Conditions for children with mental retardation in a preschool. Organization of special assistance for children with mental retardation (MDD) in general preschool institutions

Preface.

The number of children who are already preschool age developmental deviations are detected, quite significantly. Accordingly, there is a high risk school maladjustment and academic failure.

Of particular concern is the increase in the number of children with mental retardation (MDD).

Creating pedagogical conditions based on a personality-oriented approach, optimal for each student, involves the formation of an adaptive social and educational environment that includes all the diversity various types educational institutions.

However, only since 1990 have preschool institutions for children with mental retardation been included in the education system. development of issues of organization and content of the correctional pedagogical process in the conditions of a preschool educational institution of a compensatory type is one of the priority areas of special education.

The administration and teachers have many questions regarding the organization of activities of groups for children with mental retardation, the content of the program of correctional and developmental education, methods of working with children, preparation of working documentation, etc.

The methodological recommendations presented in this manual are based on the interaction of science and practice, which increases the quality level of educational activities of compensatory preschool institutions. These methodological recommendations have been successfully tested and are used in the practical activities of compensatory preschool educational institutions in Petropavlovsk-Kamchatsky and Belgorod.

This work is intended to provide methodological assistance to teachers - defectologists, teachers - speech therapists, teachers - psychologists and educators working with preschool children with mental retardation and their parents.

Characteristic features of children with mental retardation.

Preschool childhood is the period of the most intensive formation of cognitive activity and personality as a whole. If the intellectual and emotional potential of a child does not receive proper development in preschool age, then subsequently it will not be possible to realize it fully. This is especially true for children with mental retardation.

So what is mental retardation? This special type abnormal development, which is characterized by a slow pace of development of one or more mental functions, which, in most cases, are compensated under the influence drug treatment, special correctional training and under the influence of the temporary factor.

From the perspective of an inexperienced observer, preschoolers with mental retardation are not so different from their peers. Parents often do not attach importance to the fact that their child is slightly started later walk independently, act with objects, which delays his speech development. Increased excitability, instability of attention, and rapid fatigue first manifest themselves at the behavioral level and only later on the completion of curriculum tasks.

By older preschool age, difficulties in mastering the kindergarten program become obvious: children are inactive in classes, do not remember material well, and are easily distracted. The level of development of cognitive activity and speech turns out to be lower compared to peers.

With the start of school, the clinical picture of disorders becomes more pronounced due to difficulties in mastering the school curriculum, and psychological problems become more profound and persistent.

The problem of studying and correcting mental retardation of preschoolers in our country is being dealt with by modern researchers and teachers: Lubovsky V.I., Lebedinsky V.V., Pevzner M.S., Vlasova T.A., Pevzner M.S., Lebedinskaya K.S. ., Zhukova N.S., Mastyukova E.M., Filicheva T.B., Vlasova T.A., Vygotsky L.S., Boryakova N.Yu., Ulienkova U.V., Sukhareva G.E., Mastyukova E.M. ,Markovskaya I.F. , Zabramnaya S.D. , Glukhov V.P., Shevchenko S.G., Levchenko I.Yu. and others .

Outstanding teachers and psychologists note that in children with mental retardation, in most cases, perception, attention, thinking, memory, and speech are impaired.

In children with mental retardation, attention is often impaired: does not form for a long time voluntary attention;

- attention is unstable, scattered, poorly concentrated and decreases with fatigue, physical activity. Even positive strong emotions (holiday matinees, watching TV shows, etc.) reduce attention;

- small attention span;

- children with mental retardation cannot properly distribute attention (it is difficult to listen and write at the same time);

- there are difficulties in switching attention from one type of activity to another;

- often pay attention to minor details and get stuck on them.

Perception:

- the pace of perception is slower, it takes more time to complete the task;

- the volume of perception is narrowed;

- difficulties are observed in the perception of similar objects (circle and oval);

- there are problems with gnosis. Children have difficulty recognizing noisy and intersecting images, have difficulty assembling cut-out pictures, and make mistakes in “traversing labyrinths”;

- impaired perception of color (especially tint colors), size, shape, time, space;

- spatial perception is difficult, since inter-analyzer connections are not sufficiently formed;

- physiological hearing is preserved, but phonemic perception is impaired;

- stereognosis (recognition by touch) is difficult.

Memory:

- insufficient memorization strength. Short-term memory prevails over long-term, so constant reinforcement and repeated repetition are required;

- verbal memory is less developed, visual memory is better;

- the ability to remember logically suffers. Mechanical memory is better developed.

Thinking:

- insufficient formation of mental operations of analysis, synthesis, comparison, generalization, etc.;

- verbal and logical thinking especially suffers. This type of thinking is normally formed in children by the age of seven, and in children with mental retardation much later. Children do not understand a picture with a hidden meaning, a riddle, a saying, a proverb;

- cannot establish cause-and-effect relationships without the help of a teacher;

- do not understand hidden meaning riddles, proverbs...

Speech:

-Almost all children with mental retardation have some kind of speech impairment, sound pronunciation suffers, phonemic awareness, the grammatical structure is broken. Coherent speech and the construction of a coherent statement suffer especially; the semantic aspect of speech is impaired.

That is why, along with a teacher-speech pathologist, the group for children with mental retardation includes a teacher-speech therapist.

It is obvious that traditional classes are not interesting for children in this category and are ineffective. There is a need to search for various ways and methods that contribute to a better assimilation of the necessary knowledge indicated by the training program.

