsible for the adult.

II. EMOTIONAL DEVELOPMENT

According to observations, about 50% of children with mental retardation are children with aggressive behavior, or rather, prone to aggressiveness. Negative features of the upbringing environment (families of alcoholics, drug addicts, single-parent families) also increase the likelihood of aggressive actions in children. For example, in most of these families, in the presence of children, they constantly smoke, drink alcohol, and sort things out while drunk. This increases the level of aggression in children. Currently, more and more scientific studies are emerging confirming the fact that scenes of violence shown on TV contribute to an increase in the level of aggressiveness of television viewers. It is no secret that TV is the only entertainment and means of development available to this category of children. If a child is severely punished for showing aggressiveness (which is what parents most often do), then he learns to hide his anger in their presence, but in any other situation he cannot suppress aggression. The dismissive, conniving attitude of adults towards a child’s aggressive outbursts also leads to the formation of aggressive personality traits in him. Children often use aggression and disobedience to attract the attention of an adult. Children whose parents are characterized by excessive compliance, uncertainty, and sometimes helplessness in the educational process do not feel completely safe and also become aggressive. Parents' uncertainty and hesitation when making any decisions provoke the child into whims and outbursts of anger, with the help of which children influence the further course of events and achieve their goals. I, as a psychologist, advise parents to pay more attention to their children, strive to establish warm relationships with them, and at certain stages of the development of their son or daughter, show firmness and determination. These recommendations are addressed not only to parents, but also to teachers working with children from the mental retardation group. It is advisable to carry out correctional work with aggressive children in the following areas: 1) Teaching aggressive children how to express anger in an acceptable form. 2) Teaching aggressive children methods of self-regulation and self-control. 3) Practicing communication skills. 4) Formation of empathy and trust in people.

Teaching aggressive children ways to express anger in an acceptable way

The behavior of aggressive children is often destructive, so the problem of teaching a child acceptable ways of expressing anger is one of the most acute and important problems facing an educational psychologist. Anger is a feeling of intense indignation that is accompanied by a loss of self-control. There are four ways to deal with an angry situation: 1) Direct(verbal - non-verbal) statement of one’s feelings, while giving vent to negative emotions. 2) Indirect expression: anger is taken out on a person or object that appears harmless to the angry child. Without reacting immediately, the child sooner or later feels the need to throw out his anger. 3) Containing anger. In this case, gradually accumulating negative feelings will contribute to the occurrence of stress. If a person constantly suppresses his anger, he is at risk of psychosomatic disorders. According to scientists, unexpressed anger can become one of the causes of diseases such as rheumatoid arthritis, urticaria, psoriasis, stomach ulcers, migraines, and hypertension. 4) Preventing negative emotions. A person tries to find out the cause of anger and eliminate it as soon as possible. But this way of expressing anger is not typical for children with mental retardation, since they are not yet able to independently analyze the situation. In our practice, when teaching aggressive children constructive ways to express anger, we teach children: directly state your feelings, express anger indirectly using gaming techniques. Young and middle-aged children (4-5 years old), who cannot always verbalize their thoughts and feelings, can be taught to transfer anger to non-threatening objects. To work with such children, the teacher-psychologist's arsenal should include rubber toys and rubber balls (they can be thrown into a bowl of water), pillows, foam balls, a dartboard, a screaming glass, a piece of soft log, a toy hammer, etc. All These objects are needed so that the child does not direct his anger at people, but transfers it to inanimate objects. This technique of working with anger is especially useful for children who are insecure, but at the same time it is unacceptable when correcting the behavior of an overly open child.

Teaching aggressive children methods of self-regulation and self-control

Aggressive children are often characterized by muscle tension, especially in the face and hands. Therefore, any relaxation exercises will be useful for this category of children (some of them are described below). In the process of correctional work, you can talk with the child about what anger is, what its destructive actions are, and also about how angry and ugly a person becomes in a fit of anger. In order to teach a child in an unpleasant situation not to clench his jaw (which is typical for aggressive children), but to relax his facial muscles, you can use the relaxation exercises proposed by K. Faupel in the book “How to Teach Children to Cooperate.” For example, in the game “Warm like the sun, light like a breeze,” children with their eyes closed imagine a warm, wonderful day. A gray cloud floats above their heads, on which they placed all their grievances. The bright blue sky, light breeze, and soft rays of the sun help to relax the muscles not only of the child’s face, but also of the whole body. The “Smile” game helps to relax the facial muscles. Inhaling the air and smiling at the ray of sun, children become a little kinder. In unpleasant life situations, they can remember their feelings, worked out in these and other similar games, and return to them, replacing negative emotions with neutral or positive ones.

Practicing communication skills

Children sometimes show aggression only because they do not know other ways to express feelings. The task of a teacher-psychologist is to teach children to get out of conflict situations in acceptable ways. To this end, you can discuss the most common conflict situations with children in class. For example, what should a child do if he needs a toy that someone is already playing with? Such conversations will help the child expand his behavioral repertoire - a set of ways to respond to certain events. One of the techniques for working with aggressive children could be role-playing game. For example, with children in a circle you can play out the following situation: two toy bears came to kindergarten. In front of the children, they quarreled because one of them wanted to play with a new big machine that his friend was already playing with. While the cubs were quarreling, the teacher called everyone for a walk. So none of the fighters had time to play with the machine. Because of this, they quarreled even more. The teacher-psychologist asks the children to reconcile the cubs. Each willing child (or in a circle) offers his own solution. Then several of the proposed options are played out by pairs of children who act as stubborn bear cubs. At the end of the game, the children discuss how successful this or that method of reconciliation and conflict resolution was. Quite often, children offer aggressive ways to get out of the current situation, for example: yell at a friend, hit, take away a toy, intimidate. In this case, the educational psychologist should not criticize or evaluate the child’s proposals. On the contrary, it should offer children this option for role-play. In the process of discussing it, they, as a rule, become convinced of the ineffectiveness of this approach to resolving the conflict. You can also invite literary heroes known to them to visit your children. These could be, for example, Malvina and Buratino. Pinocchio put a blot in the notebook and did not want to wash his hands. In this case, the children advise Malvina how to help Pinocchio become obedient.

Building empathy and trust in people

As you know, empathy is a person’s irrational knowledge of the inner world of other people. Empathizing with another, a person experiences feelings identical to those observed. You can develop empathy in children while reading together. You need to discuss what you read with your child and encourage him to express his feelings. In addition, it is very useful to compose fairy tales and stories with your child. The following games can be recommended for developing empathy: “Emotional Dictionary”, “My Good Parrot”, “Centipede” (see appendix).

Working with parents of aggressive children

It is advisable to work with parents of aggressive children with mental retardation in two directions: 1. Information(what is aggression, what are the reasons for its occurrence, how is it dangerous for the child and others). 2. Teaching effective ways to communicate with a child. Parents can obtain the information they need at lectures, consultations and in the “Psychologist’s Corner”. When the mother or father realizes the need for corrective work with the child, the psychologist can begin teaching them effective ways to interact with the child (see diagram).

SCHEME FOR WORKING WITH PARENTS OF AGGRESSIVE CHILDREN

III. INTELLECTUAL DEVELOPMENT

All cognitive activity of a preschool child is related to his practical activities and orientation in the surrounding objective world. In turn, the development of thinking at this age is associated with the child’s practical actions and with his perception of the properties and relationships of objects in the surrounding world. Accordingly, the development of thinking goes in two ways: from visually effective to visually figurative and logical; from perception to visual-figurative thinking, on the one hand, and to logical thinking, on the other. At a certain stage, these development paths merge together, but each of them has its own specifics and plays its own special role in human cognitive activity. Insufficient development of thinking processes in preschoolers, coming both from visual-effective thinking and from perception, may turn out to be irreparable at a later age. By forming in children a holistic perception of objects, their properties and relationships, it is necessary to simultaneously develop ideas that can be recalled in the child’s memory (actualized) even in the absence of the objects themselves. Moreover, the child learns to operate with these images in his imagination, act on the basis of these images, and rely on them in his activities. Thus, the child’s sensory perception is directly related to the formation of his thinking and forms the basis of visual-figurative thinking. The development of perception, in particular the choice of an object according to a model, turns out to be the initial stage of the first forms of generalization, leading children to classification based on the identification of an essential feature. In addition, in the process of perception, ordering and systematization of the properties and relationships of objects occurs, which form the basis of the so-called seriation. All these processes, even in normally developing children, do not form spontaneously. They require the teaching influence of an adult (teacher and parents). To form primary generalizations in middle preschool children, we offer the following game situations:

“...A squirrel, a bunny, a fox and a bear cub came to visit us. Everyone has their own path: the squirrel - , the bunny - , the fox - , the bear - . Build everyone their own path, choosing from a box with geometric shapes: all the balls, all the cubes, all the corners and all the ovals.

