1. Introduction
2. The concept of “School difficulties”
3. Causes of school difficulties
4. Conclusion
5. Bibliography
Introduction
Significant intensification educational process, the use of new forms and technologies of teaching, more early start systematic teaching has led to an increase in the number of children who are unable to adapt to academic workloads without much strain. According to the Institute age physiology RAO learning difficulties are observed in 15-40% of schoolchildren.
Two groups of factors are distinguished as the causes of disruption of the adaptation process and the appearance of school problems: exogenous (external) and endogenous (internal).
Exogenous factors usually include the sociocultural conditions in which the child grows and develops, environmental, environmental and pedagogical factors. Unfavorable social and economic conditions are also factors that negatively affect the growth, development and health of the child.
Complex school factors risk ( pedagogical factors) has a significant impact not only on the success and efficiency of the learning process, but also on growth, development and health. School risk factors (SRFs) include:
Stress tactics of pedagogical influences;
Excessive intensification of the educational process;
Inconsistency of methods and technologies with the age and functional capabilities of children;
Irrational organization of the educational process.
The strength of the negative impact of school risk factors on a child’s body is determined by the fact that they act comprehensively, systematically and for a long time (for 10-11 years) during the period of intensive growth and development of the child, when the body is most sensitive to any influences.
To the number endogenous factors usually include: genetic influences, disorders in the early period of development, health status, level functional development, brain dysfunctions, the degree of maturity of the structural and functional systems of the brain and the formation of higher mental functions. In some cases, so-called “mixed” factors are identified, combining the influence of both external and internal factors.
Of particular importance in the development of school difficulties are the level and characteristics of mental development child, psychological readiness to school, etc. However, we will consider these issues only in cases where the presentation of the material requires it.
The concept of “school difficulties”
School difficulties are understood as the whole complex of school problems that arise in a child in connection with the beginning of systematic education and lead to pronounced functional tension, deviations in health, and disruption of social psychological adaptation and decreased learning success.
The concepts of “school difficulties” and “failure” should be distinguished. The learning difficulties of many children do not lead to academic failure; on the contrary, high academic performance, especially in the first year of education, is achieved through enormous effort and an extremely high functional cost, and often at the cost of health. The difficulty is that these children do not attract special attention from teachers and parents, and the “functional price” of school success is not immediately apparent. Parents believe that the cause of deterioration in health can be the most different reasons, but not school stress, not overexertion, not daily micro-stress from failures and adult dissatisfaction. Underachievement is, as a rule, the result of an actual decrease in the effectiveness of training and those difficulties that were not identified in time, compensated for, that were not corrected at all, or that correction work was carried out incorrectly. The result of inattention to school difficulties is, as a rule, a violation of the state of health and especially the neuropsychic sphere.
IN school practice cause-and-effect relationships often simply change places: it is not the cause of the difficulties that is corrected (it most often remains unidentified), but unsuccessful attempts are made to eliminate the unsatisfactory learning outcome.
Here is a simple but quite illustrative example. A first-grader has a pronounced handwriting disorder (letters are uneven, differently angled, the configuration and correlation of elements are disturbed, some letters are mirrored, and homework is usually done better than class work, he practically does not write dictations, and there are mistakes). This example was offered to a separate group of teachers as a task for choosing corrective measures primary classes and school psychologists. The overwhelming majority of teachers, as the main measure to eliminate difficulties, suggested intensive training, exercises, “he can do it when he wants” (homework is done better). Psychologists were in solidarity - to increase motivation, “to try.” No one paid attention to the nature of the violations, indicating a clear violation of visual-spatial perception, requiring special correction. No one asked about the individual pace of the child’s activity and the overall pace of activity in the lesson. The analysis showed that this was the main reason why the quality deteriorated cool work, and almost any dictation was beyond my strength: the slow pace, coupled with anxiety from the expected failure, always gave an unsatisfactory result. The situation was complicated by such an insignificant at first glance reason - the child was holding the pen incorrectly. This constrained movement and, combined with difficulties in visual-spatial perception, led to rapid fatigue and a sharp deterioration in the quality of writing.
So, writing impairment is a consequence of a complex of reasons underlying the difficulties. On initial stage learning, these difficulties are not yet “failure”, but in the absence of adequate help they actually develop into failure.