The most successful and effective method in working with children with mental retardation, both in frontal correctional and developmental classes, and in individual work, is educational game. A didactic game is defined by the name itself - it is an educational game. It helps the child gain knowledge in an easy, accessible and relaxed manner. It is through didactic play as the main method correctional work, the knowledge provided by the program and necessary in preparing for school education of children of this category occurs. Therefore, the author of the manual begins his methodological recommendations with the methodologically correct use of didactic games in correctional work with children with mental retardation.

1. It is recommended to use didactic games as widely as possible in frontal correctional and developmental classes, in individual lessons, as well as in various routine moments in a compensatory group for children with mental retardation.

2. Didactic games should be accessible and understandable to children, appropriate to their age and psychological characteristics.

3. Each didactic game should have its own specific learning task, which corresponds to the topic of the lesson and the correctional stage.

4. When preparing for a didactic game, it is recommended to select goals that contribute not only to the acquisition of new knowledge, but also to the correction of the mental processes of a child with mental retardation.

5. When conducting a didactic game, it is necessary to use a variety of visuals, which must carry a semantic load and meet aesthetic requirements.

6. Knowing the characteristics of children with mental retardation, for a better perception of the material being studied using a didactic game, it is necessary to try to use several analyzers (auditory and visual, auditory and tactile...).

7. The correct balance between play and work of the preschooler must be maintained.

9. Game actions need to be taught. Only under this condition does the game acquire an educational character and become meaningful.

10. In the game, the principle of didactics should be combined with entertainment, jokes, and humor. Only the liveliness of the game mobilizes mental activity, makes the task easier to complete.

11. The didactic game should activate speech activity children. Should contribute to the acquisition and accumulation of vocabulary and social experience of children.

1. When conducting any correctional and developmental lessons in mathematics, it is necessary to take into account the psycho-physical characteristics of children with mental retardation.

2. It is necessary to pay special attention and importance to the propaedeutic period.

3. Perform program tasks sequentially, using the principle of didactics: from simple to complex.

4. The slow pace of learning new material by children in this category involves conducting two or more classes on the same topic.

6. Teach children to verbally report on the actions performed.

7. Go to next topic only after the previous material has been mastered.

8. When conducting thematic classes(for example, based on a fairy tale), a teacher’s creative approach to the lesson scenario is required, i.e. The teacher must understand which fairy tale and how many lessons can be planned based on the same plot.

9. Use both traditional teaching methods (visual, verbal, practical, game...) and non-traditional, innovative approaches.

10. Use clarity wisely.

11. It is possible to use large quantity various analyzers when performing counting operations.

12. Each lesson must perform corrective tasks.

13. It is advisable to make the most active use of didactic games and exercises in each lesson.

14. Use an individual and differentiated approach to children.

15. Treat every child kindly and respectfully.

1. All movements selected for conducting classes on phonetic rhythms should be considered as stimulation for the formation and consolidation of pronunciation skills.

2. The movements that are performed in class are not previously learned, but are performed by imitation.

3. The movements are repeated synchronously with the teacher several times (2 – 5 times).

4. Phonetic rhythms are always carried out standing, the distance from the teacher to the child is at least 2.5 meters, so that the child sees the entire teacher.

5. Exercises are carried out for 2 – 3 minutes.

6. The child must look the teacher in the face.

7. After each movement with tension, you need to lower your arms down and relax. The teacher conducting phonetic rhythms is recommended to teach children the elements of concentration and self-relaxation when performing certain exercises

8. After children learn to repeat movements correctly, the number of repetitions decreases.

9. A mandatory component of each lesson should be movement exercises which develop a sense of rhythm and tempo of pronunciation.

10. Phonetic rhythms should be visually demonstrated and multiple repetitions, which stimulate the child to correct imitation.

11. During the lesson, children should clearly see the teacher and pronounce the speech material synchronously with the teacher.

12. If during the lesson some children do not succeed in certain elements of rhythm, then it is recommended to transfer work on these elements to individual sessions.

13. Classes on phonetic rhythms must be conducted by a teacher - a defectologist, who himself correctly and beautifully performs the movements of the body, arms, legs, and head.

14. The teacher’s speech should serve as a role model, be phonetically correctly formatted, and emotionally charged.

1. A teacher working in a compensatory group for children with mental retardation must take into account the psychophysical, speech features and the capabilities of children in this category.

2. When conducting any type of classes or games, the teacher must remember that it is necessary to solve not only the problems of the general education program, but also (first of all) to solve correctional problems.

3. The teacher should pay attention to the correction of existing deviations in mental and physical development, to enriching ideas about the world around them, as well as to the further development and improvement of children’s intact analyzers.

4. It is necessary to take into account the individual characteristics of each child.

5. Particular attention should be paid to the development of the cognitive interests of children who have a peculiar lag under the influence of a speech defect, narrowing of contacts with others, incorrect methods of family education and other reasons.

6. The teacher’s work on speech development in many cases precedes speech therapy classes, providing the necessary cognitive and motivational basis for the formation of speech skills.

7. The teacher’s own speech should serve as a model for children with speech disorders: be clear, extremely intelligible, well-intonated, expressive, without affecting sound pronunciation. Complex grammatical structures, phrases, and introductory words that complicate the understanding of the teacher’s speech by children should be avoided.

8. All work of the teacher is based on the planned lexical topic. If children with mental retardation have not learned this topic, then work on it can be extended for two weeks (under the guidance of a teacher - defectologist and teacher - speech therapist).

9. Each new topic should begin with an excursion, gaining practical experience, viewing, observing, talking about the picture.

10. When studying each topic, it is planned, together with the teacher - speech therapist, that vocabulary minimum(subject, verbal, dictionary of signs), which children can and should learn in impressive and expressive speech.