For children 4 years old, you can offer another game - “Mushroom picking” (see appendix). To form ideas about the subject as a whole, the educational psychologist offers children the well-known “Cut Pictures” exercise. Problematic children often lack active search. They are indifferent to both the result and the process of solving practical problems, even in situations where the problem is a game one. In order to develop in children the skill of analyzing the conditions of a practical problem and finding ways to solve it, we offer the games “Get the car” and “How to get it?” (see Attachment). A person cannot develop a comprehensive understanding of the world around him without visual, tactile-motor, auditory, olfactory and taste perception. The development of perception is especially important for problem children, since they sometimes do not even make any attempts to examine objects. Their general inertia leads to the fact that even at preschool age they cannot determine the shape and size of an object by touch, or guess a particular aroma by smell. An educational psychologist conducts various games to develop visual, olfactory, gustatory and tactile-motor perception, for example the game “Magic Basin” (see appendix). V.A. Sukhomlinsky said: “The child’s mind is at his fingertips.” Research by physiological scientists has confirmed the connection between intellectual development and finger motor skills. The level of speech development is also directly dependent on the degree of formation of fine hand movements. To determine the level of speech development in children in the first years of life, the following method has been developed: the child is asked to show 1 finger, 2 fingers, 3 fingers. Children who are able to make isolated finger movements are talking children. Children whose finger movements are tense, whose fingers bend and unbend only together and cannot move in isolation, are non-verbal children. Until the movements of the fingers become free, the development of speech and, consequently, thinking cannot be achieved. Training fine movements of the fingers is stimulating for the overall development of the child, especially for the development of speech. Systematic exercises for training finger movements, along with a stimulating effect on speech development, are, according to V.V. Koltsova, “a powerful means of increasing brain performance.” The formation of a child’s verbal speech begins when the movements of the fingers reach sufficient accuracy. The development of finger motor skills prepares the ground for the subsequent formation of speech. Since there is a close relationship between speech and motor activity, if a child has a speech defect, special attention must be paid to training his fingers. Finger games are an important part of a teacher-psychologist’s lesson with children with developmental problems. A description of some finger games is given in the appendix. Among children with mental retardation, many are hyperactive. Their hands are often in constant, sometimes aimless movement. It is useful to teach these children special exercises and games that would direct excess activity in the right direction. In children with mental retardation who are preparing to enter 1st grade, the muscles of the hand, coordination of movements of the fingers, forearms and the shoulder part of the writing hand are not yet sufficiently developed. They are still poorly oriented in space and on a plane, and are confused in distinguishing between the left and right sides of the body, especially in relation to other people. The greatest difficulties in developing this skill occur in left-handed children. The ability to distinguish between left and right sides is an important prerequisite for many types of learning (including preparing the hand for writing). Therefore, in the second half of the school year, children of senior preschool age (6-7 years old) practice this skill (the ability to distinguish between left and right sides) together with a teacher-psychologist. Classes are conducted in the form of various games or trainings (additional 1 lesson per week). To practice differentiating the right and left parts of the body, the following exercises can be recommended.

1. Show your right hand, then your left hand. If the child cannot name the left hand, the educational psychologist names it himself, and the child repeats. 2. Show either your right or your left hand, take a toy (object) in your right or left hand. 3. After clarifying the speech designations of the right and left hands, you can begin to distinguish other parts of the body: right and left legs, eyes, ears.

You can offer more complex tasks: show your right ear with your left hand, show your left leg with your right hand. Having formed the child’s ideas about the right and left sides of the body, you can move on to forming orientation in the surrounding space. The following exercises can be used.

1. “Show me what object is on your right,” or “Show me the book on your left,” or “Put the book on your left.” If it is difficult for a child to complete this task, it should be clarified that the right is closer to the right hand, the left is closer to the left hand. 2. The child is asked to take a book with his right hand and place it near his right hand, take a notebook with his left hand and place it near his left hand. Next ask: “Where is the book - to the right or to the left of the notebook?” 3. The child is asked to put a pencil to the left of the notebook, put a pen to the left of the book, say where the pen is in relation to the book - on the right or left, where the pencil is in relation to the notebook - on the right or left. 4. 3 items are taken. The child is asked to put a book in front of him, a pencil to the left of it, and a pen to the right.

A simple and effective way to prepare your hand for writing is through coloring books. By coloring favorite pictures, the child learns to hold a pencil in his hand and use pressure. This activity trains the small muscles of the hand, making its movements strong and coordinated. It is recommended to use colored pencils rather than felt-tip pens. You can invite your child to copy the drawings they like onto transparent paper. It is very useful to copy ornaments and patterns, since they contain a large number of curved lines, which is a good preparation for the child’s hand to write capital letters. We must not forget about regular exercises with plasticine, clay, and dough. By kneading and sculpting figures with his fingers, the child strengthens and develops the small muscles of the fingers. Another interesting way to develop fingers is pinching. Children pinch off pieces from a sheet of paper with their fingertips and create a kind of applique. Self-massage of the hands is one of the types of passive gymnastics. It has a general strengthening effect on the muscular system, increases tone, elasticity and contractility of muscles. Under the influence of massage, impulses arise in the receptors of the skin and muscles, which, reaching the cerebral cortex, have a tonic effect on the central nervous system. As a result of this, its regulatory role in relation to all systems and organs increases. There are the following self-massage techniques: stroking; trituration; kneading; squeezing; active and passage movements. The appendix provides a set of exercises for the hands, palms and fingers.

IV. DEVELOPMENT AND IMPROVEMENT OF THE MOTOR SPHERE

The child develops in movement. His psychophysical development largely depends on satisfying the child’s natural need for movement. Optimal motor and emotional stress creates favorable conditions for the normal functioning of all systems and functions of the body. Lack or excess of physical activity negatively affects the child’s health (especially if the child’s body already has some kind of pathology). The correctional tasks that a physical education instructor sets for himself in the context of joint correctional work with other specialists should be focused not only on the motor development of children, but also on their general and speech development, the formation of the psyche, and intelligence. In physical education classes, correction of the psychomotor sphere is carried out using the following exercises: 1) kinesiological; 2) imitation; 3) dance and movement; 4) relaxation and breathing. Thus, kinesiological exercises stimulate the development of intellectual and thinking processes. Research by scientists has proven the influence of hand movements on the development of functions of higher nervous activity and speech. Therefore, developmental work should be directed from movement to thinking, and not vice versa. Kinesiological exercises, improving fine motor skills of the hands, develop interhemispheric interaction, which is the basis for the development of intelligence. Imitative movements contribute to the formation in children of ideas about the means of motor expression, help to enter an imaginary situation, see and understand the image of another (a new image of “I”), and conduct motor dialogue through the language of gestures, facial expressions, and poses. Initially, the child receives almost all information about the world around him through bodily sensations, therefore, in different parts of the body there are zones that “remember” for life the positive and negative imprints of the child’s communication with the world. The fewer negative marks and muscle tension on the child’s body, the better he feels. That is why dance and movement exercises that develop plasticity, flexibility, lightness of the body, relieve muscle tension, promote play initiative, stimulate motor and emotional self-expression, effectively solve the problem of relieving psycho-emotional tension. Relaxation exercises, being part of the general correctional work, also relieve the excessive muscular and emotional tension characteristic of children and have a calming effect, and this, in turn, is the main condition for the formation of natural speech and correct body movements. In physical education classes, we teach muscle relaxation in contrast to tension, since children need to be made to feel that muscle tension can be voluntarily replaced by pleasant relaxation. In this case, the tension should be short-term, and the relaxation should be long-lasting. Through breathing exercises we form correct speech breathing in children. It is necessary to teach children to breathe through their nose naturally and without delay, while paying special attention to the moment of exhalation (it should be smooth and long), to teach them to restore the rhythm of breathing after a motor exercise. In order to teach a child with developmental problems to perform these special exercises correctly and to his benefit, it is necessary to repeatedly show the child how to perform the exercises. Children's attention span is limited, so you need to set only one task for the child. If the task is too much for him, then any desire to study can be discouraged. In the structure of a physical education lesson, special exercises can be included in one of its parts or constitute its main content. In the introductory part of the lesson, game exercises are used to develop motor memory, coordination of movements, attention related to words and music. At the beginning of the lesson, it is necessary to form in children an emotionally positive attitude towards physical activity. The main part of the lesson uses general developmental exercises of an imitative nature, exercises for the development of fine motor skills of the hands using objects for manipulation (small balls, cubes, cords, gymnastic sticks, etc.), outdoor games of varying intensity using speech material, where predominant verbal vocabulary. The final part of the lesson includes dance-movement, rhythmic, relaxation, and breathing exercises. A group of children with mental retardation is given a lesson once a week consisting only of kinesiological exercises. Children study in subgroups (4-5 people), which are formed according to age. The duration of the lesson is 15-20 minutes. The purpose of developing kinesiological exercises is: 1) development of interhemispheric interaction; 2) synchronization of the hemispheres; 3) development of fine motor skills; 4) development of abilities; 5) development of memory, attention, speech; 6) development of thinking. In the structure of physical education classes based on kinesiological exercises, three parts can be distinguished: introductory, main, and final. The introductory part is aimed at activating children's attention and gradually preparing the body to perform more complex exercises (duration 2-3 minutes). This part consists of various types of walking, including corrective (for posture, strengthening the foot), imitation, with recitative; of simple game exercises for attention and coordination of movements. The main part solves program problems for the development of basic movements (duration 12-15 minutes). The final part provides a gradual transition from increased physical activity to its decrease (1-2 minutes). Musical accompaniment is required during the lesson, which creates a favorable emotional mood and additionally concentrates the children’s attention. A teacher in a physical education lesson must adhere to certain rules of interaction with children (“not to notice” if the child does something incorrectly at first, paying attention to what he does; rejoice with him in every success; tell others about his achievements in front of the child) . The teacher thus creates an atmosphere of trust and cooperation in the classroom, which is the basis for achieving a positive result in correctional and developmental activities. Below we present, as an example, outline plans for three lessons.

LESSON PLANS

CORRECTION OF THE EMOTIONAL SPHERE OF CHILDREN OF SENIOR PRESCHOOL AGE

Goals Teaching children with developmental problems techniques of self-regulation, the ability to control their body and control their emotions. Removing muscle tension.

Equipment A hoop, three benches, a rope with a toy monkey, pencils, paints, paper, scarves, a blanket.