IN scientific research there is no single concept of the emergence and development of school difficulties, there are no uniform terminological designations for learning difficulties and disorders of the processes of writing, reading, counting and other types educational activities. This is probably due to the fact that the origin, causes, mechanisms and manifestations of learning difficulties in primary school are so diverse and complex that sometimes it is not possible to separate them, identify the leading ones, identify the main ones, clearly separate and differentiate the difficulties of writing, reading, and mathematics.
Causes of school difficulties
In domestic and foreign literature a wide range of causes of school difficulties is considered and analyzed: from genetic predisposition to social deprivation. They cannot be considered either fully understood or fully studied, but they cannot be ignored, they cannot be ignored when a teacher works with a child.
On different stages Ontogenesis and different stages of learning, the factors that occupy the leading place in the structure of the causes causing school problems. Thus, during critical periods (beginning of education, puberty), the most significant are physiological, psychophysiological, and health conditions. In the rest, psychological, social reasons, etc. are more significant.
Difficulties at school
By doing homework a child may turn to you not only for real help, but also because he needs cooperation with a loved one. Do not rush to refuse your child help: you may lose trust. Think about how to make sure that your emotional connection with him does not suffer. And the educational results of those children whose parents show interest in their studies are usually much higher than in those families where parents limit themselves to only monitoring grades.
And you can properly help your son or daughter only when you know what exactly the difficulty is. But there are different difficulties. Here there are difficulties in memorizing new data, and in reproducing old material, and in combining old and new, and in planning your work, choosing rational way its implementation. How can you control yourself? What if, in addition to these problems, the child is also timid in actions due to his character? What should I do?
Let's begin to unwind the tangle of these questions by the visible tail.
So what to do if your child is not confident?
What are the signs of insecurity?
The child does not try to achieve what he wants only because he is afraid of failure, ridicule, and insults.
- Seeks salvation in adaptation. He tries to be no different from others, believing that everything is fine with them.
- Tries to gain interest in his person with various fictitious stories, where he presents himself from a very advantageous side.
- Tries to imitate someone to the last detail, considering him a suitable standard.
The cause of such uncertainty can be any disruption in the normal course of life: illness, silly joke, insult, death of someone close, absence of an older mentor friend, etc.
How to believe in yourself, what should you do to make life a joy? Try to instill in your child that he should take the following rules as the basis for his behavior.
Don't compare yourself to others all the time. Set your own personal standards and measure yourself by them. Don’t make very strict demands on yourself, because ideal people No.
- Encourage yourself more often with the words: “I can do this,” “I can handle this today...” After all, you can’t be dissatisfied with yourself all the time.
- Find yours positive sides, best qualities. Go through all your personal records and achievements in your memory. Really, it's not all that bad?
- Choose an activity that you like. You can't force yourself to do only what you need to do all the time.
- Always accept compliments calmly and try to find positive traits in others.
- Remember that friends and acquaintances, whether you like it or not, influence your feelings and thoughts. Therefore, try to choose friends whose thoughts and feelings will have a beneficial effect on yours.
- Occasionally inspire yourself with dreams of how you achieve your cherished goal.
- Smile at other people more often. Let them see that everything is fine with you.
So, your student gradually, with your help, accumulates faith in himself drop by drop. Where to start establishing the educational process? From the fact that he needs to understand what, where, why and why is going on in school and academic life.
Happy ending primary school Students and their parents face many new problems: several teachers instead of one, educational material has become more complicated; the demands and demands of adolescents greatly outstrip their capabilities, life experience- all this can cause conflicts with adults. And then there is the desire and need to assert oneself. Self-affirmation occurs everywhere: when communicating with adults, with peers, with acquaintances and strangers, during classes at school, during breaks, when visiting clubs, sections... Not everything always goes smoothly. Someone has realized their insufficient abilities and is trying to assert themselves not from the best side, and someone, in spite of everything, gnaws on the granite of science for long hours. And as a result - weakness, fatigue, complaints about overload school curriculum. And this is where, dear parents, if you want to help your child, you will have to roll up your sleeves and make every effort to ensure that the process of assimilation and acquisition school knowledge became as productive as possible.
Let's take a look at what can negatively affect academic success?
Insufficient attention from parents, rare meetings between parents and teachers, lack of proper control over homework.
- Complication educational material: against the background of the concrete, an abstract one often appears (which not everyone can do).
- It happens that in primary school the child has not learned to study and now he has to catch up.
