An example of an individual educational route for a preschooler (IOM) is a mandatory element of the effectiveness of every modern teacher.
The essence of a preschooler's IOM
The Federal State Educational Standard defines a new approach to preschool education. One of the main requirements for it is the effective use of all pedagogical resources to achieve maximum results in the education and development of future schoolchildren. Considering that the program is aimed at the average student, it is possible that the weaker ones may not learn it well enough, and the most capable ones may lose motivation to learn.
That is why an individual approach to all children, taking into account all their characteristics, is provided by the IOM of a preschooler. It is understood as an educational program that is aimed at teaching a specific child and takes into account all his personal qualities.
Purpose and directions of IOM
A preschooler according to the Federal State Educational Standard, an example of which is found today in all educational institutions, is aimed at solving specific problems. The goal of developing and implementing an educational route is to form factors in kindergarten that will be aimed at positive socialization and social and personal development of pupils. The latter includes the basic processes of intellectual, emotional, physical, aesthetic and other types of development.
The main task that the individual educational route of a preschooler solves is the development of cognition, an example of which is demonstrated in open classes. The directions of work of the educational route are as follows:
Formation of movement, which includes improving motor skills;
Opportunity to engage in different areas of activity;
Improving speech skills;
Development of ideas about the surrounding world of objects and social relations;
Development of ideas about time and space.
At the same time, the implementation of an individual route involves regular monitoring in order to track the degree of mastery of the educational program by each pupil of a preschool institution.
IOM structure
In the process of introducing new standards into the education system, all educators were required to take advanced training courses. They were shown an example of an individual educational route for a preschooler, a sample of which was examined in some detail. However, this type of monitoring of child development is important not only for educators, but also for parents, who are often unaware of the purpose of this pedagogical tool.
The structure of the educational route should include the following components:
Target, which involves setting specific goals that meet new standards;
Technological, stipulating the use of certain pedagogical technologies, methods and techniques;
Diagnostic, defining complex of diagnostic tools;
Organizational and pedagogical, determining the conditions and ways to achieve the goals;
Effective, containing the final results of the child’s development at the time of transition to schooling.
Necessary preliminary actions before drawing up an educational route
Since the main goal of the educational route is to identify difficulties in the learning process and social development of each child, a thorough study of its characteristics is necessary.
An example of an individual educational route for a preschooler involves preliminary research activities before recording the child’s results and is mandatory, including the following actions:
1. Drawing up a profile of the child. This document must indicate the pupil’s visits to other preschool institutions and the break between their shifts. It is also necessary to note the speed and level of adaptation to the group.
2. To determine the key difficulties in a child, a thorough study of his family is necessary, followed by drawing up its characteristics. In this case, it is worth paying attention to the relationship between the child and the parents, since excessive guardianship can cause suppression of the student.
4. Determining the degree of development of attention, memory, thinking, as well as speech development is mandatory for further monitoring of his success;
5. It is also necessary to identify the child’s propensity for specific types of activities in order to help in development through such games.
Registration of the educational program
An example of an individual educational route for a preschooler proves the degree of need for a thorough study of all areas of the life of each individual child. Having studied all the necessary data, the teacher begins to draw up an individual route, which includes the following sections:
General information about the preschooler;
Family characteristics;
Features of the appearance of a preschooler;
Health;
Features of motor skills;
Cognitive sphere of a preschooler;
Level of knowledge by program sections;
Level of speech development;
Attitude to classes;
Characteristics of activities;
Having difficulties in communication;
Individual characteristics;
Additional information about the preschooler.
This in-depth analysis makes it possible to build individual work with a preschooler quite effectively.
Inclusive education and IOM for preschoolers with disabilities
The introduction involves removing barriers between children of all health groups through joint learning.
It is based on equal treatment of each child, but at the same time the creation of special conditions for children with health problems for a comfortable stay in an educational institution. The inclusive education system includes all categories of educational institutions: preschool, secondary, vocational and higher. Considering that kindergartens also practice such training, the example of an individual educational route for a preschooler with disabilities justifies its relevance.
When compiling it, the teacher is obliged to bring to the attention of parents the following information:
Load limits;
Availability of additional correctional and developmental programs at the institution;
Possibility of making corrections to the current educational route.
The IOM of a preschooler with disabilities is compiled taking into account diagnostic data and recommendations of a psychological, medical and pedagogical council. It is based on maintaining the strengths of a preschooler with a sufficient share of compensation for developmental defects.
It is important to take into account that when drawing up an individual route for a specific child, changes in the number of classes and their forms are possible.