PROGRESS OF THE CLASS

Children sit on the carpet in a circle. Educational psychologist.Guys, do you like to travel? I knew it. Now we will go to a mysterious island. The rug you are sitting on is not simple, but magical. Sit with your legs extended in front, hold your hands and close your eyes. (Music plays.) Imagine that we are rising up into the clouds, even higher, higher than the clouds, flying, the carpet swaying. Hold your hands tighter. We all breathe easily, evenly, deeply. Deep breath, long exhale. It's good for us to fly holding hands. But now the carpet goes lower, lower. Open your eyes, we are on a mysterious island. How did you feel when you were flying?(Children's answers.) Educational psychologist. Did you feel good holding each other's hands? Let's go around the island and look around it. This place is unfamiliar, so you have to go and listen to every sound. (What sounds did you hear?) Everything seems calm and safe. We can play. We jump from bump to bump. We climb through the hoop. We reach the ears of an imaginary giraffe. Well done! Look how many flowers there are! They sleep at night and bloom during the day. Let's imagine that we are flowers. Sitting down on the floor, we clasp our knees with our hands - the flowers are sleeping. They wake up - we shake our hands. The sun disappeared - the flowers fell asleep again. We woke up happy, fell asleep sad. We woke up again. A cobra lives on the island. She is kind. Let's imagine that we, like her, are basking in the sun (lie on the floor on our stomachs, hands under our chin). The cobra woke up - we rise to our hands, then to our knees, looking forward. And there is also a boa constrictor. Do you know him? He curls up into a ball (lie on his back, hug his legs), and then rocks on his back and stands up. Bunnies also live here. One of them is afraid of everyone. Show him shaking with fear. The other is a brave hare. "I'm not afraid of anyone!" - stand up and say it boldly.(Children complete the task.) Educational psychologist.Now let's play. Let's blindfold ourselves and go towards each other. Let's say peek-a-boo. Having met, we hug. Now let's lie in the hammock(the teacher-psychologist is helped by the teacher; together with him, the teacher-psychologist rocks the child on the blanket). There's a storm(the hammock sways a lot). You have to lie down and say loudly: “I am brave”. (The rest of the children stomp their feet - create a storm.)

Children, remember when you once said that you were afraid of the dark, scary animals, and riding on swings? Here, on the island, you have become so brave and strong! Now I will turn off the music, and you will remember what you were afraid of before. Draw it all out. When I clap my hands, everything will become different: fear will disappear, you will feel strength, kindness.

(Music plays - children draw; there is a clap - they tear up their drawing.)

Educational psychologist. You know, there is a waterfall on the island. He's also magical. The water in it is warm. If you put your hands in it, swim in it, the water will wash away all the bad things, all the grievances. You will become joyful, everything sad and bad will go away.(Music sounds.) Let's go to the waterfall and stand under its warm streams. Water washes away all sorrows, disappointments, resentments, quarrels. Everyone is in a cheerful, joyful mood. Let's smile and go to the group with this mood.

CORRECTION OF THE INTELLECTUAL SPHERE OF CHILDREN OF MIDDLE PRESCHOOL AGE

Goals Forming in children the ability to make primary generalizations and present the subject as a whole. Formation of positive personality traits (empathy, kindness).

Equipment Soft toys: parrot, squirrel, hare, fox and mouse; box with geometric figures; cut-out pictures (depicting these toys); fishing line; mushroom buttons; bags with buckwheat, millet, rice.

PROGRESS OF THE CLASS

Children sit on chairs in a circle. Educational psychologist. Children, guests promised to come to us today. Here is the first guest - Kesha the parrot. He wants to meet you and play. What do you think we can do to make him like it with us, so that he wants to come to us again? The children answer. Then the educational psychologist carefully hands the toy to the child sitting next to him and asks him to press it to himself, stroke it, say something affectionate and pass it to another child. Educational psychologist. A squirrel, a hare, a fox and a bear also came to visit us. Let's treat them to something tasty. You, Tanya and Sasha, collect mushrooms on a string (we will dry them for the squirrel). You, Antosha and Misha, put 10 grains of millet and rice each for the parrot Kesha, and you, Seryozha, put 10 grains of buckwheat in a plate for the mouse.(Children complete the task.) Educational psychologist. Well, now our guests are full and want to play with us. There are boxes with geometric figures on your table. To prevent the animals from getting lost in the forest, each one has its own path. The squirrel has a circle, the hare has a square, the fox has a triangle, the mouse has an oval. Build your own path for each guest by choosing figures from the box(on the teacher-psychologist’s table there are toys, next to each there is a corresponding geometric figure). (Children complete the task.) Educational psychologist.Now put the figures in the box. Now sit on the edge of the chair, lean against the back, put your hands on your knees, and close your eyes. Imagine a warm wonderful day(music sounds). There is a bright blue sky above you. Soft rays of the sun and a warm gentle breeze kiss your eyes and cheeks. A gray cloud flies across the sky. We will place all our grievances, sorrows and disappointments on it. We will always be joyful, kind and strong. Now open your eyes and smile at each other. I love you very much!

CORRECTION OF THE MOTOR SPHERE OF MIDDLE PRESCHOOL CHILDREN

Goals Strengthening the ability to roll a ball in order to hit a moving object. Strengthening the muscles of the fingers and hands. Development of the eye and coordination of movements. Teaching proper breathing. Formation of the correct assessment.

Equipment Small balls according to the number of children; 5-6 large balls; hat-masks depicting sea creatures.

PROGRESS OF THE CLASS

Introductory part “Whistle all up!” Children enter the hall in a column one at a time. Forming in a line, alignment, checking posture. Instructor. All children are sailors on the patrol ship "Sea Hunter" and must take part in maritime exercises. You will train your strength, agility, endurance, and in moments of rest you will have fun and play interesting games. The exercise begins with a “test of organization and discipline.” Children perform different types of walking: normal, with side steps, hands on the belt (“compacting the sand”); cross step, backwards forward (“we’re confusing our tracks”). Next, they perform a run with overcoming obstacles - on narrow boards (15 cm wide), with jumping over “grooves” 40-50 cm wide (“crash on a ship”); normal walking with smooth arm movements (“big waves”); running like a snake (“passing through a labyrinth”); normal walking.

Game "Stop, clap, one" The game develops attention and coordination. The children follow each other. At the “Stop” signal everyone stops, at the “Clap” signal they jump, and at the “One” signal they turn around and go in the opposite direction. Repeated three times.

MAIN PART“Testing of special knowledge, abilities, skills”

A set of kinesiological exercises Children line up in one line. Divers Starting position: legs apart, arms down. Holding your breath. Take a deep breath and hold your breath for as long as possible, 3-4 times. Tree Starting position: sitting in a tucked position (squatting, hands clasped around knees, head lowered). Imagine that you are a seed that gradually germinates and turns into a tree. Slowly stand on your feet, straighten your torso, stretch your arms up. Tense your body, imitating a tree. Performed 3 times. Inside Outside Starting position: lying on your back. Close your eyes and listen to the sounds around you (the noise of traffic outside the window, the creaking of a door, the breathing of others, etc.), then turn your attention to your body and listen to it (your own breathing, heartbeat, sense of body posture). Performed 3 times. Our ears hear everything Children do self-massage of the ears. To be friends with balls, we need to develop our fingers Starting position: legs apart, small ball in hands in front of chest. Simultaneous and alternate squeezing and unclenching of the ball with the fingers; rolling the ball between the palms; squeezing the ball with your fingertips; rotation of the hands with the ball. Each movement is performed 4-5 times. Bike The exercise is performed in pairs. Starting position: stand opposite each other, touch your partner’s palms with your palms. Perform movements similar to those performed by the legs when riding a bicycle, with tension. 8 movements + pause. Performed 3 times. Kitty Starting position: standing on all fours. Imitate a cat stretching: as you inhale, arch your back, raising your head up; as you exhale, arch your back, lowering your head. Performed 6-8 times. Jumping on the command of the leader 4 jumps forward + 4 jumps back + 4 to the right + 4 to the left + pause (sea roll - roll from heel to toe). Performed 2 times. The waves hiss Starting position: standing on your heels, arms down. Standing on your toes, smoothly raise your arms forward and up (inhale); As you exhale through your mouth with the sound “sh-sh-sh”, smoothly lower your arms and return to the starting position. Performed 3–4 times. Game exercise “Sea battle” After training, the sailors will have to get into a “torpedo”; The adult quickly rolls large balls along the wall, and the children roll their balls across, trying to hit the “torpedoes.” Who is the most accurate? Performed 3–4 times.

FINAL PART

The sailors coped well with the tasks and are invited to visit the king of the sea for a water carnival. Everyone turns into fish, starfish, mermaids, crabs, seahorses... Smooth music sounds - sea creatures, dancing, begin their carnival. The sea king (leader) praises the dancers he likes. At the end of the lesson, depending on the condition of the children, you can do a relaxation exercise. Starting position: lying on your back, legs apart, arms to the sides, jellyfish pose. Children relax their arms and shake their legs. The presenter says at this time:

I'm lying on my back, like a jellyfish on the water. I relax my hands and lower them into the water. I’ll shake my legs and relieve the fatigue.

The children leave the hall to calm music.

APPLICATION

GAMES AND EXERCISES USED IN THE PROGRAM

Game "Homeless Hare" Promotes the development of reactions and non-verbal interaction skills with children. The game is played by 3 to 6 people. Each player, a hare, draws a circle with a diameter of approximately 50 cm around himself in chalk. The distance between the circles is 1–2 meters. One of the hares is homeless. He drives. The hares must, unnoticed by him (with glances, gestures), agree on a “housing exchange” and run from house to house. The driver’s task is to occupy the house, which is left for a moment without an owner, during this exchange. Anyone who is left homeless becomes a driver.