11. The vocabulary intended for understanding should be much wider than for active use in the child's speech. Also specified grammatical categories, types of syntactic structures that need to be reinforced by the teacher following the correctional lessons of the teacher - speech therapist (speech pathologist).

12. The primary focus when studying each new topic is to develop various types of thinking, attention, and perception. memory, It is necessary to widely use comparisons of objects, highlighting leading features, grouping objects by purpose, by features, etc.

13. All correctional and developmental work of the teacher is built in accordance with the plans and recommendations of the teacher - defectologist and teacher - speech therapist of the group.

14. In correctional work with children with mental retardation, the teacher should use as widely as possible didactic games and exercises, since with their influence, better assimilation of the studied material is achieved.

15. Individual correctional work with children is carried out by the teacher mainly in the afternoon. Special place focuses on consolidating the results achieved by the teacher-defectologist in frontal and individual correctional and developmental classes.

16. In the first two to three weeks of September, the teacher, in parallel with the teacher-defectologist (speech therapist), conducts an examination of children to identify the child’s level of knowledge and skills in each type of activity.

17. The examination should be carried out in an interesting, in an entertaining way, using special gaming techniques available to children of this age.

18. An important area in the work of a teacher is compensation for the mental processes of a child with mental retardation, overcoming speech underdevelopment, his social adaptation - all this contributes to preparation for further education at school.

19. The teacher’s task is to create a friendly, comfortable environment in the children’s team, strengthen faith in one’s own capabilities, smooth out negative experiences and prevent outbursts of aggression and negativism.

1. It is necessary to take into account the age and psychophysical development of children with mental retardation.

2. It is advisable that the exercises be related to the topic of the lesson, because In children with mental retardation, switching from one activity to another is more difficult than in normally developing children.

3. The exercises used in the frontal correctional and developmental lesson should be simple in structure, interesting and familiar to children.

4. Exercises should be convenient to perform in a limited area.

6. The exercises used in the physical education minute must be emotional and quite intense (including 10–15 jumps, 10 squats or 30–40 seconds of running in place).

7. You need to know at what time of class to conduct a physical education minute:

In the middle group, at 9–11 minutes of class, because It is at this time that fatigue sets in;

In the older group - at 12 - 14 minutes;

In the preparatory group - at 14-16 minutes.

8. The total duration of a physical education minute is 1.5 – 2 minutes.

9. It is recommended that a teacher-defectologist working with children with mental retardation conduct physical education 5 minutes earlier, because In children of this category, fatigue occurs earlier.

10. If necessary, it is possible to conduct two minutes of physical education in one frontal correctional and developmental lesson.

11. Exercises are repeated 5 - 6 times.

12. A physical education minute should carry a semantic load: in a lesson on physical training - with elements of counting, in teaching literacy - it is full of the sound being studied, etc.

1. To develop fine motor skills of the hands of children with mental retardation, it is recommended to use a variety of preparatory exercises, during which it is necessary to take into account muscle tone (hypotonicity or hypertonicity).

2. All exercises should be carried out in the form of a game, which not only arouses children’s interest, but also helps to increase the technical tone of the child’s hand.

3. When selecting exercises, the teacher must take into account the age and mental characteristics of children with mental retardation, including the characteristics visual perception, attention, memory, etc.

5. It is necessary to teach the child to navigate on a sheet of paper.

6. The development of fine motor skills of the hands should begin with the dominant hand, then perform exercises with the other hand, and then with both.

8. Work in an album or notebook should be preceded by finger gymnastics exercises.

9. If possible, you need to select finger gymnastics exercises that are related to the topic of the lesson.

First, you need to introduce children to the line (give the concept of what a “cell” is...);

With the direction of writing (from left to right);

The place where the letter begins (how many cells to retreat);

Learn to identify parts of a page and line boundaries.

13. Throughout the entire period of study, it is recommended to widely use coloring books with large, clear and understandable drawings for children (letters and numbers);

14. “Copybooks” for preschool children must be carefully selected by the teacher and recommended to parents.

15. Strict adherence to organizational and hygiene requirements to learning to write, which preserves normal vision and correct posture of children.

16. On technical side When writing, a child expends enormous physical effort, so the duration of continuous writing for preschoolers should not exceed 5 minutes, and for schoolchildren - 10 minutes (first grade).

17. It is advisable to carry out work on developing basic graphic writing skills systematically 2 - 3 times a week for 7 - 10 minutes, as part of a lesson.

18. The teacher must monitor the lighting of the child’s workplace and his posture. The distance from the eyes to the notebook should be at least 33 cm.

19. When working with children with mental retardation, the teacher must create a calm, friendly environment that facilitates the achievement of correctional goals.

The success of correctional education is largely determined by how clearly the continuity in the work of the teacher - defectologist, speech therapist, educators and parents is organized.

1. A child with mental retardation has a weakened memory, voluntary attention has not been formed, and thought processes are lagging behind in development, so it is necessary to consolidate the learned material in kindergarten and at home.

To do this, homework is assigned to review the topic studied.

2. Initially, tasks are completed by the child with the active help of the parent, gradually teaching the child to be independent.

3. It is necessary to accustom the child to complete tasks independently. You should not rush to show how to perform a task. Help must be timely and reasonable.

4. It is important to determine who exactly from the adult environment of the child will work with him on the instructions of the defectologist.

5. Class time (15 – 20 minutes) should be fixed in the daily routine. Regular study time disciplines the child and helps him master the educational material.

6. Classes should be entertaining.

7. When receiving an assignment, you must carefully read its contents and make sure that you understand everything.

8. In difficult cases, consult a teacher.

9. Select the necessary visual didactic material, manuals recommended by the teacher - defectologist.

10. Classes must be regular.

11. Consolidation of knowledge can be carried out during walks, trips, on the way to kindergarten. But some types of activities require a calm business environment, as well as the absence of distractions.