“Perhaps he took with him a reluctance to learn from elementary school.” This happens for several reasons: constant underachievement, due to which the student has low self-esteem, self-doubt, or, conversely, self-esteem is overestimated, since everything was easy and effortless.
Regarding the last point, if desired, the mother or father will always explain to their child why they need to study. The main thing is that everything does not come down to the phrases: “We have our own work, and you have your studies.”
Do you have problems with language? Does the child have no desire to remember the rules of syntax and punctuation? Like, in short, I’ll say it – it’s easier to understand. Show that in this case, not a single business paper or friendly letter can be written correctly and interestingly (after all, facial expressions and gestures are not visible on paper). To defend your interests in a dispute, to convince your interlocutor, to explain clearly - everywhere you need to construct phrases correctly so as not to lose the logical thread, the basis of the conversation, and to look convincing.
As you prepare your homework, be prepared for difficulties such as:
Remember new data that does not want to be assimilated;
Remember old material, reproduce it;
- complete tasks in a more efficient new way;
- be able to plan and choose the most appropriate way to complete the work;
- help to complete or take up work when tiredness or exhaustion overcomes;
- check yourself.
Features of training in modern school associated with an ever-increasing volume of information, a significant intensification of the passage of material, with constant modernization and complication curricula. Similar learning conditions are imposed on the body junior school student the most high requirements, and it is very important that children go through this difficult path without harming their health, without losing interest in learning, without losing faith in themselves and in their strength.
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School difficulties
As is known, written speech is a secondary, later in time form of language existence, which is formed only under the conditions of targeted literacy training and then improved. Writing and reading are basic school skills, without which learning is difficult or simply impossible. These are the most complex skills that unite all higher levels of activity into a single structure. mental functions– attention, perception, memory, thinking. In recent years, there has been a significant increase in the number of children with various learning difficulties in primary school. There are many reasons that cause this. Adults more often consider the cause of writing and reading difficulties to be “inability,” “poor preparation,” or the child’s reluctance to learn to read and write well. The success of any help depends on how adults (both teachers and parents) treat the child’s difficulties, whether they understand their cause, and whether they know how to help the child. Such children need a special approach, increased attention, help from teachers and parents, and help that is timely, qualified, and systematic. This is help in which it is not the difficulties in learning to write and read that are corrected, but the reasons that cause them.
The peculiarities of learning in a modern school are associated with an ever-increasing volume of information, a significant intensification of the passage of material, and the constant modernization and complication of educational programs. Such learning conditions place the highest demands on the body of a primary school student, and it is very important that children go through this difficult path without compromising their health, without losing interest in learning, without losing faith in themselves and in their strengths. The success of each student’s learning depends on his or her inherent level of development, and strengths and weaknesses can cause temporary difficulties and at the same time determine ways to overcome them.
As a rule, in the first months of schooling, children’s behavior and well-being change. Some become restless or, conversely, lethargic, irritable, eat poorly, and have difficulty falling asleep. But one or two months pass and most children feel better. The guys become calm and disciplined. Most of of them successfully master the program. But this does not always happen happily. Some get tired very quickly and it becomes clear that not all children are capable of studying. Low-performing students appear. Many people get sick often, miss classes, and fall behind as a result.
School difficulties for left-handed children
Today, in almost every class there are children who work with their left hand - left-handed children. Left-handed children (like right-handed ones) are different in their psychological and physiological characteristics, according to their abilities, interests and problems.
The reasons for the origin of left-handedness may be different, and therefore it is impossible to talk about any general features, characteristic of all such children. One thing is certain: left-handedness cannot be considered the cause of disorders or deviations in development, the culprit of reduced intellectual and physical capabilities, as was previously thought. Predominant use of the hand does not depend on the child’s desire or reluctance and not on his stubbornness, but develops in connection with the special organization of brain activity.