Game "In the Far Far Away Kingdom" Promotes the formation of a sense of empathy and the establishment of mutual understanding between an adult and a child. An adult and a child (mother and child, teacher (teacher) and child, etc.), after reading a fairy tale, draw it on a large sheet of paper, depicting heroes and memorable events. Then the adult asks the child to mark in the drawing where he (the child) would like to be. The child accompanies the drawing with a description of his adventures “in a fairy tale.” An adult, while drawing, asks him questions: “What would you answer to the hero of a fairy tale if he asked you about this?..”, “What would you do in the hero’s place?”, “What would you feel?” , if the hero of a fairy tale appeared here?

Game “My triangular cap” Helps to learn to concentrate, promotes the child’s awareness of his body, teaches him to control his movements and control his behavior. The players sit in a circle. Everyone takes turns, starting with the leader, and says one word from the phrase: “My cap is triangular, my cap is triangular. And if it’s not triangular, then it’s not my cap.” The phrase is repeated for the second round, but the children who get to say the word “cap” replace it with a gesture (for example, two light claps on their head with their palm). In the next circle, two words are replaced: “cap” and “mine” (point to yourself). In each subsequent circle, the players say one less word and show one more. At the end of the game, children depict the entire phrase with gestures. If this is difficult, the phrase can be shortened.

Game "Little Bird" Develops muscle control. A fluffy, soft, fragile toy bird (or other animal) is placed in the child's palms. An adult says: “A bird has flown to you, it is so small, tender, defenseless. She is so afraid of the kite! Hold her, talk to her, calm her down.” The child takes the bird in his hands, holds it, strokes it, says kind words, calming it down. Together with the bird he calms down himself. In the future, you can not put the bird in the child’s palms, but simply remind him: “Do you remember how to calm the bird? Calm her down again." Then the child sits down on the chair, folds his hands and calms down.

Game "Emotional Dictionary" Develops the emotional sphere of the child. A set of cards are laid out in front of the children, which depict the faces of people experiencing various emotions (5-6 cards). The child is asked to answer the question: “What emotions do these people experience?” After this, the child is asked to remember whether he himself was in such states. How did he feel while in this or that state? Would he like to return to this state again? Could a given facial expression reflect a different state of a person? The presenter invites the child to draw some emotions. The adult writes down all the examples from life given by the children on a piece of paper. After 2-3 weeks, the game can be repeated, and you can compare those conditions of the child that he had a long time ago and those that arose recently. You can ask him to answer the questions: “Which conditions have you had more over the past 2-3 weeks - negative or positive? What can you do to experience as many positive emotions as possible?”

Game "My Good Parrot" Promotes the development of a sense of empathy and the ability to work in a group. Children stand in a circle. Then the adult says: “Guys! A parrot came to visit us. He wants to meet us and play. What do you think we can do to make him like it with us, so that he wants to fly to us again?” Children suggest: “Talk to him kindly,” “Teach him to play,” etc. An adult carefully hands a plush parrot (bear, bunny) to one of the children. Having received the toy, the child must press it to himself, stroke it, say something pleasant, call it by an affectionate name and pass the parrot to another child. The game is best played at a slow pace.

Game "Centipede" Teaches children to interact with peers, promotes unity of the children's team. Children (5-10 people) stand one after another, holding the waist of the person in front. At the command of the leader, the “centipede” first begins to simply move forward, then crouches, jumps on one leg, crawls between obstacles (these can be chairs, building blocks, etc.) and performs other tasks. The main task of the players is not to break the single chain and to keep the “centipede” intact.

Game "Wonderful bag" Develops kinesthetic sensations, teaches the perception of color, shape, and the ability to cooperate with an adult. A “magic bag” is placed on the child’s left hand, in which there are geometric figures made of thick colored cardboard (plastic, wood). The bag should be slightly larger than your palm (an elastic band is sewn along the edge of the hole; it is better to sew the bag itself from bright multi-colored scraps). By touch, the child selects a certain geometric figure with his left hand, according to the instructions of the adult, and with his right hand he draws its contours on paper. Then the figurine is removed from the bag. The child compares it with the drawing and paints it with the same color as the original. It is advisable that the child, while working, pronounce out loud the name of the figure, color and name the actions that he performs. It is better to play the game in the following sequence: first, the bag should contain objects of only one shape (for example, only triangles), then two shapes, three shapes, four shapes, etc. Every time (except for the first option), the child is given the following instruction: “Choose an object as I will show you.” Or a more complex option: “Draw an object that you hold in your left hand in a bag.” In the latter case, there is no model; the child acts only according to verbal instructions.

Game "Conversation with the body" Teaches the child to control his body. The child lies down on the floor - on a large sheet of paper or a piece of wallpaper. An adult traces the contours of the child's figure with a pencil. Then, together with the child, he examines the silhouette and says: “This is your silhouette. Do you want us to color it? What color would you like to paint your arms, legs, torso? Do you think your body helps you in certain situations, such as when you are fleeing danger? What parts of your body help you the most? Are there situations when your body lets you down and doesn’t listen? What do you do in this case? How can you teach your body to be more obedient? Let’s agree that you and your body will try to understand each other better.”

Game "Athletes" Develops coordination of movements, teaches the child the skills of working with operational cards. The adult explains to the child that now they will play sportsmen together. Athletes must perform various exercises, for example: raising their arms up and down, jumping on one or two legs, clapping their hands above their heads.

In order not to forget which exercise should be performed and how, before starting the game you need to prepare diagrams (operational cards). An adult and a child together draw a diagram for one of the exercises, for example: After 2-3 diagrams have been prepared (or 4-5, depending on the child’s capabilities), the adult places one of them in front of the child and asks him to do what is shown on it. . After the child learns to “read” the diagram (and this may take several lessons), the adult invites him to master the second diagram. Then the child is asked to complete the sequence of the first and second exercises, etc.

Game "Ride the doll" Helps relieve muscle tension in the arms and increase the child's confidence. The child is given a small doll or other toy and told that the doll is afraid to ride on the swing. Our task is to teach her to be brave. First, the child, imitating the movement of a swing, slightly shakes his hand, gradually increasing the amplitude of movements (movements can be in different directions). Then the adult asks the child if the doll has become brave. If not, then you need to tell her what she must do to overcome her fear. The game can be repeated several times.

Puzzle game Develops the child's communication abilities. First, the child is asked to assemble one or more puzzles (“Tangram”, “Pythagorean Square”, “Fold the Square”, etc.) Then one piece is quietly removed from the box. A child puts together a familiar puzzle and suddenly discovers that one piece is missing. He turns to an adult for help. If the child is not yet ready for this kind of communication, an adult can help him: “I have this part. If you need it, you can ask and I will give it to you.” The acquired skill is consolidated gradually, with each repetition of this game, and then transferred to other types of activities.

Game "Mushroom Picking" Teaches how to select objects according to a pattern. For this game you need mushrooms with multi-colored caps (red, yellow, white, brown), and baskets for collecting mushrooms. Children sit in a circle, the teacher-psychologist lays mushrooms of two colors (for example, yellow and red) on the floor, takes two baskets and puts a mushroom with a red cap in one of them, and a yellow one in the other. Then he gives the baskets to two children (one basket each) and asks them to collect the same mushrooms in them. Children collect, and others watch their actions. Then the players show what they have collected in the basket, and the result is summarized in the words: “All red”, “All yellow”.

Game "Get the car" Teaches you to understand the conditions of a practical problem and look for solutions in the environment. For this game you need a winding machine and a stick. The teacher-psychologist starts the car, and it seems to accidentally slide under the cabinet so that the child cannot reach it with his hand. The teacher-psychologist asks the child to take out the car and play with it. The child must solve a practical problem: use for this purpose a stick that is not in his field of vision (the stick lies on the windowsill). If a child tries to do this with his hand, there is no need to stop him. Let him be convinced that this is impossible. Then the educational psychologist says: “Let’s look for something that will help you.” If necessary, you need to point to the stick. At the end of the game, you can remind the child: “You must always look for some object that will help you get the toy.”

Game "How to get it?" Teaches how to solve problems in a figurative way. For this game you need a picture depicting a glass jar containing carrots, pictures depicting implements (forks, nets, sticks, spoons). The teacher-psychologist lays out all the pictures in front of the child, asks them to look at them carefully and tell him how to get a carrot for the bunny. The child must choose a picture depicting a suitable tool. In case of difficulty, you can create a real situation and check the properties of the selected weapon.

Game "Magic Basin" Develops olfactory and gustatory perception. Children sit in a circle. The educational psychologist says: “Imagine that in front of each of you there is a small basin on the floor. It is not simple, but magical: whatever we want will appear in the basin. Let's assume that there is honey in the basin. Remember how golden, transparent, tasty, sweet it is. Slightly tilt the basin towards you: is the honey liquid or thick? Look. See how it slowly drains? Imagine the smell of flowers, blooming trees. Do you remember the smell of honey? Dip your finger into your magic basin and take a little honey. Do you see how it flows slowly, in a heavy stream down your finger? Do you want to try it? Try it." At the request of children, “magic basins” can be filled with any objects: living and inanimate, real and fabulous.

Game "Mystery bags" Develops olfactory perception. Children sit in a circle. The teacher-psychologist offers children 4 bags containing: a bar of soap, a head of garlic, mint leaves and dried strawberries. The task for the children is to guess whose scent is hidden in the bag.

Game "Flower Shop" Develops olfactory and visual-figurative perception. The teacher-psychologist asks the children to imagine that their room has turned into a flower shop, asks them to walk around it, mentally arranging various flowers (roses, lilacs, chrysanthemums) and remembering their location. The task is to collect a bouquet for mom and describe it. When talking about each flower, remember its color and smell. To make this task more effective, children are advised to visit the flower shop in advance.