12. Classes should be short and not cause fatigue and satiety.

13. It is necessary to diversify the forms and methods of conducting classes, to alternate classes on speech development with tasks on developing attention, memory, thinking...

14.Must be adhered to uniform requirements which are presented to the child.

15. A child with mental retardation almost always has impaired speech development, so it is necessary to train the child daily in performing articulatory gymnastics.

16. Exercises must be performed in front of a mirror.

17. Particular attention is paid not to speed, but to the quality and accuracy of performing articulation exercises.

18. It is important to monitor the purity of the movements: without accompanying movements, smoothly, without excessive tension or lethargy, monitor the full range of movements, accuracy, pace of exercises, often at the expense of an adult...

20. The exercise is performed 6 – 8 times for 10 seconds. (more is possible). For better clarity, the exercises are done together with the child, carefully showing and explaining each movement.

21. To consolidate the sound in a syllable or word, it is necessary to repeat speech material at least 3 times.

22. When spoken the desired sound you should pronounce the sound in a syllable or word exaggeratedly (deliberately emphasizing it with your voice).

23. The notebook for consolidating the material must be kept neat.

24. Be patient with your child, friendly, but quite demanding.

25. Celebrate the slightest successes, teach your child to overcome difficulties.

26. Be sure to attend teacher consultations and open classes teachers.

27. Consult and treat children in a timely manner from doctors to whom the teacher - defectologist refers.

Corrective goals , aimed at the formation of mental processes in children with mental retardation.

Corrective goals must be introduced into each lesson of a teacher - speech pathologist, teacher - speech therapist, educator, select them correctly (in accordance with the purpose of the lesson) and accurately formulate a goal aimed at correcting a particular mental process.

Correction of attention

1. Develop the ability to concentrate (the degree of concentration on an object).

2. Develop stability of attention (long-term focus on an object).

3. Develop the ability to switch attention (intentional, conscious transfer of attention from one object to another).

4. Develop the ability to distribute attention (the ability to hold several objects in the sphere of attention at the same time).

5. Increase the amount of attention (the number of objects that can be captured by the child’s attention at the same time).

6. Form targeted attention (focus in accordance with the task at hand).

7. Develop voluntary attention (requires volitional efforts).

8. Activate and develop visual and auditory attention.

Memory correction

1. Develop motor, verbal, figurative, verbal - logical memory.

2. Work on mastering knowledge through voluntary, conscious memorization.

3. Develop speed, completeness, and accuracy of reproduction.

4. Develop memorization strength.

5. Form the completeness of reproduction of verbal material (reproduce verbal material close to the text).

6. Improve the accuracy of reproducing verbal material (correct wording, ability to give a short answer).

7. Work on the sequence of memorization, the ability to establish cause-and-effect and temporary connections between individual facts and phenomena.

8. Work on increasing your memory capacity.

9. Learn to remember what you perceive and make choices based on a model.

Correction of sensations and perceptions

1. Work on clarifying visual, auditory, tactile, and motor sensations.

2. Develop targeted perception of color, shape, size, material and quality of an object. Enrich children's sensory experience.

3. Learn to correlate objects by size, shape, color, visually checking your choice.

4. Differentiate the perception of objects by color, size and shape.

5. Develop auditory and visual perception.

6. Increase the volume of visual, auditory, tactile ideas.

7. Form tactile discrimination of the properties of objects. Learn to recognize familiar objects by touch.

8. Develop tactile-motor perception. Learn to correlate the tactile-motor image of an object with a visual image.

9. Work on improving and qualitatively developing kinesthetic perception.

10. Work on increasing the field of view and speed of viewing.

11. Develop an eye.

12. Form the integrity of the perception of the image of the object.

13. Learn to analyze the whole from its constituent parts.

14. Develop visual analysis and synthesis.

15. Develop the ability to generalize objects based on characteristics (color, shape, size).

16. Develop the perception of the spatial arrangement of objects and their details.

17. Develop hand-eye coordination.

18. Work on the pace of perception.

Speech correction

1. Develop phonemic awareness.

2. Develop the functions of phonemic analysis and synthesis.

3. Form the communicative functions of speech.

4. Learn to differentiate speech sounds.

5. Improve the prosodic side of speech.

6. Expand passive and active vocabulary.

7. Improve the grammatical structure of speech.

8. Develop inflection and word formation skills.

9. Form dialogic speech.

10. Develop coherent speech. Work on the conceptual side of speech.

11. Help overcome speech negativism.

Correction of thinking

1. Develop visually - effective, visually - imaginative and logical thinking.

2. Develop the ability to analyze, compare, generalize, classify, systematize on a visual or verbal basis.

3. Learn to highlight the main, essential.

4. Learn to compare, find similarities and differences between the characteristics of objects and concepts.

5. Develop mental operations analysis and synthesis.

6. Learn to group objects. Learn to independently determine the basis of a grouping, to identify an essential feature of an object for a given task.

7. Develop the ability to understand the connection of events and build consistent conclusions, establish cause and effect relationships.

8. Activate mental creative activity.

9. Develop critical thinking (objective assessment of others and yourself)

10. Develop independence of thinking (the ability to use public experience, independence of one’s own thoughts).

Correction of the emotional-volitional sphere

1. Develop the ability to overcome difficulties.

2. Foster independence and responsibility.

3. Develop a desire to achieve results, to bring the work started to completion.

4. Develop the ability to act purposefully and overcome feasible difficulties.

5. Cultivate honesty, goodwill, hard work, perseverance, and endurance.

6. Develop criticality.

7. Develop initiative and the desire to be active.

8. Develop positive behavioral habits.

9. Foster a sense of camaraderie and a desire to help each other.

10. Foster a sense of distance and respect for adults.

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What is mental retardation?