Of course, you can make a lot of effort and get a left-handed child to work right hand. But its biological essence cannot be changed. Arbitrary change of the dominant hand leads to gross interference in the subtle mechanisms of brain activity. This
What is the cause of the problems of left-handed children and how important is left-handedness in the occurrence of these problems? The first thing to pay attention to is the incorrect (very stressful and ineffective) way of holding the pen. The result is a very tense and very slow way of writing with uneven, irregular letters that look more like scribbles. Because of DC voltage and the inability to keep up with the pace of class work, other problems accumulate. To the difficulties of purely technical writing skills, omissions, substitutions, and incomplete writing are quickly added, and this complicates the situation: excitement, anxiety, fear of failure, negative attitude surrounding adults to left-handedness - all that the child cannot change himself. Naturally, this leads to deterioration mental health, which, in turn, causes a sharp decrease in performance, increased fatigue, and impaired concentration. And the result is deterioration in handwriting, errors, omissions, omissions, problems on tests (can’t keep up, plus worries)
School difficulties for slow children
School difficulties for slow children for a long time remain without special attention from teachers and parents. Meanwhile, in the overwhelming majority of cases, it is these children who, by the end of the first grade, experience a sharp deterioration in their mental health and experience pronounced difficulties in writing and reading. Slow children are a special risk group, since their school problems can only be associated with a slow pace of activity. Slowness is not a disease, not a developmental disorder, it’s just individual feature human, feature nervous activity.
It has been proven that even a small degree of slowness greatly reduces a child’s chances of school success. And therefore, help for such children is needed not when academic failure and health problems are already evident, but from the first days at school. There are approximately 10–20% of slow children. These are children whose rate of speech, walking, and all movements is 1.5–2 times slower, and the speed of performing all complex actions, and above all writing and reading, is low. However, the quality of performing all actions at your own pace can be very high. If you imagine that each individual action is performed almost 2 times slower, then it becomes clear why a slow child writes many times slower than others and why he reads so slowly. Slow pace cannot be assessed in terms of “good or bad”. This is a peculiarity of the child, and it must be taken into account and taken into account in the learning process. A slow child cannot be forced to write and read faster. With age (if the child is not driven to neurosis), the speed of writing and reading will increase (as the activity itself improves). However, in children with low mobility nervous processes writing and reading speed will always be lower than normal. At the initial stage of training, you cannot force the speed of work. Rushing and urging such a child is not only useless (he will not work faster, the effect will be the opposite), but also harmful. Limiting time for rest has a negative impact on the condition of a slow child. This, in turn, reduces performance, increases fatigue, which immediately affects writing (handwriting deteriorates, errors appear - omissions, substitutions, incomplete additions, corrections), and reading - “a line is lost”, reading errors appear, possible the effect of “guessing” reading, problems arise in understanding the text, difficulties in retelling. A slow child has difficulty processing information at a very fast pace. For a slow child, all school workloads are tiring. Therefore, after school it is better for him to be at home, in a calm environment. After-school care is not for slow children.
When working with such children, the main key to success is to create an environment at school and at home that would allow the child to work at a pace that is accessible to him, not to rush him, to calm him down, to support him and not to forget to praise him, to create all the conditions for quiet work and classes, pay attention to each successfully completed task.
School difficulties in teaching writing and reading to hyperactive students
Learning difficulties are most often observed in children who have certain types of disrupted behavior. Among them, a significant group is represented by the so-called disinhibited, motor-restless, hyperactive children. Hyperactivity (increased, excessive activity) of children and associated behavioral disorders are not a rare reason not only for the dissatisfaction of teachers and parents, but also for serious school problems that arise in these children from the first days of school. Overly excitable, sometimes aggressive, irritable, they can hardly tolerate stress, and their performance quickly decreases. They are unable to organize their activities, unable to focus their attention on work, and cannot establish normal relationships with peers. Such children react sharply to refusal of something, do not control themselves, immediately forget good intentions and prefer to do only what they like and enjoy. Behavioral disorder, as a rule, is combined in these children with a whole range of difficulties in writing and reading. You can help such a child only if working together teachers and parents.
- Do not allow (never, even in critical situations) rudeness, humiliation, anger. Expressions like “I hate you,” “You wear me out,” “I don’t have the strength,” “I’m tired of you,” repeated several times a day (not to mention the more rude ones), are meaningless. The child simply stops hearing them.
- Do not talk to your child casually, irritably, showing with all your appearance that the child is distracting you from more important matters than communicating with him. Apologize if you can’t get distracted (“Sorry, baby, I’ll finish now, and we’ll talk about everything”).
- Try to take into account the high distractibility and unstable performance of these children in the process training sessions at school and at home.
- You can’t reproach someone for failures and force them to “practice” for hours;
- Do not use words like “dirty again”, “what clumsy letters”, etc.
- Require your child not to rush when performing written assignments or reading;
- Before doing your homework, play a finger game;
- Homework can be done to a quiet classical melody, which will help the child relieve stress;
- Make sure you hold the pen correctly while writing;
- Do your homework in certain time, observing the daily routine;
- Be lenient with handwriting.