Game "Fingers of Recognition" Develops tactile and visual perception. 2-3 objects, different in shape and size, are placed on the table. The child explores objects by running his finger over them. At the same time, he either looks at these objects or turns away from them. At the moment when the child turns away, he should recognize this or that object by touch. You can complicate the task by asking the child to find out who approached him with his eyes closed (using his fingers).

Game "Goat" The inner side of the palm is down. The index finger and little finger are placed forward and move in different directions. The middle and ring fingers are pressed to the palm and clasped around the thumb (Fig. 1)

A horned goat is following the little guys.

Game "Wasps" Extend your middle finger, hold it between your index and ring fingers, and move them in different directions (Fig. 2).

Wasps love sweets and fly to sweets. And the wasps will bite if they want.

Game "Crab" Palms down, fingers crossed and down. Thumbs pointing towards you. Move your palms on your fingers in one direction, then in the other (Fig. 3).

The crab crawls along the bottom with its claw outstretched. Rice. 3

Game "My Family" Alternately bend your fingers to your palm, starting with the thumb, and with the words “Here comes the whole family,” grab the bent fingers with your second hand (Fig. 4).

Here is grandpa, here is grandma, here is daddy, here is mommy, here is my baby, and here is the whole family.

Game "Press your finger" There are two players in the game. The players interlock the bent fingers of their right hands, forming a small “platform”. At a certain signal, for example: “Start!”, one of the participants puts his thumb on the “platform”, and the second participant must catch it from above with his thumb. Then the participants change roles (Fig. 5).

Game "Propeller" The player places a pencil between straight fingers: index, middle and ring. At the signal “Start!” the pencil is passed from finger to finger, and you cannot help with your thumb (Fig. 6). The winner is the one whose propeller spins faster and “does not break,” that is, whose pencil does not fall.

Exercises for the hands, palms and fingers 1. Place the pads of the four fingers of your right hand at the bases of the fingers of your left hand on the back of the palm. Using dotted movements, move the skin 1 cm back and forth, gradually moving towards the wrist joint (dotted movement). Do the same for the other hand. 2. Place the hand and forearm of your left hand on the table. Using the edge of the palm of your right hand, imitate sawing in all directions on the back of your left palm (straight-line movement). Do the same for the other hand. 3. Place the hand and forearm of your left hand on the table. With your right hand, massage the back of your left hand. Do the same for your right hand. 4. Move the knuckles of your right hand clenched into a fist up and down the palm of your left hand (straight-line movement). Do the same for your right hand. 5. Using the phalanges of your fingers clenched into a fist, make movements according to the “gimlet” principle in the palm of the hand being massaged. Switch hands. 6. Self-massage of fingers. Place the hand and forearm of your left hand on the table. With the bent index and middle fingers of your right hand, make grasping movements on the fingers of your left hand (straight-line movement). Do the same for your right hand. 7. Make movements as when rubbing frozen hands. 8. Place the pad of the thumb of your right hand on the back of the massaged phalanx of the finger of your left hand. The remaining four fingers of the right hand enclose and support the finger below. Massage with spiral movements. Do the same for your right hand.

Exercise “Swimming in the clouds” Promotes relaxation and development of imagination. The psychologist gives the children the following instructions: Children, lie down on the floor and find a comfortable position. Close your eyes. Breathe lightly and slowly. Imagine that you are in nature, in a beautiful place. Warm, quiet day. You are pleased and you feel good. You are absolutely calm. You lie down and look up at the clouds - big, white, fluffy clouds in a beautiful blue sky. Breathe freely. As you inhale, you begin to gently rise above the ground. With each breath you slowly and smoothly rise towards a large fluffy cloud. You rise even higher to the very top of the cloud and gently sink into it. You are now on top of a big fluffy cloud. You are sailing with him. Your arms and legs are spread freely to the sides, you are too lazy to move. You are resting. The cloud slowly begins to descend lower and lower with you until it reaches the ground. Finally, you stretched out safely on the ground, and your cloud returned to its home in the sky. It smiles at you, you smile at it. You are in a great mood. Save it for the whole day.

Sania ARYUKOVA, educational psychologist, Lilia PUSHKINSKAYA, physical education instructor, preschool educational institution No. 122, Astrakhan

The adapted general education program (hereinafter referred to as AEP) for children with mental retardation (hereinafter referred to as DPR) is a program document for children with disabilities (hereinafter referred to as HIA) attending the children's home of the State Budgetary Educational Institution "School No. 1387", for whom, in accordance with the established procedure, according to the conclusion of the Center for Medical Education, training and education according to an adapted basic educational program for children with mental retardation.

AOP was compiled in accordance with regulatory and instructional documents:

• Federal Law “On Education in the Russian Federation” dated December 29, 2012. No. 273;
• Federal Law “On social protection of disabled people in the Russian Federation” dated November 24, 1995. No. 181-FZ (latest edition);
• “Declaration of the Rights of the Child”;
• Order of the Ministry of Education and Science of the Russian Federation “On approval of the Procedure for organizing and implementing educational activities in basic general education programs - educational programs of preschool education” dated August 30, 2013. No. 1014;
• SanPiN 2.4.1.3049-13 dated July 30, 2013

AOP is an educational program adapted for teaching children with disabilities, taking into account the characteristics of their psychophysical development, individual capabilities, providing correction of developmental disorders and social adaptation.
A child with disabilities is an individual who has deficiencies in physical and (or) psychological development, confirmed by a psychological, medical and pedagogical commission, and which prevent them from receiving education without the creation of special conditions.
Mental retardation is a violation of the normal pace of mental development, in which certain mental functions (memory, attention, thinking, emotional-volitional sphere) lag behind in their development the accepted psychological norms for a given age.
According to the etiopathogenetic principle (classification by K.S. Lebedinskaya), the following types of mental retardation are distinguished:

• ZPR of constitutional origin. The emotional-volitional sphere of the child is at an earlier stage of development, in many ways reminiscent of the normal structure of the emotional makeup of younger children.
• ZPR of somatogenic origin. This type of mental retardation is due to the influence of various severe somatic conditions suffered at an early age (surgeries with anesthesia, heart disease, low mobility, asthenic conditions).
• ZPR of psychogenic origin. This type of disorder is associated with unfavorable upbringing conditions that arose early and lasted for a long time. ZPR of this type occurs in three main cases:
• Insufficient care;
• Overprotection;
• Authoritarian education.
• ZPR of cerebral-organic origin. This is the most common option, which can manifest itself in mental instability or inhibition.

The relevance of AOP for children with mental retardation is due to the need to build a system of correctional and developmental work in preschool groups of the State Budgetary Educational Institution “School No. 1387” in the conditions of inclusive education. AOP assumes full interaction and continuity of all specialists of a preschool educational institution and parents (legal representatives) of preschool children. The complexity of pedagogical influence is aimed at leveling and harmonizing the psychophysical development of children in accordance with the Federal State Educational Standard.

The purpose and objectives of psychological and pedagogical support

The purpose of psychological and pedagogical support: achievement by a child with disabilities of the planned results of mastering an adapted basic educational program for children with mental retardation in accordance with individual cognitive needs and capabilities.

Objectives of psychological and pedagogical support:

• creation of special conditions for children with mental retardation for educational activities, comprehensive and timely mental development;
• ensuring the protection and promotion of child health;
• correction (correction or weakening) of negative development trends;
• prevention (prevention) of secondary developmental disorders and learning difficulties at the initial stage;
• advisory and methodological assistance to parents (legal representatives) of a child with mental retardation.

The unity of these areas will ensure the effectiveness of correctional and developmental education and preparation for school of children with mental retardation.

Planned achievements

The planned results of the development of AOP are provided for in a number of targets. Educational targets for older children with mental retardation are expressed in social-normative age characteristics of the child’s possible knowledge, skills and abilities by the end of the senior group.

The flexibility and plasticity of the psychophysiology of a preschool child makes it possible to successfully correct developmental deficits and achieve the desired results. At the same time, the optional level of preschool education in the Russian Federation does not allow requiring specific educational achievements from a preschool child. That is why the results of mastering the educational program are expressed in the form of targets, which are not the basis for an objective assessment of the level of development of children in accordance with the established requirements of educational activities. These requirements are guidelines for studying the characteristics of children’s education, solving the problems of forming an AEP and interacting with the families of pupils.

The program's targets serve as the basis for the continuity of preschool and primary general education.

Targets for the development of AOP by a child with mental retardation by the end of the preparatory group:

Speech development:

− learns the meanings of new words based on knowledge about objects and phenomena of the surrounding world;

− understands various forms of inflection;

− understands prepositional-case constructions with simple prepositions, diminutive suffixes of nouns, differentiates singular and plural forms of verbs, verbs with prefixes;

− understands the meaning of individual sentences, understands coherent speech well;

− differentiates oppositional sounds that are not mixed in pronunciation;

− correctly uses nouns in the nominative case singular and plural, agrees adjectives with singular nouns;

− uses prepositional-case constructions; agrees the numerals 2 and 5 with nouns;

− forms nouns with diminutive suffixes;

− retells a short text based on pictures without the help of an adult;

− pronounces sounds correctly (in accordance with ontogenesis);

− repeats syllables with oppositional sounds, uses basic types of intonation, tempo and rhythm of speech, normal pausing.