An example of an individual educational route for a gifted preschooler
Every baby is born with certain abilities that need to be constantly improved. And given that a preschool institution is a child’s first social institution, it plays the main role in this development.
This need is due to the fact that if you teach a gifted person according to a standard program, he will quickly lose interest in learning, and, consequently, motivation. To avoid such a phenomenon, each teacher must identify gifted children in his group and create an educational route taking into account all their characteristics.
To create an effective educational route, it is important to take into account:
The characteristics, needs and interests of the child himself, as well as the wishes of his parents;
Opportunity to meet the needs of a gifted child;
Available resources to achieve results.
In drawing up such a route, the participation of parents is also necessary, who should continue at home the methodology used in kindergarten.
An example of an individual educational route for a preschooler with ODD
The creation of an IOM for a preschooler with speech impairments should be carried out jointly with a speech therapist and the child’s parents. It should be aimed at creating conditions that will help overcome speech barriers.
A psychological examination is necessary to identify the interests and inclinations of such a child. This research will help improve work efficiency. The directions that the educational route should contain are:
Medical and health work;
Issues of learning and social adaptation;
Correction issues;
Physical education;
Musical education.
Individual educational route in fine arts
A clear indicator of the importance of a creative approach to educational activities will be the example of an individual educational route for a preschooler in fine art. Since this subject initially presupposes the child’s creative abilities, it is necessary to direct it to their development. This can be either drawing or making various things with your own hands. The main thing is to identify what a particular child shows aptitude and ability for. Creating conditions for development will give every gifted preschooler the opportunity to discover hidden talents in him. Demonstration of creative achievements is an important stage of work, since a creative child needs public recognition of his abilities.
Sample of an individual educational route for a preschooler in fine arts
Conclusion
Thus, the example of an individual educational route for a preschooler proves the need for a personal approach to each child and taking into account all his characteristics.
These factors make it possible to develop the future student as effectively as possible, giving him the opportunity to choose his preferred activity.
The main goal of modern preschool education is the development and education of the future student with the help of all available pedagogical resources. However, the educational program for children is focused on a child with average abilities, which means that in order to work with children who have deviations from developmental norms or, conversely, are ahead of their peers, it is necessary to adjust the recommended educational strategies. This explains the relevance of developing a separate plan for the development of a specific preschool child, which is called an individual educational route (IER) in accordance with the Federal State Educational Standard.
The essence of the concept of IOM
This is interesting. Galileo Galilei said: “We cannot teach man anything. We can only help him discover this within himself.”
An individual educational route is a program for creating an educational space for a specific child, which is compiled with the help of child psychologists, defectologists, educators and methodologists at a specific educational level (in kindergarten these are the junior, middle and senior groups). In other words, IOM involves the selection of activities that will solve certain learning difficulties or, conversely, expand or deepen knowledge and the degree of mastery of a skill. For example, if an aptitude for mathematics is identified, IOM may include additional classes in the subject, or if there are difficulties in communicating with peers, the child can be included in group games as often as possible, starting with working in pairs and gradually increasing the number of participants. This takes into account not only the child’s age (which is typical for the general educational strategy of a preschool institution), but also the child’s abilities, which may be ahead or slow down in comparison with generally accepted standards. Thus, IOM is compensation for difficulties in learning, taking into account the child’s personal potential, which allows him to demonstrate his intellectual, emotional-volitional, activity and moral-spiritual characteristics. Despite the fact that there is no specific “recipe” for drawing up an individual strategy, the principles, goals and objectives of the IOM are stipulated in documents such as
- Law of the Russian Federation “On Education”;
- Federal State Educational Standard DO.
Goals and objectives
The main goal of IOM is to create suitable conditions in an institution engaged in preschool education for successful self-realization among peers and surrounding adults of an individual child, his social and personal growth, that is, for the growth of authority and an increase in knowledge, skills and abilities.
The objectives of the personal educational strategy are as follows:
- formation of a subject environment for the child’s social development (that is, providing the necessary material and technical base for classes, for example, if a child is keen on playing chess, then in the playroom, along with “standard” toys, there may be a chessboard especially for him);
- organization of a unified system of interaction between all levels of administration, as well as cooperation with parents aimed at the social and personal growth of the child;
- improving dialogue with the child based on mutual respect and trust;
- creating all the conditions for nurturing a child’s positive attitude towards himself and the people around him, as well as for developing the child’s communicative competence;
- formation in the child of a positive attitude towards his personality, as well as raising an awareness of rights and freedoms related to concepts that are relevant for this age (choice of friends, toys, the right to personal belongings, and most importantly, the right to one’s own opinion).