- Create a situation of comfort and success;
- Don't create emotional problems;
- Be discreet with your child;
- Do not require your child to quickly complete a task, both when writing and when reading;
- Present information to the child at the pace that suits him;
- Do not use words like “Faster”, “Don’t spite me”, etc. in your speech.
- Use words like “Don’t rush, work calmly” more often in your speech;
- Do not show your child your irritation for his slow pace of work, show tact and patience;
- Encourage any success of the child, even the smallest;
- Don't punish slow work;
- Take dynamic breaks more often, during which you can play an active game or a game to develop general motor skills;
- Tips for helping parents with homework hyperactive children:
- Create a situation of comfort and success;
- Don't create emotional problems;
- The child’s workplace should be quiet and calm, where the child could study without interruption;
- Plan your homework carefully: “Do this first, then...”;
- When performed by a child graphic tasks(copying, copying letters, numbers) ensure proper seating, position of pen and notebook;
- Talk to your child calmly, without irritation. Speech should be clear, unhurried, instructions (tasks) should be clear and unambiguous;
- Do not focus the child’s attention on failure - he must be sure that all difficulties and problems are surmountable, and success is possible;
- Do your homework at a certain time, following a daily routine, effectively organizing your activities;
- Encourage any success of the child, even the smallest;
- Plan each task in detail with your child.
A child’s success directly depends on understanding, love, patience and the ability to help in a timely manner on the part of loved ones.
Rules for parents on organizing assistance for children with “school difficulties”
The results of parents' work with children with learning difficulties, with systematic and targeted correction, can be very effective. The main conditions are time, patience and faith in success. Parents' help should not be limited to just monitoring homework (which is most often the case). Parents should know how to organize classes and how to interact with their child. They must follow the basic rules:
- it is necessary to work regularly and every day, and not on Sundays and holidays;
- it is necessary to make exceptions, not to study if the child is very tired and tired or some special events have occurred;
- during classes, there must be pauses, physical education, and relaxation exercises every 15-20 minutes;
- You should start your classes with game exercises;
- The classes should include tasks that the child can definitely complete, or that are fairly easy and do not cause serious stress. This will allow him to set himself up for success, and parents will be able to use the principle of positive reinforcement: “See how well everything turned out!”, “You are doing well today,” etc.
About once a week (every 10 days), parents should meet with the teacher and discuss work tactics for the next period.
Parents' work with a child who has school problems is especially effective in cases where he is forced to stay away from school for some time (for example, due to or after illness). The absence of psychological difficulties of the influence of a large team, a regulated regime, significant static loads, that is, the entire complex of school loads, allows great benefit use quite a short time only for educational purposes, and individual work makes it possible to take into account all the characteristics of the child. The most effective way to help children with learning difficulties in primary school is attention, kindness and patience, the desire to understand the reasons and the ability to find a special approach to such children.
The success of this work largely depends on whether the child can believe in his success, but first adults must believe in it.
Currently, the education system is faced with the problem of a steady increase in the number of children experiencing difficulties in learning general education program. According to various studies, learning difficulties for one reason or another are experienced by 15 to 40% of primary school students.
The problem of school difficulties is complex, so there are a number of aspects within it. First I would like to highlight the social aspect. The fact is that school difficulties are a huge social problem. The origins should be sought in the totality of school difficulties, which we, as a rule, create ourselves. Moreover, we not only do not know how to notice them in time, but we also do not know how to help children. Therefore, from 40 to 60% of primary school students move on to primary school without overcoming the difficulties of writing and reading. And the only way to help these children is possible way- starting all training from scratch. School difficulties are enormous social consequences, which manifest themselves not only in limiting the possibilities of choosing a profession (which is due to functional illiteracy). But this is also a difficulty social adaptation, because a person who has not found himself, has not mastered his profession, cannot become a full-fledged member of society.