Social and communicative development:

− possesses basic skills of productive activity, demonstrates independence in play, communication, construction, etc.;

− chooses an activity, participants for joint activities, selectively and consistently interacts with children;

− participates in the collective creation of ideas in games and in classes;

− able to accurately convey a message to the interlocutor;

− tries to regulate his behavior in accordance with learned norms and rules, knows how to cooperate during the game, participates in mutual assistance and mutual support;

− uses in games the knowledge gained in classes during educational activities, from books, cartoons, communication with adults, etc.;

− strives for independence, shows relative independence from adults.

Cognitive development:

− ideas about the shape, size, spatial relationships of structural elements have been formed, and can express them in speech;

− is able to generalize subjects and objects into conceptual groups;

- can show the named actions in the proposed pictures;

− names the proposed objects and their parts from the pictures;

− uses all types of verbal regulation in the process of productive activity: verbal report, verbal accompaniment and verbal activity planning;

− recreates a complete image of an object from cut-out subject and plot pictures, prefabricated toys, illustrated cubes and puzzles;

− knows basic mathematical concepts: quantity within ten;

− determines the spatial arrangement of objects relative to oneself (in front, behind, next to me, above me, below me), geometric shapes and bodies;

− determines the seasons and parts of the day;

− uses mathematical terms in speech denoting size, shape, quantity. Names all properties inherent in objects, as well as properties not inherent in objects, using the particle “not”;

− knows how to construct from various materials with the help of an adult;

− creates subject and plot compositions from building materials according to a sample, diagram, theme, conditions (eight to ten details).

Artistic and aesthetic development:

− strives to use various means and materials in the process of visual activity;

− has cutting skills;

− knows basic colors and their shades, mixes and obtains tint colors of paints;

− has a basic understanding of the types of art in accordance with the educational program;

− responds emotionally to fiction and folklore, empathizes with the characters of literary works, understands the content;

− shows interest in works of folk, classical and modern music, and musical instruments;

− emotionally perceives music, identifies parts of a musical work by tempo, recognizes the work by individual fragments, distinguishes sounds by pitch, distinguishes musical instruments by sound;

− while singing, pronounces all the words, starts and ends the song in a timely manner;

− improvises a melody to a given text, composes a melody of a different nature;

− conveys the character of music through movement, performs simple changes.

Physical development:

− performs basic types of movements and exercises according to verbal instructions from adults;

− performs coordinated movements, as well as opposite and multidirectional movements;

− performs different types of running;

− maintains a given pace (fast, medium, slow) while walking;

− carries out elementary motor and verbal planning of actions during sports exercises;

− knows and obeys the rules of outdoor games, relay races, games with elements of sports;

− knows the basic norms and rules of a healthy lifestyle (in nutrition, physical activity, in the formation of healthy habits).

Bibliography

Normative base:

1. Constitution of the Russian Federation;
2. Federal Law “On Education in the Russian Federation” dated December 29, 2012 No. 273;
3. Federal Law “On social protection of disabled people in the Russian Federation” dated November 24, 1995 No. 181-FZ (latest edition);
4. “World Declaration on the Survival, Protection and Development of Children”;
5. “UN Convention on the Rights of the Child”;
6. “Declaration of the Rights of the Child”;
7. Order of the Ministry of Education and Science of the Russian Federation “On approval of the Procedure for organizing and implementing educational activities in basic general education programs - educational programs of preschool education” dated August 30, 2013 No. 1014;
8. Federal State Educational Standard for Preschool Education;
9. SanPiN 2.4.1.3049-13 dated July 30, 2013

Methodological literature:

1. Adapted approximate basic educational program for preschool children with severe speech impairments (edited by Prof. L.V. Lopatina)
2. Current problems in diagnosing mental retardation in children/Ed. K.S. Lebedinskaya. M. 1982
3. Azova E.A., Chernova O.O. Home speech therapy notebook for children 5-7 years old. Learning sounds. – M. Sfera, 2010
4. Bardysheva T.Yu. Notes of speech therapy classes in kindergarten for children with special needs. - M.: Scriptorium 2003, 2015
5. Bezrukova O.A., Kalenkova O.N., Methodology for determining the level of speech development of preschool children. – M.: Russian Rech, 2010
6. Boykov D.I., Boykova S.V. Let's learn to be friends. We develop communication skills in children 5-7 years old
7. Boryakova N.Yu., Soboleva A.V., Tkacheva A.V. Workshop on the development of mental activity in preschool children. M. "Gnome-Press", 1999
8. Childhood: Development and education program in kindergarten / Ed. T.I. Babaeva, A.G. Gogoberidze, O.V. Solntseva and others - St. Petersburg: LLC PUBLISHING HOUSE "CHILDHOOD-PRESS", 2014
9. Diagnosis and correction of mental retardation in children: A manual for teachers and specialists of correctional and developmental education / Ed. S.G. Shevchenko
10. Diagnostics of interpersonal relationships of preschool children (method “Sociometry”) according to E.O. Smirnova
11. Zarin A. Comprehensive psychological and pedagogical examination of a child with developmental problems
12. Ivanova S.N. Diagnostics and correction with color and pattern
13. Ivanova E.V., Mishchenko G.V. Correction and development of the emotional sphere of children with disabilities
14. Inshakova O.B.: Album for a speech therapist
15. Kalinina R.R. Personality development training for preschoolers
16. Kolesnikova E.V. I count to ten. Mathematics for children 5-7 years old
17. Komarova L.A. Automating sounds in game exercises
18. Comprehensive support for preschool children / scientifically. ed. prof. L.M. Shipitsyna
19. Konovalenko V.V., Konovalenko S.V. Automation of sounds in children
20. Koreneva T.F. Music, movement, health // Children - music - fantasy / Ed. S.I.Merzlyakova. M., 1998
21. Lykova I.A. Visual activities in kindergarten. Senior group. – M: Publishing House “Color World” 2017. -7th edition. reworked and additional
22. Markova L.S. Organization of correctional and developmental education for preschoolers with mental retardation. M., 2002
23. Methodology for studying the emotional state of a child’s well-being in kindergarten (according to E.V. Kucherova) (tests “Non-existent animal”, “Self-portrait”)
24. Morozova I.A., Pushkareva M.A. Familiarization with the surrounding world. Lesson notes. For working with children 5-6 years old. – M., 2010
25. Morozova I.A., Pushkareva M.A. Familiarization with the surrounding world. Lesson notes. For working with children 6-7 with mental retardation. – M., 2010
26. Morozova I.A., Pushkareva M.A. Preschooler's workbook. Copybooks. Getting ready to write. Development of elementary mathematical concepts.
27. Nishcheva N.I., Let's study together
28. Nishcheva N.I., Approximate adapted program of correctional and developmental work in a compensatory group of a preschool educational institution for children with severe speech impairments (general speech underdevelopment) from 3 to 7 years
29. Osokina T.P. Swimming training in kindergarten, 1985
30. Pavlova N.N., Rudenko L.G. Express diagnostics in kindergarten
31. Pilipko N.V. An invitation to the world of communication
32. Approximate basic general education program for preschool education “Origins” / ed. L.A. Paramonova. - 4th ed., revised. and additional - M.: Sphere shopping center, 2013.
33. Education and training program in kindergarten From birth to school / edited by Veraksa N.E., Komarova T.S., Vasilyeva M.A. - 2nd ed., Spanish. and additional - M. MOSAIC-SYNTHESIS, 2011.
34. Protchenko T.A. Swimming lessons for children from 2 to 7 years old. M., Iris press, 2003.
35. Protchenko T.A. Semenov Yu.A., Teaching swimming to preschoolers and junior schoolchildren. M., Iris, 2003
36. Protchenko T.A. Increasing the effectiveness of teaching swimming to preschoolers, 1987.
37. Psychology of a preschooler: Reader/Comp. G.A. Uruntaeva
38. Radynova O.P. Musical masterpieces: Author's program and methodological recommendations. M., 2009
39. Developmental activities in kindergarten with children 6-7 years old / ed. Paramonova L.A.-M.: OLMA Media Group, 2015
40. Semago N. Ya. Semago M. M., Diagnostic album for assessing the development of a child’s cognitive activity. Preschool and primary school age
41. Stroeva I.A. Teaching applied swimming to junior schoolchildren. Sphere shopping center, 1975
42. Tarasova K.V., Nesterenko T.V., Ruban T.G. Harmony: A program for the development of musicality in children. M., 1993
43. Teremkova N.E. Speech therapy homework for children 5-7 years old with OHP
44. Trubnikova M.A. We play in an orchestra by ear. M., 1994
45. Speech development of children 5-7 years old.-3rd ed. additional/ed. Ushakova O.S. M.: Sphere shopping center, 2017
46. Fedorova L.I. Learning to communicate
47. Filicheva T.B., Chirkina G.V., Tumanova T.V. and others. Programs of compensatory preschool educational institutions for children with speech disorders
48. Phipsok Ya.P. Swimming for everyone. 1979
49. Sharokhina V.L. Correctional and developmental classes in the senior group
50. Shevchenko S.G. Preparing children with mental retardation for school. M.: “School Press”, 2003
51. Shipitsyna L.M. The ABCs of Communication (Basics of Communication)

Introduction

1.2 Classification of forms of mental retardation

1.3 Features of the psychophysical state of children with mental retardation

Chapter 2. Organization and methods of research

2.1 Organization of the study

2.2 Research methods

3Analysis of the results of the ascertaining stage of the study

Chapter 3. The influence of the experimental program on the psychophysical development of children with mental retardation

1 Physical rehabilitation program for preschool children with mental retardation

2 Results of an experimental test of the effectiveness of the physical rehabilitation program for preschool children with mental retardation

2.1 Analysis and synthesis of research results

Bibliography

delayed mental development physical rehabilitation

INTRODUCTION

The relevance of research. At the present stage in Russia there is a tendency to increase the number of children with deviations in mental and physical development. A significant part of them are children with mental retardation.