The above tasks determine the factors that determine IOM:
- state order;
- requests and needs of adult family members, in particular parents;
- personal abilities and level of potential of a particular child;
- material and technical equipment, as well as teaching staff of the preschool education institution.
These factors are important at all levels of interaction: the state determines the general strategy and direction for the development of education (for example, education of patriotism, spirituality), provides kindergartens with the necessary materials, parents put forward requirements for the level of preparedness of children, children realize and expand their capabilities, and the circle closes again - the state - it “receives” individuals who become worthy citizens of their country, caring about its prosperity.
All these aspects of the creation of IOM practically repeat the general strategy of preschool education, but with the difference that now individualization, that is, the focus on raising a unique personality, is carried out not only in specially designated hours for certain classes or in certain types of activities, but takes place “ a red thread" through the entire educational process.
For whom and why is it created?
An individual education strategy is created for children
- those lagging behind in mastering the preschool curriculum;
- with mental disabilities, for children with disabilities;
- with advanced mental development.
In general, the IOM is developed for
- motor skills training (both fine and gross);
- formation of hygienic, moral, cultural, communicative and social skills;
- active realization of the child’s potential, affecting the manipulative (laying out lotto, cards, etc.), sensory-perceptual (identification of geometric figures by shape, texture of material by tactile sensations, etc.), object-practical (using a children’s sandbox set not only for its intended purpose, but also for caring for indoor plants) and play areas of development;
- development of speech abilities (while performing various tasks, the baby must comment on his actions);
- formation of correct ideas about the world around us;
- understanding the essence of the concepts of space and time.
As a rule, the IOM is drawn up for the school year, but in some cases (for example, if the child has not coped with the problem or if it concerns a gifted child), the strategy can be used throughout the entire period of study; only the methods and techniques of work need to be adjusted so that they are age-appropriate child.
Who compiles and leads
The development of the IOM is carried out by the teacher, but - which is of particular importance - he does this ONLY together with a methodologist and psychologist, as well as taking into account recommendations and comments
- parents of the baby;
- speech therapist
The card is filled out by a teacher, a psychologist (some aspects of social and communicative development) and a speech therapist (a number of points in speech development). The distinction between aspects of observation and work takes place individually, which is associated with the qualifications of preschool employees. This is especially true for kindergartens, where the teacher also performs the functions of a speech therapist. That is, in practice, a folder with an IOM is created, including a psychological and pedagogical diagnosis of the child, a plan for implementing the strategy, a list of expected results, as well as a table or characteristics with details of the implementation of each goal. At a frequency established by the administration of the institution (based on the goals of a particular IOM), parents get acquainted with the progress of the assigned tasks, after which they express their wishes and ask questions regarding a specific area of education. In the future, it is assumed that every child graduating from kindergarten will present his “dossier” to the primary school teacher, who, continuing the initiated line of individualization of education, will formulate the following goals, objectives of the IOM and engage in their implementation already at the stage of the child’s education at school.
What does it include
| Main stream | Goals and objectives | Methods and means |
| Sensory education | C.: development of tactile, muscular skills through the actions of perception and thinking. Z.: develop fine motor skills; thinking, visual perception | M.: exercises, game. WITH.: printed board games, lotto, dominoes, puzzles, mosaics, lacing, bushings, errands in a corner of nature, research activities (with paper, natural materials), plasticine, clay, sand. |
| Environmental education | Ts.: expansion of ideas about the surrounding nature. Z.: * teach to establish cause-and-effect relationships between seasonal changes in nature and human actions in nature, *expand your understanding of plants and animals of your native land, Russia, planet Earth, *to form an environmental culture, the need to protect natural resources. | M.: exercises, games, experiments, questions, conversations, search activities. WITH.: didactic games, lotto, dominoes, puzzles, errands in a corner of nature, research activities (with water, ice, natural materials - coal, stone, resin, sand, crushed stone). |
| Development of basic types of movements | Ts.: development of general motor skills and coordination. Z.: * develop physical qualities - speed, agility, endurance and strength, * improve balance. *develop organization. | M.: exercises, massage, physical education, games. WITH. - sports equipment: gymnastic benches, skittles, gymnastic sticks, balls, jump ropes, ring throws, etc. |
| Moral education | Ts.: familiarization with generally accepted norms and rules of behavior. Z.: teach the ability to manage your behavior | M.: exercises, game. WITH.: reading fiction, dramatization of works of art, illustrations, slides. |
| Speech development | Ts.: speech development. Z.: * expand the vocabulary denoting the names of objects, actions, signs, *learn to use synonyms, antonyms in speech, *improve the ability to use different parts of speech exactly according to meaning, *develop the ability to distinguish by ear and pronunciation all the sounds of the native language, *improve phonemic awareness, determine the place of sound in a word. *learn to agree nouns with numerals, nouns with adjectives, pronouns with nouns and adjectives, *learn to form words with the same root, *develop a culture of verbal communication, *practice making sentences, *learn to divide words into syllables. | M.: didactic exercises, games, conversations. WITH.: printed board games, didactic games, tests, cut alphabet, games - diagrams, cash registers, object pictures. |
| Social and communicative development | Ts.: enriching children's consciousness with new content - understanding concepts - time, sign, symbol. Z.: * strengthen the skills of using polite words. * cultivate a culture of behavior at the table, in communication with peers and adults, in public places. * cultivate optimistic qualities. * formation of self-service skills. * consolidation of knowledge about traffic rules | M.: exercise, game, question. WITH.: printed board games, didactic games, tests, games - diagrams, subject pictures, educational and methodological material on traffic rules. |
Stages of developing an individual educational route for a preschooler according to the Federal State Educational Standard
The development of an individual strategy occurs in stages.