The second aspect of the problem is psychological. Everyone knows well that constant failures and failures do not allow a child to develop personally. There is also a medical aspect to the problem of school difficulties. Constant failures, anxieties, and fears lead to secondary impairment of children's health. Unfortunately, our children have an adaptive resource (the ability to adapt to difficult situation) is quite low in the entire population. It is no secret that according to official data alone, 70% of young women have pathologies during pregnancy and childbirth. Any child in this category has a reduced adaptive resource. As long as the conditions of his life are favorable, as long as the loads are feasible, this reduced adaptive resource does not make itself felt. But as soon as a child finds himself in a situation that he cannot cope with (emotionally, intellectually, and physically), a breakdown occurs. Therefore, the period of beginning training often ends with a decrease in the child’s physiological and psychological adaptation. And this leads to a sharp deterioration in psychological and physical health. You can verify this by conducting a basic test. If first-graders are weighed monthly, we will find that by December 90% of them lose 1.5-2 kg. Children become pale and have bruises under their eyes. All this indicates a failure of adaptation at the physiological level. The psychological breakdown occurred much earlier, but, as a rule, went unnoticed.
Talking about medical aspect problems, we can highlight one important point. The teacher must understand what the age-related maturation of the child’s brain is. He must understand that if a 6-7 year old child has a bad voluntary regulation activity, then this is natural, you cannot fight it, you just need to take it into account, you need to build work on this. But, unfortunately, teachers do not know and understand the age-related characteristics of the organization of attention, memory, activity, and thinking. And ignorance and misunderstanding of the physiological or psychophysiological foundations of the formation of basic educational skills does not allow us to understand the mechanisms of occurrence of school problems.
The last aspect of the multicomponent problem of school difficulties is pedagogical aspect. It is very important to observe the child during educational activities. It is very important to know how one training system differs from another. It is very important to understand that the immaturity of a child’s body and brain can interfere with the development of a particular program. There are children who learn well traditional system, but do not master the Zankov system. Why? After all, Zankov’s program is essentially no different from the usual ones. But she assumes intensive training, and not everyone is ready for this.
Problems of school difficulties are being raised all over the world. This is a serious problem precisely because it is social, psychological, medical, and pedagogical. School difficulties are understood as the whole complex of difficulties that arise in a child during systematic learning and lead to deterioration in health, disruption of socio-psychological adaptation, and only in last resort--decrease in learning success.
Unfortunately, in pedagogy, failure and school difficulties are synonymous. But a child becomes unsuccessful only when we did not see in time that he had problems, did not pay attention to them in time and were unable to help him.
School difficulties of prosperous children
In the context of my specialization, I would like to talk about the difficulties in learning to write and read. As a rule, these are the difficulties that are typical for all children starting their education.
Enrollments in recent years have left much to be desired: out of 50-60 students annually, about 40-50% require specialized help from a speech therapist, and therefore are predisposed to difficulties in learning to write and read.
For the reasons for the appearance of these difficulties, the following “Risk Groups” are usually identified, that is, those children who are most likely to have difficulties of various types.
One of the main risk groups - more than 30% - are children with a history (developmental history) of pathology of pregnancy and childbirth in their mother, birth injuries, infectious and other serious illnesses under the age of one year.
I would like to pay Special attention specifically for this group of children. since most parents are not inclined to connect writing impairments, difficulties arising when learning to read and the already distant period of perinatal (prenatal) and postnatal development of the child. In practice, it is not so rare that when asked how a child grew and developed, a mother answers: “It’s normal. As everybody". And this “normal” includes late toxicosis during pregnancy and birth injuries and serious illnesses up to a year.
Second This group consists of weakened children who are often ill. Although the level of intelligence of such children may be very high, the beginning of school, the entire complex of school loads causes such high stress that serious school problems arise. Not knowing the background, or not wanting to see objective reasons such a phenomenon, parents demand the impossible from their child, and the result gets worse.
Third group of children are children with various neurological disorders. Many children had traumatic brain injuries. This kind of injury never goes away without leaving a trace.
Fourth The group consists of those who have delays in the formation of certain functions. Moreover, these delays are visible, of course, before school. For example, a child with delayed motor functions, according to the parents themselves, does not like to draw, is reluctant to manipulate small parts when playing with a construction set, and does not even know how to tie shoelaces. But such chronic “not love” does not alarm parents, and they do not take any measures to correct the situation even before school.
Fifth group consists of children who have early age diagnosed with speech development delay, who work with a speech therapist or attend special speech therapy kindergartens.
IN sixth We united the group with slow and left-handed children.
All found in everyday practice violations can be divided into three main groups:
I. Writing disorders associated with impaired motor skills, spatial perception and hand-eye coordination. These are handwriting disorders.