Scientists have proven that children in this category have a violation of the cognitive and emotional-volitional spheres, an insufficient level of development of coordination abilities, flexibility, and general endurance. According to medical statistics, the number of healthy children with mental retardation is only 15%, which becomes the main reason for their difficulties in adapting to the school load. They experience long-term somatic insufficiency of various origins, severe somatic diseases (numerous pneumonia, tonsillitis, etc.). Taking place already in the first years of life.

The activities of special preschool institutions in modern conditions are impossible without qualified and interconnected correctional and rehabilitation assistance based on the results of complex diagnostics for children with mental retardation, taking into account their somatic and psychophysical characteristics and capabilities. In this regard, an important stage in improving the correctional and rehabilitation process in special preschool institutions for children of this category is the use of physical rehabilitation means in practice.

The study of the experience of special preschool institutions, the analysis of literary sources allowed us to conclude that there are significant shortcomings in the organization and content of the physical rehabilitation process, the uncertainty of the means of physical rehabilitation available to children in this category and, in general, the lack of development of a special comprehensive program of physical rehabilitation for preschool children with mental retardation based on on their specific features and capabilities.

So, the relevance of the problem, its socio-pedagogical significance and insufficient development in the field of correctional pedagogy and physical rehabilitation determined the choice of the topic of the thesis and motivated the course of the corresponding research.

Object of study: the process of physical rehabilitation of preschool children with mental retardation in special preschool institutions.

Subject of research: correctional and rehabilitation orientation of physical rehabilitation means.

Goal: to develop and experimentally test a comprehensive program of physical rehabilitation for preschool children with mental retardation, taking into account their somatic and psychophysical characteristics and capabilities.

Research hypothesis. The development of a comprehensive program of physical rehabilitation, including the definition of general and corrective tasks and means of physical rehabilitation, will help improve the health status and correct deficiencies in the psychophysical development of children with mental retardation aged 6-8 years.

Research objectives:

1. Identify deviations in the health and psychophysical development of children with mental retardation aged 6-8 years.

2. To identify means of physical rehabilitation aimed at improving the somatic condition and restoring and correcting secondary deficiencies in the psychophysical development of children with mental retardation.

Use a comprehensive physical rehabilitation program for preschool children (6-8 years old) with mental retardation.

The practical significance of the study lies in the development and use of a comprehensive physical rehabilitation program, taking into account the somatic and psychophysical characteristics and capabilities of preschool children with mental retardation.

experimental research base - Municipal preschool educational institution combined type kindergarten No. 43 Nest of the Togliatti urban district.

Chapter 1. Literature review on the research topic

1 The essence and content of the concept of mental retardation

The problem of mild deviations in mental development arose and received special significance, both in foreign and domestic science, only in the middle of the 20th century, when, due to the rapid development of various branches of science and technology and the complication of the programs of secondary schools, a large number of children appeared experiencing difficulties in training.

Comprehensive clinical-psychological-pedagogical

Material studsell.com

Specific educational needs of early and preschool children with mental retardation.

Complexity and polymorphism of mental retardation in children

determine the diversity and versatility of the educational needs of children in this category.

It goes without saying that their educational needs will be significantly

the degree is determined by the degree of underdevelopment of cognitive activity, the age of the child, the depth of the existing disorder, the presence of conditions aggravating the child’s well-being, and the social conditions of his life and upbringing.

It is known that a child develops heterochronically: he moves unevenly

maturation of various morphological structures, functional systems.

Heterochrony determines the development of a child in ontogenesis. Knowledge of this pattern, discovered by L. S. Vygotsky, allows, through increasing the impact on the child during sensitive periods of his life, to control the child’s neuropsychic development, creating conditions for stimulating the development or correction of one or another function.

Child development does not occur spontaneously. It depends on the conditions in

which his life activity takes place. Initially, the child has a very small reserve of behavioral reactions. However, quickly enough, through his active actions, communication with loved ones, through actions with objects that are products of human labor, he begins to assimilate “social heritage, human abilities and achievements” (L. S. Vygotsky).

The driving force at the earliest stage of a child’s life is

the need to overcome the contradiction between the presence of vital, vital needs in a newborn and the lack of ways to satisfy them. In order to satisfy first innate and then acquired needs, the child is forced to constantly master more and more new ways of acting. This provides the basis for the child’s entire mental development.

His internal determinants of development, primarily inherited morphological and physiological data, and especially the functional state of the central nervous system, do not provide him with the modes of action necessary to satisfy his vital needs. As a result, the formation of orienting reactions, primarily visual-auditory and visual-tactile, is delayed. And on this basis, the replacement of biological motivation for communication with social needs begins to lag sharply behind. Such a child will see his mother as a nurse rather than as a communication partner for much longer than his physiologically mature peers. Thus, developing a child’s need for communication is one of the first special educational tasks.

In the first year of life, emotions and social behavior, hand movements and actions with objects, general movements, and the preparatory stages of development of speech understanding are also significant for the child’s development.

In the second year, the following main lines of development are distinguished: the development of general movements, the baby’s sensory development, the development of actions with objects and games, the formation of independence skills, the development of understanding and active speech of the child.

The third year of life is characterized by slightly different main lines of development: general movements, object-based play actions, the formation of a plot game, active speech (the appearance of a common phrase, subordinate clauses, a greater variety of questions), prerequisites for constructive and visual activities, self-service skills in food and dressing.

The identification of development lines is quite conditional. All of them are closely related to each other and their development occurs unevenly. However, this unevenness ensures the dynamics of the child’s development. So, for example, mastering walking at the beginning of the second year of life, on the one hand, seems to dampen the development of other skills, and on the other hand, ensures the formation of the child’s sensory and cognitive abilities, and contributes to the development of the child’s understanding of adult speech. However, it is known that a lag in the development of one or another line is associated with a lag in other lines of development. The largest number of connections can be seen in indicators reflecting the development of play and movements. In addition, it is known that development indicators reflecting the formation of play, actions with objects, speech understanding,

are core, more stable and less likely to be affected by adverse environmental factors. The indicator of active speech has the least connections, since this is a complex emerging function and in the early stages of development it cannot yet influence other lines of development. But in the second year of life, active speech, as a psychological new formation of this age, is especially sensitive to the influence of unfavorable factors. In the third year of life, delays in the development of perception and active speech are most often observed.

Identifying the degree of retardation makes it possible to

promptly diagnose borderline conditions and pathology.

Minor deviations, if neglected by parents and specialists, quickly worsen and turn into more pronounced and persistent deviations, which are more difficult to correct and compensate for.

Thus, the basic educational need

early age is the timely, qualified identification of delays in the neuropsychic development of the child and their possible complete elimination by all available medical, social and psychological-pedagogical means.

Currently, defectologists involved in correctional pedagogical work with young children with developmental disorders have proven that early and targeted pedagogical work helps to correct disorders and prevent secondary deviations in the development of these children.

However, in most cases, the practical identification of children with mental retardation

starts from 3 or 5 years old or even in the initial stages of schooling.

One of the main reasons is the incompetence of parents who are not familiar with the patterns of mental development of the child; lack of social responsibility and awareness among family members. These factors are especially significant for children with mental retardation. It is parental incompetence that can trigger the mechanism of maladaptation processes in a child. Along with this, in some cases, pediatricians do not always correctly guide parents when talking about the prospects for the development of their baby.

Consequently, targeted and timely diagnostics and corrective

Pedagogical assistance is a basic need of every problem child.

In cases where the child is already in the third year of life, the parents

are assigned to a preschool institution, there is a need to coordinate the educational efforts of the family and teachers of the educational institution.

The unity of requirements and the focus of education on the formation of the main lines of development serve as the basis for both stimulating the normal course of development and for correcting the child’s deviations. However, in many cases, parents are not ready to cooperate with educators and believe that a preschool educational institution should resolve all issues related to the upbringing, education and correction of deviations in the development of their child without their active participation. Therefore, explaining to parents their role and including them in the correctional pedagogical process is the most important task of the specialist.

speech pathologist and other preschool specialists.

Currently, the organization of correctional assistance for young children with developmental disorders and families raising a problem child is only in its infancy.

Naturally, as children age, the number of lines also increases.

development; all of them are closely related to mental neoplasms and, to varying degrees, influence the process of formation of both individual functions and the formation of their coordinated interaction.

In child psychology, preschool age is usually divided into junior, middle and senior. However, in a child with an impaired rate of mental development, all the main mental neoplasms of age are formed with a delay and have a qualitative originality. As a result, the main lines of development that are significant for a child with mental retardation are considered in two age periods: early preschool age - from

3 to 5 years and senior preschool age - from 5 to 7 years.

In a child of primary preschool age, the following lines of development are revealed: development of general movements;

development of perception as an orienting activity aimed at studying the properties and qualities of objects;

formation of sensory standards; accumulation of emotional images;

improvement of visual-effective and development of visual-figurative thinking; development of voluntary memory; formation of ideas about the environment; expanding understanding of the meaning of speech addressed to him; mastery

phonetic, lexical and grammatical aspects of speech, communication function of speech; development of role-playing games, communication with peers, design, drawing; development of self-awareness.

The main lines of development of a child of senior preschool age:

improving gross motor skills;

development of fine manual motor skills and hand-eye coordination;

voluntary attention; formation of systems of sensory standards;

spheres of images and representations;

indirect memorization; visual orientation in space;

imagination;

emotional control; improvement of visual-figurative thinking;

mental operations at the verbal-logical level; inner speech;

development of coherent speech; speech communication; productive activity;

elements of work activity; norms of behavior; subordination of motives;

will; independence; ability to make friends; cognitive activity;

readiness for educational activities.