- Observation stage. The objectives of this stage are to identify children experiencing difficulties, resulting in the observer completing a table.
- Diagnostic stage. This stage is carried out together with a child psychologist. Tests are performed with the child to identify the causes of certain difficulties. The result of the work is a table.
- Construction stage. The goal of this stage is the actual development of the IOM based on the identified difficulties and the reasons for their occurrence. The result is a ready-made route diagram.
- Implementation stage. IOM is performed using different methods. Among the universal ways to achieve a set goal, for example, in case of difficulties in the socialization of a child, the following can be distinguished:
| Methods | Goals |
| Conversations, games, discussion of books read, problematic issues (for example, in the middle group - what is good and what is bad). | Familiarity with various manifestations of emotions that form moral assessments (for example, anger at the wolf that ate Little Red Riding Hood helps to form a negative attitude towards vile acts) |
| Games, trainings for the development of the sphere of behavior. | Developing communication skills, relieving tension, reducing aggressive behavior, negativity, etc. |
| Art therapy (isothread, fairy tale therapy, doll therapy) | Creative realization, education of aesthetic taste |
| Psychogymnastics techniques for relaxation | Muscle relaxation, emotionally positive attitude, etc. |
- Diagnostic stage. Evaluation of the results of work on the IOM. The main criterion is whether the problem remains or has been resolved. If there is no progress, a new IOM is developed, but if progress is planned, then the existing one can be continued or modified.
Examples
Individual routes, as already noted, do not have an established design scheme; they can be in the form of a table or in the form of text - it all depends on the difficulty the development is aimed at solving. Let's consider two drafting options.
Example No. 1
Difficulties: inattentive and absent-minded, has difficulty solving logical problems and mathematical tasks.
Experiences difficulties in solving logical problems and mathematical tasks.
Month
A weekRegime moments Direct educational activities Independent activity Interaction with parents January
3 weekWorking with the multimedia presentation “Count the contour” Game "Tangram" 4 week Walk
“Draw a geometric castle on the snow”Tell your friends about your drawing February
1 WeekDidactic game “What has changed?” Memo "Games for the development of logical thinking" 2 week Duty in a corner of nature
Watering plants based on the description of the flower.Multimedia game "Associations" 3 week Working with punched cards
"Composition of numbers"Teach a friend
Work with the card.Game to visit us. 4 week During morning reception, completing tasks on handout sheets Multimedia presentation “Funny Counting” Check your friend's work. Route Action Results: The level of development of attention, concentration and switching has increased. The child copes with tasks of a mathematical nature and logical problems.
Example No. 2
Child's age: 4 years 2 months
Gender: male
Problem: Poor computing skills
The purpose of the individual route: development and consolidation of computing skills within the top ten
Objective: to develop attention, memory, logical thinking.
Frequency of classes: 2 times a week
Duration: 20 minutes
Exercises in class:
- “The numbers got lost” Put the numbers in order Learn to name the numbers in order
2.”What has changed? What number is missing? Name the next and previous digit of the natural series Play the game “Name your neighbor”
3. “Fun little engine” Attach and attach the carriages with numbers to the engine. Solve examples by adding the number 1.
- Put cars in the garage Solving examples by counting units Learn to name the next and previous digit
- “Postman” Deliver letters - examples to houses (solving examples by adding and subtracting numbers 1 and 2) Play the game “Bring a letter to your grandmother, brother”
- “Paratroopers” Each “paratrooper” is given a number based on your own example. Games at home to count objects that surround the child.
- Help Dunno solve examples Solve examples of the top ten using punched cards Solve examples using fairy-tale characters: Piggy, Stepashka, Cheburashka, etc.