ZPR belongs to the category of mild deviations in mental development and occupies an intermediate place between normality and pathology. Children with mental retardation do not have such severe developmental disabilities as mental retardation, primary underdevelopment of speech, hearing, vision, or motor system. The main difficulties they experience are primarily related to social (including school) adaptation and learning.

The explanation for this is the slowdown in the rate of maturation of the psyche. It should also be noted that each individual child's mental health may manifest itself in different ways and differ in both time and degree of manifestation. But, despite this, we can try to identify a range of developmental features, forms and methods of work that are characteristic of the majority of children with mental retardation.

Who are these children?

Experts' answers to the question of which children should be included in the group with mental retardation are very ambiguous. Conventionally, they can be divided into two camps. The first adhere to humanistic views, believing that the main causes of mental retardation are primarily social and pedagogical in nature (unfavorable family conditions, lack of communication and cultural development, difficult conditions life). Children with mental retardation are defined as maladapted, difficult to teach, and pedagogically neglected. Other authors associate developmental delays with lungs organic lesions brain and include children with minimal brain dysfunction here.

At preschool age, children with mental retardation show a lag in the development of general and, especially, fine motor skills. The technique of movements and motor qualities (speed, dexterity, strength, accuracy, coordination) are mainly affected, and psychomotor shortcomings are revealed. Self-service skills and technical skills in artistic activities, modeling, appliqué, and design are poorly developed. Many children do not know how to hold a pencil or brush correctly, do not regulate the pressure, and have difficulty using scissors. There are no gross movement disorders in children with mental retardation, but the level of physical and motor development is lower than that of normally developing peers.

Such children have almost no speech - they use either a few babbling words or separate sound complexes. Some of them may be able to form a simple phrase, but the child's ability to actively use phrasal speech is significantly reduced.

In these children, manipulative actions with objects are combined with object actions. With the help of an adult, they actively master didactic toys, but the methods of performing correlative actions are imperfect. Children need a much larger number of trials and try-ons to solve a visual problem. Their general motor clumsiness and lack of fine motor skills cause undeveloped self-care skills - many find it difficult to use a spoon while eating, experience great difficulty in undressing and especially in dressing, and in object-play actions.

Such children are characterized by absent-mindedness and are unable to maintain sufficient attention. long time, quickly switch it when changing activities. They are characterized by increased distractibility, especially to verbal stimuli. Activities are not focused enough, children often act impulsively, are easily distracted, quickly get tired, and become exhausted. Manifestations of inertia may also be observed - in this case, the child has difficulty switching from one task to another.

Indicative research activities aimed at studying the properties and qualities of objects are hampered. A greater number of practical tests and fittings are required when solving visual and practical problems; children find it difficult to examine the subject. At the same time, children with mental retardation, unlike mentally retarded children, can practically correlate objects by color, shape, and size. The main problem is that their sensory experience is not generalized for a long time and is not consolidated in words; errors are noted when naming features of color, shape, and size. Thus, reference views are not generated in a timely manner. A child, naming primary colors, finds it difficult to name intermediate color shades. Does not use words denoting quantities

The memory of children with mental retardation is characterized by qualitative originality. First of all, children have limited memory capacity and reduced memorization strength. Characterized by inaccurate reproduction and rapid loss of information.

In terms of organizing correctional work with children, it is important to take into account the uniqueness of the formation of speech functions. The methodological approach involves the development of all forms of mediation - the use of real objects and substitute objects, visual models, as well as the development of verbal regulation. In this regard, it is important to teach children to accompany their actions with speech, to summarize - to give a verbal report, and at later stages of work - to draw up instructions for themselves and for others, that is, to teach planning actions.

At the level of play activity, children with mental retardation have reduced interest in games and toys, it is difficult to develop the idea of a game, the plots of games tend to stereotypes, and mainly affect everyday topics. Role behavior is characterized by impulsiveness, for example, a child is going to play “Hospital”, enthusiastically puts on a white coat, takes a suitcase with “tools” and goes... to the store, as he was attracted by the colorful attributes in the play corner and the actions of other children. The game is unformed and how Team work: children communicate little with each other in play, play associations are unstable, conflicts often arise, children communicate little with each other, collective play does not work out.

Corrective influences it is necessary to build them so that they correspond to the main lines of development in a given age period, based on the characteristics and achievements characteristic of a given age.

Firstly, correction should be aimed at correcting and further development, as well as compensation for those mental processes and neoplasms that began to take shape in the previous age period and which are the basis for development in the next age period.

Secondly, correctional and developmental work should create conditions for effective formation those mental functions that develop especially intensively in the current period of childhood.

Thirdly, correctional and developmental work should contribute to the formation of prerequisites for successful development at the next age stage.

Fourthly, correctional and developmental work should be aimed at harmonizing the child’s personal development at this age stage.

When building tactics for correctional and developmental work, it is no less important to take into account such a key phenomenon as the zone of proximal development (L.S. Vygotsky). This concept can be defined as the difference between the level of complexity of tasks, accessible to the child with an independent decision, and those that he is able to achieve with the help of adults or in a peer group. Correctional and developmental work should be built taking into account sensitive periods of development of certain mental functions. It should also be borne in mind that in case of developmental disorders, sensitive periods may shift in time.

We can highlight the following most important areas of correctional and developmental work with children in the compensatory group:

Wellness direction. The full development of a child is possible only under the condition of physical well-being. This area also includes the tasks of streamlining a child’s life: creating normal living conditions(especially for children from socially disadvantaged families), introducing a rational daily routine, creating an optimal motor regimen, etc.