Of course, the above lines of development are not the same, both in their

nature, and by its role in psychophysical and social development

child. Each of them is activated at different time stages of the child’s development and each has its own psychological meaning. Some of these lines unite into more complex types of activity, characteristic of the child’s further development, while others diverge, becoming links that create the basis for various complex inter-analyzer processes. However, they all set the tone for the psychophysical, personal and social development of the child -

preschooler. Taking them into account is important when organizing educational and correctional development work with children of preschool age, both with normally developing children and with those who have mental retardation.

Knowledge of these development lines allows us to more clearly determine

educational needs of a child with mental retardation at the preschool stage of education.

Since mental retardation has varying degrees of severity, not all children with this disorder need specially organized conditions of upbringing and education.

In milder cases, when competent training of parents is carried out in a timely manner, there is outpatient and psychological-pedagogical support for the child, contact is established with a preschool institution, and it is possible to raise the child in a general education preschool institution. However, even in this case, it is necessary to pay attention to the specific educational needs of the child.

Firstly, it must be taken into account that a child with developmental disabilities cannot develop productively without a specially created and constantly supported situation of success by an adult. It is for a child with mental retardation that this situation is vital. An adult needs to constantly create pedagogical conditions under which the child can transfer learned methods and skills to a new or newly meaningful situation. This remark applies not only to the child’s practical world, but also to the interpersonal interaction skills being developed.

Secondly, it is necessary to take into account the needs of a preschool child with mental retardation in communicating with peers. These psychological needs can be realized in a group of peers. Therefore, when working with children of this category, individual work should be carried out in parallel with collective activities.

The immaturity of the emotional sphere of a preschooler with mental retardation allows us to speak about the specific need of a child of this category for emotional and moral education, for which special programs should be developed. It is known that currently the main attention is paid to the correction of the cognitive sphere of preschoolers with developmental disabilities. However, for children with mental retardation, the accumulation of emotional images, and in older preschool age, the development of emotional control is the most important prerequisite

compensation for their existing deviations. Even L. S. Vygotsky, referring to the research of A. Adler, emphasized that emotion is one of the moments that form character, that “a person’s general views on life, the structure of his character, on the one hand, are reflected in a certain circle of emotional life, and on the other hand, they are determined by these emotional experiences.” Therefore, the emotional development and upbringing of children with mental retardation should be the main goal of a psychologist’s activity, both in a specialized and in a general education preschool institution.

The educational needs of children with pronounced forms of cerebral-organic mental retardation are met by a specialized preschool institution of a compensatory or combined type. It is here that comprehensive psychological, pedagogical, medical and social assistance can be implemented, as well as targeted correctional and educational work carried out by specialists in individually oriented programs.

Thus, constant concern for improving the content and

The development of variable forms of organization of the educational process is very important. It is aimed at meeting the urgent needs of children and serves to correct their existing deviations, laying the foundation for the harmonious socialization of children in society.

On this topic:

Source nsportal.ru

Correctional and developmental program for preschoolers with disabilities

Corrective work for preschool children with mental retardation is based on the following theoretical provisions and principles.

1. Integrity– taking into account the relationship and interdependence of various aspects of the child’s mental organization: intellectual, emotional-volitional, motivational.
2. Structural - dynamic approach– identification and accounting of primary and secondary developmental deviations, factors that have a dominant impact on the child’s development, which makes it possible to determine compensation mechanisms that affect the learning process.
3. Ontogenetic approach– taking into account the individual characteristics of the child.
4. Anthropological approach– taking into account the age characteristics of the child.
5. Activity– widespread use of the child’s practical activities during classes.
6. Availability– selection of methods, techniques, and means that correspond to the child’s capabilities.
7. Humanity– any decision should be made only in the interests of the child.
8. Optimism– faith in the possibility of a child’s development and education, an orientation towards positive results from training and upbringing.
9. Unity of diagnosis and correction– observation of the dynamics of development is important for determining the ways and methods of correctional work at various stages of training and education.
10. The principle of implementing an activity-based approach to education and training– success in correctional work can be achieved by relying on the leading activities of age. For preschoolers this is a subject-based activity and role-playing game. Therefore, children with mental retardation should be taught and raised by playing with them.
11. Accounting for leading activities. For a preschool child, such an activity is play. During the game, he has many questions, which means he feels the need for verbal communication. The speech therapist gets involved in the game and, unnoticed by the child, helps him overcome his speech disorder. For schoolchildren, the leading activity is educational. The entire speech therapy program is built on this basis. However, game moments also remain. Everyone loves to play, even adults. We also use speech games when working with adults. After all, everyone knows: “You have to have fun studying in order to study well.”
12. Development principle, which involves analyzing the process of the occurrence of a defect (according to L. S. Vygotsky)
13. Relationships development of speech and cognitive processes; mental operations (analysis, synthesis, comparison, generalization, classification) and other mental processes and functions;

The program is drawn up for one academic year and approved at a psychological, medical and pedagogical council. To conduct group classes, groups are formed that bring together children with similar problems.

Children who need individual lessons are identified. A schedule of individual and subgroup classes is drawn up.

Structure and content of the program

• is a single system consisting of several stages of work:
• diagnostic
• analytical.
• Each stage has its own tasks, content, and methods of work.

Diagnostic stage is carried out with the aim of identifying the most problematic qualities, the correction of which will form the basis for drawing up or adjusting an individual program. This stage includes the following tasks:

• Meeting the child
• Collecting information about the child, his family, parents, studying documents
• Introduction to medical examination
• Identification of unfavorable stages in the development of a child;
• Study of the child’s society;
• Examination of all aspects of children's speech;

The diagnostic stage lasts 2 weeks and includes the following areas:

1. Diagnosis of speech development
2. Development of ways of support and correction.
3. Development of an individual speech therapy support program
4. Filling out speech cards
5. Scheduling individual and subgroup work
6. Scheduling frontal classes

The ultimate goal of the diagnostic stage is the development of a program of speech therapy support for pupils of the MSKOU “Luchik”, which indicates the current problems of the child, the goal, objectives, and desired results of the student’s development. Drawing up an individual correctional development program will help the teacher effectively implement the program content.

On correctional and developmental stage The planned program and assigned tasks are being implemented. Each student receives help from a specialist, according to his individual plan. The correctional and developmental stage lasts 7-8 months.

On analytical stage The effectiveness of the classes is assessed, the effectiveness of the methods and means used is analyzed, the results of the work are summed up, and the main directions of work for the next year are determined. The results of correctional and developmental work are reflected in the annual report. The analytical stage lasts 2 weeks and includes a study of the dynamics of the child’s speech development in all areas of work.

Main forms of work are:

1. Subgroup activity (20 minutes long)
2. Individual activity (lasting 15-20 minutes)

In addition, other forms of work are used to implement the assigned tasks: conversation, game situations, speech situations, games with rules.

Correction of general speech underdevelopment in children with mental retardation

The program of speech therapy work to overcome general speech underdevelopment with middle-aged preschoolers (4-5 years old) is part of a correctional development program for children with mental retardation.

Speech disorders in mental retardation are primarily caused by insufficient inter-analyzer interaction, and not by local damage to the speech analyzer. Children with mental retardation are characterized by various speech impairments. The purpose of the program is the correction of all components of the speech system in the secondary speech therapy group of preschoolers with ODD. In addition to this goal, the program solves the following tasks:

1. Development of attention and perseverance in children
2. Development of auditory and visual memory.
3. Development of breathing and voice.
4. Development of articulatory and general motor skills
5. Development of phonemic hearing and syllable structure of words
6. Development of grammatical structure of speech.
7. Enrichment of vocabulary.

In modern speech therapy, there are 4 levels of speech development in children with ODD. The program is designed for children with mental retardation aged 4-5 years with the first and second levels of speech development.

The first level of speech development is characterized by an almost complete absence of commonly used speech. Speech is presented in the form of sound complexes and onomatopoeias. The phonemic system is practically not formed.

The second level of speech development is characterized by the presence of a simple phrase, while gross errors in the use of grammatical structures and distortions of the sound-syllable structure are noted.

In this regard, correction of systemic speech underdevelopment is the main one in the structure of speech therapy work with this category of children.

Long-term planning of speech therapy work is presented in Appendix 1

Correction and development of cognitive activity.

Goals:

1. To realize the relationship between familiarization with the outside world, speech development and practical activities of children.
2. Correct and develop mental processes.
3. Develop mathematical thinking, form quantitative, spatial and temporal concepts in preschoolers with mental retardation; To introduce mathematical material, to develop the child’s imagination, intellect, and emotional sphere.
4. Development of manual motor skills, hand-eye coordination.
5. To promote the timely and correct connection of the child’s sensory experience with the word.
6. Develop orientation activities, strengthen the relationships between the main components of mental activity: action, word, image.

Tasks:

1. Clarification, expansion, enrichment of preschoolers’ ideas about themselves, the surrounding objective and social world.
2. Correct deficiencies in the development of mental processes (perception, memory, thinking) and promote their further formation
3. Clarification and enrichment of vocabulary in the process of familiarization with the surrounding reality.
4. Formation of lexical and grammatical means of language, development of coherent speech.
5. Development of individual qualities and capabilities of each child.
6. Formation of perception, visual-motor coordination.
7. Development of attention and memory when performing graphic and written tasks.
8. To form different types of grasping, the ability to operate with each hand, to form coordination of actions of both hands, to highlight each finger separately.
9. Learning the skills to compare, contrast, and establish correspondence between different sets and elements of sets.
10. To form a readiness to assimilate the social through joint actions of an adult and a child, actions based on a model and verbal instructions.

Long-term planning for a speech pathologist is presented in Appendix 2

Literature

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