- Let's help the hedgehog collect mushrooms. Consolidating computing skills within the top ten. Solving examples at home.
Structure of an individual lesson:
- Organizational moment: a moment of joy.
- A surprise moment: the arrival of a fairy-tale character.
- Main job: help, guess, advise
Working at a magnetic board;
Exercises with handouts;
Work in a notebook.
Result of the lesson: a minute of communication, what you liked, what caused difficulties, and what was difficult.
Performance evaluation:
As a result of systematic and systematic work with a child who has weak computational skills, by the end of the one-year cycle of classes: computational skills will be strengthened; cognitive interest in mathematics will increase; The child’s mental activity is activated, he will freely perform computational exercises within the first ten. These achievements will help in the future to overcome problems in the mathematical development of preschoolers.
Higher philological education, 11 years of experience teaching English and Russian, love for children and an objective view of modernity are the key lines of my 31-year-old life. Strengths: responsibility, desire to learn new things and self-improvement.
Individual educational route is a personal way of realizing the student’s personal potential in the education of intellectual, emotional-volitional, activity, moral and spiritual development. A component of this route is an individual child development map - this is a document that includes the main indicators of the development of a child attending a preschool educational institution over time. The purpose of using the map is to identify and summarize in one document the individual psychophysical and personal characteristics of the pupil, the level of mental development, assimilation of program material and, as a result, the design of an individual educational route within the educational process of a particular preschool institution. The following indicators were included in the individual development map:
The nature of the child’s adaptation to the conditions of the preschool educational institution;
Data on the child’s health status, disorders (posture, foot development, vision);
Data on the level of physical development of the child;
Indicators of the level of mental development (cognitive processes, personality traits and qualities, level of development of communication and activity);
Indicators of the child’s level of assimilation of program material;
Indicators of the effectiveness of additional education; -the child’s level of readiness for school;
The collection of information was carried out in the process of educational activities, in contact with parents, a nurse, a teacher responsible for club work, and in the free activity of children.
When collecting information, I adhered to the structure of an individual educational route: setting goals, determining the objectives of educational work, selecting the content of program material based on educational programs implemented in preschool educational institutions, determining the used pedagogical technologies, methods, techniques, systems of training and education, taking into account the individual characteristics of the child, determining systems.
diagnostic support, formulation of expected results. To implement this approach, I identified several stages of an individual educational route in my work:
1. Observation stage.
2. Diagnostic stage.
3. Design stage.
4. Implementation stage
5. Final diagnostic stage. Let's take a closer look at each stage
The purpose of the observation stage is to identify a group of preschoolers experiencing difficulties: personal, regulatory, cognitive, communicative, psychomotor or complex. Based on the observation results, the table “Identified difficulties of preschool children” is filled out.
The goal of the diagnostic stage is to identify the causes of the child’s difficulties. Based on the results of the observation, the table “Identified difficulties of preschool children and their causes (at the beginning and end of support)” is filled out.
The purpose of the design stage is to build individual educational routes for preschoolers, based on identified difficulties and established causes of these difficulties. Determination of methods of pedagogical support, content of work.
An individual educational route can be implemented in all types of activities, at any time, it all depends on the desire of the child, on his choice, self-determination. Considering that the leading type of activity of a preschool child is play, the pedagogical technique “field of miracles” helps the teacher in implementing individual routes, where children find a letter addressed to a specific child with the symbols of the task.
The purpose of the final diagnostic stage is to identify the results of the route (the difficulty persisted or did not persist). Based on the observation results, the same table is filled in.
Taking into account these stages, individual educational routes were drawn up and implemented, taking into account the methods of pedagogical support, the content of the work and the reasons contributing to their occurrence. Since the individual educational route is determined by the child’s individual card, it is included in the structure of the preschooler’s portfolio. A child’s portfolio is, first of all, a collection of the child’s personal achievements in various activities, his successes, and positive emotions.
To implement this approach, I adhered to person-oriented forms of communication with children, coordinated actions with the institution’s nurse, and a teacher involved in additional education at the preschool educational institution.
Currently, I am developing individual educational routes for children who have problems mastering program material and communicating with peers; all students have development cards. When developing an individual route, I highlight the following principles: - the principle of relying on the child’s learning, - the principle of correlating the level of actual development and the zone of proximal development. Compliance with this principle involves identifying potential abilities to assimilate new knowledge as a basic characteristic that determines the design of a child’s individual development trajectory - the principle of respecting the interests of the child
The principle of refusal of average rationing. The implementation of this principle - this support involves avoiding a direct evaluative approach during a diagnostic examination of the child’s level of development, which in its extreme expression leads to the desire to “label”, understanding what is the norm. “Norms are not the average that exists (or the standard that is necessary), but the best that is possible at a particular age for a particular child under appropriate conditions - the principle of relying on the children's subculture. Each child, enriching himself with traditions and norms and in ways developed by the children's community, a full-fledged childhood experience is lived.