II. Writing disorders associated with delayed speech development and impaired phonetic-phonemic perception.
III. Complex violations.
Considering the psychophysiological features of the formation of writing skills, it should be said that writing, perceived from the outside as whole and coherent, is in fact (especially in the initial stages of learning) a sequence (chain) of discrete operations. And only when the skill is formed, the execution of all links in this chain occurs automatically, without awareness, without directional control. However, if the initial training stage is structured in such a way that some reactions are not reinforced (for example, due to lack of time), some are reinforced incorrectly, then subsequent training will reinforce the incorrect execution and the results will be unsatisfactory.
The performance of the motor act of writing (i.e., the performance of complexly coordinated motor movements) largely depends not only on the degree of development of motor functions, but also on the characteristics of visual, spatial perception of hand-eye coordination.
As a rule, children with disorders in the development of motor functions have a very difficult time mastering the configuration of letters; they cannot understand the relationship of the parts and their location on the sheet. These children write with high voltage, and handwriting deteriorates sharply with a slight increase in writing speed.
How can you help these students?
Firstly, a wide variety of exercises are needed aimed at developing small hand movements: games with mosaics, embroidery, modeling and picking or gluing small parts, knitting. You can string buttons and beads on thread and thin wire, you can color pictures with small details.
It is strictly forbidden to teach these children to write continuously; you need to pay more attention when studying each letter, the location of its parts, the direction of strokes. You shouldn’t rush them, you need to give them the opportunity to write in a “big line” (micro-movements are simply too much for such children) and slowly.
At the initial stage of training, large assignments and multiple rewrites can lead to reverse effect, because children write with tension.
Speaking about the difficulties of writing associated with the development of motor skills, coordination of movements and spatial perception, we must emphasize that these children have a very slow pace of writing and this slowness is, as it were, secondary due to other difficulties.
At the same time, in the same class there are children who do not have any difficulties other than the slow pace of activity, but by the middle of the year they accumulate a whole bunch of difficulties. These are the difficulties slow children.
Why and how do they arise?
The pace of activity is an individual and specific characteristic, which is based on the peculiarities of the development of higher nervous activity. The pace of activity depends little on “I want and I don’t want.” And this feature must not be fought, but taken into account in the learning process.
Most often, these children not only write slowly, but also speak slowly, read and move slowly, as if in a stretch, often unsettling not only their parents, but also the teacher with their slowness.
This child is constantly (both at home and at school) under time pressure; he is constantly in a hurry, but nothing works out for him. In order to complete all the tasks in class, he “sacrifices” the quality of his writing. Instead of letters, he manages to write something similar and gradually this writing of doodle letters becomes fixed, a strong tremor and additional strokes appear. But the pace of the class increases, and he still can’t keep up
In such conditions, spelling disorders are added to the graphical disorders; these children have great difficulty developing written speech. All these difficulties are aggravated by the fact that by the end of the year most of these children develop neuroses and neurotic reactions.
How can you help such children?
The solution seems to be simple: let the child work at the pace he needs. But the program is the same for all children, and the teacher does not always find an opportunity to reduce the amount of work for your child. But when preparing homework, you should not limit the child’s time, urge him on, or, especially, reproach him. He always feels guilty because of his constant failures.
The most complex picture of writing impairment is observed in children with various disorders mental development (for example, mental retardation). In such children, difficulties in learning to write are usually combined with other learning difficulties: reading, mathematics, as well as difficulties in adapting to the class, to children, as well as behavioral disorders.
In this group of children, distortions are characterized by severe distortions of handwriting, distortion of the meaning of words and phrases, replacement and omission of letters and syllables, and sometimes mirror spelling of many letters. All these writing difficulties are visible by the end of the first half of the year. This child needs special medical care. In this case, we try to immediately draw the attention of parents to the multiple nature of the disorders and recommend that parents contact a psychoneurologist.
Especially large group violations writing constitute disorders based on the underdevelopment of certain components of the language.
When admitting children to school and in the first half of first grade, we carefully monitor and identify children with ODD.