Correction and compensation of developmental disorders of higher mental functions using neuropsychological methods. The level of development of modern child neuropsychology makes it possible to achieve high results in the correction of cognitive activity, school skills (counting, writing, reading), behavioral disorders (goal orientation, control).

Development of sensory and motor areas. This direction is especially important when working with children who have sensory defects and disorders of the musculoskeletal system. Stimulation of sensory development is very important for the formation creativity children.

Development of cognitive activity. The system of psychological and pedagogical assistance to the full development, correction and compensation of developmental disorders of all mental processes (attention, memory, perception, thinking, speech) is the most developed and should be widely used in practice.

Development of the emotional sphere. Promotion emotional competence, which presupposes the ability to understand the emotions of another person, to adequately express and control one’s emotions and feelings, is important for all categories of children.

Formation of types of activities characteristic of a particular age stage: play, productive types (drawing, design), educational, communication, preparation for labor activity. Particularly noteworthy special work on the formation of educational activities in children experiencing learning difficulties.

Some specific methods in working with children with mental retardation:

1. Children with mental retardation have a low degree of stability of attention, so it is necessary to specially organize and direct the attention of children. All exercises that develop all forms of attention are useful.

2. They need more trials to master the method of activity, so it is necessary to provide the child with the opportunity to act repeatedly in the same conditions.

3. The intellectual deficiency of these children is manifested in the fact that complex instructions are inaccessible to them. It is necessary to split the task into short segments and present it to the child in stages, formulating the task very clearly and specifically. For example, instead of the instruction “Make a story based on the picture,” it is advisable to say the following: “Look at this picture. Who is pictured here? What are they doing? What's happening to them? Tell".

4. A high degree of exhaustion in children with mental retardation can take the form of both fatigue and excessive excitement. Therefore, it is undesirable to force the child to continue activities after the onset of fatigue. However, many children with mental retardation tend to manipulate adults, using their own fatigue as an excuse to avoid situations that require them to behave voluntarily,

5. To prevent fatigue from becoming entrenched in the child as a negative result of communication with the teacher, a “farewell” ceremony is required, demonstrating an important positive result of the work. On average, the duration of the work stage for one child should not exceed 10 minutes.

6. Any manifestation of sincere interest in the personality of such a child is valued especially highly by him, since it turns out to be one of the few sources of feeling self-importance necessary for the formation of a positive perception of oneself and others.

7. The main method of positively influencing mental retardation is working with the family of this child. Parents of these children suffer from increased emotional vulnerability, anxiety, and internal conflict. The first worries among parents regarding the development of children usually arise when the child goes to kindergarten or school, and when educators and teachers note that he does not master the educational material. But even then, some parents believe that with teaching work they can wait until the child, with age, independently learns to speak, play, and communicate with peers correctly. In such cases, specialists from the institution that the child attends need to explain to parents that timely assistance to a child with mental retardation will help avoid further violations and open up more possibilities for its development. Parents of children with mental retardation need to be taught how and what to teach their child at home.

It is necessary to constantly communicate with children, conduct classes, and follow the teacher’s recommendations. More time should be devoted to getting to know the world around you: going with your child to the store, to the zoo, to children's parties, talking more with him about his problems (even if his speech is slurred), looking at books, pictures, and writing with him. different stories, tell your child more often about what you are doing, involve him in feasible work. It is also important to teach your child to play with toys and other children. The main thing is that parents should evaluate the capabilities of a child with mental retardation and his successes, notice progress (even if insignificant), and not think that, as he grows up, he will learn everything on his own. Only the joint work of teachers and families will benefit a child with mental retardation and lead to positive results.

8. Any support for children with mental retardation is a set of special classes and exercises aimed at increasing cognitive interest, the formation of voluntary forms of behavior, and the development of the psychological foundations of educational activities.

Each lesson is built according to a certain constant scheme: gymnastics, which is carried out with the aim of creating a good mood in children, in addition, helps to improve cerebral circulation, increases the energy and activity of the child,

The main part, which includes exercises and tasks aimed primarily at the development of one mental process (3-4 tasks), and 1-2 exercises aimed at others mental functions. The proposed exercises are varied in methods of execution and material (outdoor games, tasks with objects, toys, sports equipment).

The final part is the child’s productive activity: drawing, appliqué, paper design, etc.

9. Montessori pedagogy is the optimal choice for children with developmental disabilities, since this technique gives unique opportunity child to work and develop in his own way internal laws. Waldorf pedagogy as a system is not very suitable for such children, since the personality of a child with mental retardation is easy to suppress, and the teacher in this system plays a dominant role. The method of N.A. Zaitsev still remains as the only optimal method of teaching literacy. Many children with mental retardation are hyperactive, inattentive, and “Cubes” is the only method today where these concepts are given in an accessible form, where “workarounds” for learning are invented, where all the preserved functions of the body are used.

Games based on the LEGO construction set have a beneficial effect on the development of speech, facilitate the assimilation of a number of concepts, production of sounds, and harmonize the child’s relationship with the outside world.
Playing with sand or sand therapy. Parapsychologists say that sand absorbs negative energy, interaction with it cleanses a person and stabilizes his emotional state.

In specially organized conditions of education and upbringing in children with mental retardation, positive dynamics in the acquisition of skills and abilities is unconditional, but they retain low learning ability.

But our task in the preschool world is to instill in such a child the ability to socially adapt. I think there's a lot to think about here. Is not it?