Thus, the following stages of designing an individual educational route take shape, which can be presented as follows:
Determination of needs and motives;
Goal setting;
Content development; definition of technological tools;
Determining the directions of diagnostic support for the pupil;
Determining the conditions that ensure the achievement of the goal;
Discussion of results and adjustments. An individual educational route is determined by the educational needs, individual abilities and capabilities of the student.
Thus, the use of individual child development cards and individual educational routes contribute to the development of the natural potential of each child and provide pedagogical support for the pupil’s personal self-determination. The totality of all conditions for the upbringing and education of preschool children makes it possible to ensure a level of child development that helps him successfully enter school life without major losses.
Modern education places great emphasis on an individual approach to learning for each student. How can the individualization method be implemented in school? There are many ways, and one of them is drawing up individual educational route schoolboy(IOM) and following it.
Definition of the concept
In the scientific literature, there are several interpretations of the concept of IOM, but the general essence boils down to the following:
Individual educational route - This is an individual program designed for a specific student and pursuing specific goals that must be implemented within a specified time frame. In other words, IOM is a path or method for realizing a child’s personal potential, developing his abilities according to an individual plan (route).
When drawing up a route, the individual characteristics of the student must be taken into account. Namely:
- educational base (knowledge that the student possesses);
- mental and physical condition of the student;
- personal qualities, character traits of the child (ability to work in a team and individually, type of memory, social activity, motivation, etc.)
- age;
- social aspect (parents' wishes).
Why are individual routes needed?
The practice of introducing IOM is provided for by the Federal State Educational Standard. And the primary task of such routes is their profile focus.
The explanatory note of the Ministry of Education attached to the Federal State Educational Standards standards states: each student can draw up an individual learning plan. 6 subjects are compulsory: Russian language and literature, mathematics, foreign language, history, life safety and physical education. The remaining subjects are selected depending on the chosen future profession. Six directions are offered:
- natural science,
- technological,
- humanitarian,
- socio-economic
- universal.
That is, in addition to the six main subjects, the student will choose subjects from the cycle that he needs to prepare for his future profession. The total number of items will be adjusted by the clock grid.
The full transition of all schools to teaching according to the Federal State Educational Standard is planned for 2021.
What types of routes are already known and successfully used in teaching practice?
Now the IOM method is used in schools for other purposes, namely:
- for lagging students - to fill gaps in knowledge on a certain topic;
- help in teaching children with poor health (fatigue, decreased performance);
- for low achievers - such IOM are provided for children with low motivation, for those who have no interest in learning, who cannot correctly formulate their educational activities, etc.);
- for gifted students with individual character traits (hyperactivity, increased emotionality, communication difficulties, etc.);
- for children with advanced development.
In these cases, the main goal of IOM is to correct the discrepancy between the level set by the norms of the educational program and the personal characteristics of the child.
Naturally, the compilation of IOM is intended not only for schoolchildren. In practice it is often used individual routes for preschoolers and teachers.
Approximate algorithm for introducing IOM
There is no universal way to create individual routes today. There are only general recommendations that can help you navigate. Here are the approximate steps in constructing an IOM:
1. Information stage
The teacher organizes a conversation with children and parents, during which he explains the essence, goals and possibilities of individual routes. At this stage, the student records what he should know and be able to do by the end of the route.
2. Diagnostics and choice of methods
The teacher (together with the psychologist and the class teacher) conducts a series of tests in order to determine the personal qualities of each student. Here it is important to identify the characteristics of the nervous system, determine which type of activity will be more effective for the child, find out what exactly prevents him from doing it successfully (inability to work in a team, insufficient individual attention, inability to concentrate in class, gaps in previous topics).
That is, at this stage it is recorded what the student can and wants to learn within the framework of this subject and what can help / hinder him in this.
3. Defining the goals and objectives of the IOM
For primary school students, goals and objectives are determined by the teacher. This can be a short-term goal (for example, “Closing gaps on the topic “Standard addition”), or a long-term goal (for example, a child writes poetry, and it is important for his IOM to identify those tasks that will help him develop his literary talent).
High school students should take an active part in determining the goals and objectives of their IOM, ideally determining for themselves what they want to achieve and what needs to be done for this. The role of the teacher in this case is only as a consultant.