Based on the requirements for the speech development of seven-year-old children, the following table was compiled
| there must be | in stock | forecast |
| 1.Fully formed sound pronunciation. Physiological or age-related tongue-tiedness disappears by the age of 5-6 years. | 30-35% of first-graders have some degree of impaired sound pronunciation. The greatest danger is posed by complete sound substitutions, when during the pronunciation process the child pronounces another sound instead of one (hat - sapka) | The appearance of articulatory-acoustic dysgraphia. (as I pronounce, so I write |
| 2. Clear distinction by ear of all speech sounds, including acoustically close ones. Normal by 2 years. | Auditory differentiation is impaired in 40-45% of first-graders. In this case, children do not differentiate acoustically similar sounds: hard-soft, voiced-voiceless, sonorants, affricates. | The appearance of acoustic dysgraphia. (I write as I hear) |
| 3. By the age of 7, a child should be proficient in simple types of sound analysis of words: determining the presence of a given sound in a word; isolating sounds from the beginning and end of a word; determining the location of a sound in a word. | 10-20% of children cope with the tasks. Consequently, every third first-grader will not be able to installed by the program deadlines to master a complete phonemic analysis, which leads to omissions, rearrangements, and the addition of unnecessary elements. | The emergence of dysgraphia due to the immaturity of sound analysis and synthesis |
| 4. Availability of sufficient vocabulary, knowledge of widely used objects, signs and actions. As well as knowledge of widely used general concepts - furniture, dishes, etc. | 25% of first graders lexicon lags behind the age norm. | Difficulties in applying the rules in writing, because It is impossible to find a related word. |
| 5. Full development of the grammatical system of inflection, the assimilation of which normally ends by the age of 4. | Word formation functions are impaired in 15% of first-graders, inflections in 23% of first-graders, and 12% use prepositions incorrectly. | The emergence of agrammatic dysgraphia. |
Additional explanations to point No. 3
Many parents ask: “Why do we even need sound analysis in the elementary school curriculum?”
The study of literacy in the Russian language is carried out using the sound analytical-synthetic method. This means that when dictating or dictating, the child must:
break it down into sounds, i.e. analyze; analyze
determine the sequence of sounds in a word;
apply the rule if the written word does not match the pronunciation;
collect all the actions together and write down the word.
All these actions occur automatically at later stages of learning and if there are no difficulties. If your child finds this difficult and the primary signs of dysgraphia are evident, teach him to pronounce first out loud and then “to himself.” If a child pronounces words slowly, he consciously produces sound-letter analysis And thus avoids errors associated with rearranging letters. Pronunciation is especially important for children with unstable attention and low performance.
Additional explanations to point No. 6.
The function of inflection is impaired in 20% of first-graders, and almost all of them make mistakes when agreeing nouns with numerals, 21% make mistakes when agreeing nouns with adjectives, and 12% incorrectly use prepositions, especially complex ones (from under, due to)
The word formation function is insufficiently developed in 50% of children. especially difficult to form possessive adjectives. Here you can also hear the “dog’s” head, also known as “dog’s” and “dog’s”.
It is just as difficult to form relative adjectives. Children with immature grammatical systems word formations and inflections cannot be used in writing grammatical forms more correctly than they do in oral speech, and this inevitably leads to agrammatic dysgraphia, which appears in them in grades 3-5, when they need to write detailed phrases, where words inevitably need to be coordinated with each other.
If we try to summarize all that has been said, then the very first and most serious circumstance that we all need to fully understand is that approximately half of the children entering first grade every year are not ready for the systematic study of the Russian language due to a clear lag in speech development. This conclusion was made by scientists from the St. Petersburg Psychological and Pedagogical Center “Health” based on many years of observations. We came to the same conclusion by summarizing our own experience and observations.
What is the way out of this situation?
For you and me - to work with our children, with who they are, to help them overcome difficulties, because they are surmountable for the most part, surmountable if you are together with your child, if you are ready and follow general didactic principles.
For example, these:
Do not compare your child with friends, with brothers and sisters - because every child is unique;
Do not discuss your child with teachers, friends, or co-workers over the phone, especially in the presence of the child himself;
Condemn the child’s actions, not the child himself. The child must be sure that he is loved for who he is;
If there is even the slightest reason, praise the child. Find something to praise for;
Do not limit your child in those activities in which he is successful;
And love them, cultivate positive moral qualities.
Literature.
Kostromina S.N., Nagaeva L.G. How to overcome difficulties in learning to read. M., Vlados. 2001.
Tsukerman A.V. School difficulties of prosperous children. 1996.
About school troubles. Sat. Altai Regional Institute PKRO. 1995.
Voronova A. How school neuroses arise. School Director Magazine. No. 2, 2000.
Ivanova N.A. Tails that have been stretching since childhood. School Director Magazine. No. 2, 2000.