Bibliography:

1. S.G. Shevchenko “Preparation for school of children with mental retardation.”

3. T.R. Kislova “On the road to the ABC.” Methodological recommendations for educators, speech therapists, teachers and parents.

Individual development map (protocol of a comprehensive psychological and pedagogical examination) of children of senior preschool age with mental retardation

This methodological development is copyrighted.
Intended for teachers-defectologists, educational psychologists, teachers of compensatory groups.

Target: psychological and pedagogical diagnostics of the development of children of senior preschool age.
Tasks: comprehensive diagnostics cognitive sphere children of senior preschool age with mental retardation; development of an individual educational route, correction of the cognitive sphere.
Used Books:
1) Methodology of psychological and pedagogical examination of preschool children with mental retardation: educational and methodological manual / scientifically. ed. prof. N.V. Novotortseva. – Yaroslavl: YAGPU Publishing House, 2008. – 111 p. Team of authors and compilers: T.V. Vorobinskaya, Z.V. Lomakina, T.I. Bubnova, N.V. Novotortseva, I.V. Duplov.
2) Psychological and pedagogical diagnostics: Textbook. aid for students higher ped. textbook institutions / I. Yu. Levchenko, S. D. Zabramnaya, T. A. Dobrovolskaya.
3) Psychological and pedagogical diagnostics of the development of children of early and preschool age: visual material for examining children / ed. E. A. Strebeleva.
4) Konenkova I.D. Examination of the speech of preschool children with mental retardation. – M.: Publishing house GNOM and D, 2005. – 80 p.
5) R.S. Nemov. Psychology. In 3 books. Book 3. Psychodiagnostics. Introduction to scientific psychological research with elements of mathematical statistics. – M.: VLADOS, 1999.
Equipment (methods and teaching aids):
“Psychological and pedagogical diagnostics of children of early and preschool age”, edited by E.A. Strebeleva (materials from the appendix); methods of A.R. Luria, Jacobson; “Multi-colored cubes”, author Varfolomeeva A.K.; educational poster “Geometric Figures”, School of Talents; “We were looking for speech therapy”, author unknown, material taken from the Internet; Poppelreiter figures, material taken from the Internet; methodological manual “Properties of Objects” (ribbons, streams, houses, pipes, clouds), author Varfolomeeva A.K.; manuals of the Spring-design trademark: “Color, shape, size”; “Around and around”; “Developing memory”; "Opposites"; "Find the difference"; “Call it in one word”; “Find the fourth extra 1, 2”; "Stories in Pictures"; “Developing speech”; “Speech therapy lotto”; "Mathematics"; “We count and read”; "Seasons"; “We divide words into syllables”; "Deaf-voiced"; "Speech therapy lotto".
The development protocol has 10 blocks:
1. Visual perception;
2. Orientation in space;
3. Memory;
4. Thinking and attention;
5. Outlook – knowledge about yourself and your family, about the environment;
6. Lexical dictionary;
7. Sound pronunciation;
8. Coherent speech;
9. FEMP;
10. Basics of literacy.
Some of the blocks have additional sections, which are designated by letters of the alphabet. They are necessary for a more detailed and complete examination of the process, looking at it from different angles.
The “Note” column is necessary for notes, notes, quotes, records of the results of repeated diagnostics and other important information about the subject. And also for the analysis of the mental process, analysis of activity as a whole, assessment of the level of development of each process. This is necessary for further assessment of the level of development. All data will be displayed in a graph, according to which it will be possible to visually assess the level of development, as well as track dynamics.
Assessment of the level of development. Average scores in points are taken as integral indicators of the child’s level of development, and their interpretation in terms of the level of development is carried out in the same way as individual psychological properties, for example, techniques with the specified number, out of 10: 10-9 points – high level of development, 8-6 points – average level development, 5-4 points – low level, 3-0 points – very low level of development. If the methodology does not involve quantitative assessment, it is necessary to study in detail the material - “Psychological and pedagogical diagnostics of children of early and preschool age”, edited by E.A. Strebeleva. I quote the main points: “One should take into account not only the method of psychological and pedagogical experiment, but also other methods: studying the history of the child’s development; observation of behavior and play. The main parameters for assessing the cognitive activity of children of early and preschool age are: acceptance of the task; methods of completing the task; learning ability during the examination process; attitude towards the results of their activities.
Acceptance of the task, i.e., the child’s consent to complete the proposed task regardless of the quality of the task itself, is the first absolutely necessary condition for completing the task. In this case, the child shows interest either in toys or in communicating with an adult.
Ways to complete the task. When examining young children, independent completion of the task is noted; completing the task with the help of an adult (diagnostic training is possible); independent completion of the task after training. When examining preschool children, the following are noted: chaotic actions; method of practical orientation (trial and error method, practical trying on method); visual orientation method. Adequacy of actions is understood as compliance of the child’s actions with the conditions of this assignment, dictated by the nature of the material and the requirements of the instructions. The most primitive are considered to be actions by force or chaotic actions without taking into account the properties of objects. Inadequate performance of the task in all cases indicates a significant impairment of the child’s mental development.
Learning during the examination process. Training is carried out only within the limits of those tasks that are recommended for children of this age. The following types of assistance are acceptable: performing imitation actions; performing an imitation task using pointing gestures; performing display tasks using speech instructions. A child can learn how to perform a particular task at the level of elementary imitation of an adult, acting simultaneously with him. But it is important to comply following conditions: the number of displays of the task should not exceed three times; the adult’s speech serves as an indicator of the purpose of this task and evaluates the effectiveness of the child’s actions; learning ability, i.e., the child’s transition from inadequate actions to adequate ones, indicates his potential capabilities; the lack of results in some cases may be associated with a gross decrease in intelligence, with impairments emotional-volitional spheres.
Attitude to the result of one's activities. Interest in one's own activities and the final result is characteristic of normally developing children; an indifferent attitude to what he is doing and to the result obtained - for a child with intellectual disabilities.”
Qualitative assessment. Necessary for constructing a development schedule.
Children who do not make contact with the teacher, behave inappropriately, or behave equally inappropriately in relation to the task and do not understand its purpose have a very low level of development.
If the child accepts the task, makes contact, strives to achieve the goal, but finds it difficult to complete the task independently; during diagnostic training he acts adequately, but after training he cannot complete tasks independently; we classify him as a group of children with a low level of development.
If the child makes contact, accepts the task, understands its purpose, but does not complete the task independently; and in the process of diagnostic training he acts adequately, and then independently completes tasks, we attribute him to the group of children with an average level of development.
And a high level of development is established if the child immediately begins to cooperate with an adult, accepts and understands the task, and independently finds a way to complete it.
In accordance with these indicators, children can be conditionally classified as four groups:
Group I consists of children with a very low level of development.
These are children who have no cognitive interest, they have difficulty making contact with the teacher, do not solve cognitive problems, and act inadequately in the learning environment. Children's speech consists of individual words or phrases. Analyzing the development indicators of these children, we can talk about a deep underdevelopment of their cognitive activity. To determine the potential development opportunities of these children and draw up individual educational routes, the examination must be carried out using diagnostic methods and techniques appropriate for the junior level. And also refer the child for additional examinations.
Group II consists of children with a low level of development; they react emotionally to the game and make contact. In the process of independently performing cognitive tasks, they exhibit mostly ineffective actions; under training conditions they act adequately, but after training they cannot complete the tasks independently. They have not developed productive types of activities and the ability to work according to a model. Children's speech is characterized in separate words, a simple phrase, gross violations of grammatical structure are noted, syllable structure words and sounds. Examination indicators for this group of children indicate significant underdevelopment of cognitive activity. These children also need a comprehensive examination. In the future, it is necessary to organize targeted correctional and educational work with them.
Group III consists of children with an average level of development who have cognitive interest and can complete some of the proposed tasks on their own. In the process of execution, they mainly use a practical orientation - enumeration of options, and after diagnostic training they use the trial method. These children show an interest in productive activities, such as designing and drawing. They can complete some tasks independently only after diagnostic training. They, as a rule, have their own phrasal speech with agrammatisms. This group of children needs careful examination of hearing, vision and speech. Depending on the primary violation, a system of correctional and educational work is built.
Group IV consists of children with high level development corresponding to the norm of development in which cognitive interest is expressed. When performing tasks, they use visual guidance. They have a strong interest in productive activities and independently complete the assigned tasks. The speech is phrasal and grammatically correct. They reach good level cognitive development and have formed prerequisites for educational activities.