4. Compilation of IOM. Now the important question is: “How will I move towards achieving the goal?”
The route indicates the goals to be achieved, methods of implementation, sources of knowledge, deadlines for each task separately, method of control and final results.
5. Final stage. After the student completes the IOM, a final certification (testing, test, oral examination, report, etc.) is required. Here it is important not only to assess the child’s knowledge and the level of his skills, but also to determine how successful the IOM was, whether he met the deadline, what difficulties the child encountered, what he needs to improve.
Individual educational routes - examples and samples
Here are a few examples of IOM of various types.
1. Individual educational route for a primary school student
Parents signature:
Teacher's signature:
2. An example of an individual educational route for a gifted child
Goal: development of creative and analytical abilities
Parents signature:
Curator's signature:
It is more convenient to plan such a route for a quarter, half a year, or a year. Adjustments can be made during the implementation process.
Tatyana Suntsova
Designing an individual educational route
Design.
In practice, the process of teaching and upbringing is mainly focused on the average level of development of the child, and is based mainly on statistical data on the compliance of the majority of children of a given age with certain "age standards". But, it must be remembered that not every child can fit into the concept "average child", and, accordingly, not every student can fully realize their potential. The reasons can be both features and deviations in physical development, and behavioral problems.
This poses the task of preschool specialists to create optimal conditions for the realization of the potential capabilities of each pupil. One solution in this situation is to draw up and implement individual educational route(hereinafter referred to as IOM). Individualization of training, education and correction is aimed, first of all, at overcoming the discrepancy between the level that is set educational programs, and the real capabilities of each student.
This is a personal way to compensate for difficulties in learning, and then to realize personal potential. baby: intellectual, emotional-volitional, active, moral and spiritual (Sh. Yu. Amonashvili, V. V. Davydov, V. Yu. Sukhomlinsky)
There is currently no universal recipe for creating IOM. Construction method individual educational route for a child, should characterize the features of his learning and development over a certain time, i.e. be of a prolonged nature. It is impossible to determine this route for the entire period of preschool childhood at once, setting its directions, since the essence of its construction lies precisely in the fact that it reflects the process of change (speakers) in the development and education of the child, which allows timely adjustment of the components of the pedagogical process.
When compiling an IOM, it is necessary to take into account some significant factors:
The need for coordinated actions of specialists at the diagnostic stage (differentiating the child’s problems directly related to the disease, organic damage, from problems of pedagogical neglect);
Clear interaction between all specialists of the institution at all stages of support;
The need for combination educational, correctional and therapeutic activities;
A dynamic system of flexible transfer from one support option to another, depending on the dynamics of the child’s development and capabilities;
Inclusion of parents as full participants in correctional and developmental work in the activities of the institution.
primary goal individual educational route(IOM): creation in kindergarten of conditions conducive to the socialization of a preschooler, his social and personal development, which is inextricably linked with the general processes of intellectual, emotional, aesthetic, physical and other types of development of the child’s personality.
An individual educational route is determined by educational needs, individual abilities and capabilities of the child (level of readiness to master the program, as well as existing standards of content education.
During development individual route for a preschooler, the following must be observed principles:
The principle of relying on the child’s learning ability.
The principle of correlating the level of actual development and the zone of proximal development. Compliance with this principle involves identifying potential abilities to assimilate new knowledge as a basic characteristic that determines design of individual child development trajectories.
The principle of respecting the interests of the child. L. M. Shipitsina calls him "on the child's side". The cause of any problematic situation in a child’s development is both the child himself and his social environment. In difficult situations, an objective analysis of the problem is required, taking into account the life experience of adults, their numerous opportunities for independent self-realization, taking into account many social structures and organizations. And the child is often the only one on his side. The support system specialist is called upon to solve each problematic situation with maximum benefit for the child.
The principle of close interaction and consistency of work "teams" specialists during the study of the child (phenomena, situations).
The principle of continuity, when the child is guaranteed continuous support at all stages of assistance in solving the problem. The support specialist will stop supporting the child only when the problem is solved or the approach to the solution is obvious.
The principle of refusal of average rationing. The implementation of this principle - this support involves avoiding a direct evaluative approach during a diagnostic examination of the child’s level of development, leading in its ultimate expression to the desire "to label", understanding what the norm is. “Norms are not the average that exists (or the standard that is necessary, but the best that is possible at a particular age for a particular child under appropriate conditions. One of the most important tasks of specialists who implement the ideology of psychological and pedagogical support individual child development, is to determine these conditions, and, if necessary, create" (V.I. Slobodchikov).
The principle of relying on children's subculture. Each child, enriching himself with traditions, norms and methods developed by the children's community, lives a full-fledged childhood experience.
Structure individual educational route should include the following Components:
Targeted (setting goals, defining tasks educational work); For what?
Technological (definition of used pedagogical technologies, methods, techniques, systems of training and education, taking into account individual characteristics of the child); in what ways, games, technologies, activities, etc.?
Diagnostic (definition of diagnostic support system); How will we track the results?
Effective (expected results are formulated, time frames for their achievement and criteria for assessing the effectiveness of implemented activities) what results should the child achieve?
Approximate diagram of a child’s IOM for each specialist:
Section, direction of development Dates Goals and objectives Contents of work (programs, technologies) Diagnostics Expected result
Individual educational route should include basic directions:
Organization of motor activity (development of general and fine motor skills);
Skill Development (self-service, cultural-hygienic and communicative-social);
Development of higher mental processes (perception, attention, memory, thinking, imagination, speech);
Development of higher mental functions (conscious memorization, intelligibility, arbitrariness, logical thinking, creative imagination);
Formation of the child’s activities (manipulative, sensory-perceptual, objective-practical, playful, productive);
Speech development (vocabulary, emotional side of speech, sound pronunciation* (*for speech therapist, communication functions);
Formation of ideas about the environment (objective world and social relations);
Cognitive development (development of academic skills).
In the preschool educational institution the process designing an individual educational route begins at a meeting of the psychological-medical-pedagogical council (PMPC). Main areas of work of PMPC following:
Development and refinement individual educational route for each child (includes definition educational programs and organizing them by topic in time intervals accessible to the child, taking into account his current capabilities);
Development, clarification and implementation of schemes and programs for supporting children with special needs, taking into account dynamic survey data;
Hygienic regulation of loads;
Ensuring continuity and consistency in working with the child.
At a consultation with the participation of preschool education specialists, a comprehensive IOM is agreed upon. It is necessary to take into account following:
individual mode of visiting a preschool educational institution;
Decreased rate of speech and thinking activity, increased fatigue;
Impaired communication skills;
Features of the motor development:
1) impaired fine motor skills (it is difficult for them to tie shoelaces, use scissors, paint, they have difficulty developing graphic skills);
2) imbalance (unsteady gait, difficulty coordinating in space);
3) impaired visual-spatial coordination (it is difficult to participate in sports games and relay races, especially with a ball).
The main thing that determines success in solving a child’s problems is the interest and high motivation of all participants in the process escort: child, parents, teachers, specialists.
Annex 1.
Approximate diagram of a child’s comprehensive IOM*
with disabilities and unwanted behavior
(for a month, half a year, academic year):
Specialist Area of work Class schedule Contents of work (programs, technologies) Interaction Note
Educational psychologist Correction of unwanted behavior.
Reducing the level of psycho-emotional stress. 1 time per week
Once a week 1. Classes to develop arbitrariness.
2. Sand therapy, art therapy. 1. Consultation for educators “Use of visual schedules in correcting manifestations of unwanted behavior”, “How to work with hyperactive children”, “The child has hysterical manifestations. What to do?"…
2. Designing problem situations.
3. Consulting parents. *The mental development of the child corresponds to the age norm
Speech therapist/defectologist Correction of sound pronunciation.
Correction of unwanted behavior
Joint sessions with a psychologist to develop academic skills (as a tutor)*The development of cognitive processes corresponds to the age norm
Educator Development of voluntary behavior. Development of communication skills.
Correction of unwanted behavior.
Development of motivation for educational activities. 1. Program "Childhood".
2. Program elements “I – You – We”.
3. Ind. classes or in small (1-2 children) subgroups.
1. Ind. classes according to the instructions of specialists.
2. Modeling problem situations together with an educational psychologist.
3. Consulting parents
Musical director Development of voluntary behavior. Development of communication skills 1. Inclusion in theatrical activities.
2. Use of logorhythmic elements for the development of speech functions.
Additional education teacher education Development of voluntary behavior. Development of communication skills.
AFK specialist/physical education leader Development of gross motor skills, spatial orientation.
Reduced aggressiveness. 1. Breathing exercises.
Senior nurse Monitoring the state of physical health.
Load level control. 1. Daily: measurement of t°, blood pressure, heart rate.
2. Weekly: survey of parents about the child’s health; load adjustment.
3. Monthly: monitoring the state of the child’s physical health 1. Following the recommendations of the pediatrician.
2. Control during physical education classes.
3. Control of the level of study load.
4. Consultations for teachers on somatic manifestations.
Pediatrician Monitoring the state of somatic health.
Load level control. Monitoring the child’s physical health 1. Recommendations of medical specialists.
2. Consultations for teachers on somatic manifestations.