Individual development map.
Protocol for a comprehensive psychological and pedagogical examination of a child of senior preschool age with mental retardation.

FULL NAME. child_______________________________________________________________
Age: __________________________________________________________________
Diagnosis: ___________________________________________________________________
Entered: _________________________________________________________________
Date of: _____________________________________________________________________
History: ___________________________________________________________________

_
___
Health group: _________________________________________________________________

Parents details: ______________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Additional data: ______________________________________________________

Consent to the processing of personal data: ___________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Date: _______________ Signature: ______________

1. Visual perception.
a) Colors.
Methodical manual: “Multi-colored cubes”, author Varfolomeeva A.K. Or any other that has a spectrum of colors.
Found and named:
1) red _ 2) orange _ 3) yellow _ 4) green _
5) blue _ 6) blue _

__________________________________________________________________________

B) Flat geometric shapes.
Methodical manual: educational poster “Geometric Figures”, School of Talents. Or “Color, shape, size”, Spring design. Or any other convenient analogue.
1) circle _ 2) triangle _ 3) square _ 4) rectangle _
5) oval _ 6) rhombus _ 7) trapezoid _
__
__________________________________________________________________________
c) Volumetric figures:
1) cube _ 2) sphere _ 3) cone _ 4) cylinder _ 5) pyramid _
6) parallelepiped_
Note:_______________________________________________________________
__________________________________________________________________________

d) Outline overlays.
Methodical manual: Poppelreiter figures, for example, “Speech therapy searchers”, author unknown, taken from the Internet. You can use any other analogue.
Found, named from 11:
On one's own:
By using:

Note:___________________________________________________________
______________________________________________________________________
d) Noisy images.
Methodical manual: Poppelreiter figures. Or any copyrighted noisy images.
Found, named from 6:
On one's own:
By using:

___________________________________________________________________________
f) Properties of objects.
Methodical manual “Properties of objects” (ribbons, streams, houses, pipes, clouds), author Varfolomeeva A.K. Execute in A4 format and cut out each unit. Or another convenient analogue. Use of concepts:
table

Note: ________________________________________________________________
___________________________________________________________________________
2. Orientation in space.
a) Execution of directional commands.
Instructions and demonstration by the teacher. A teaching aid is not provided.
table
Note: ________________________________________________________________
___________________________________________________________________________
b) Understanding prepositions.
Methodological manual “Around the bush”, Spring-design.
table

Note (additional prepositions): _____________________________________________
____________________________________________________________________________
3. Memory.
a) Visual memory.
Methodical manual: “Developing memory”, Spring-design. Or subject pictures of the manual “Opposites”, Spring Design.
“What has changed” from 5-7 / 7-10 items
table
Note: ________________________________________________________________
__________________________________________________________________________
“Remember 10 object pictures”
table
Note: ________________________________________________________________
__________________________________________________________________________

b) Auditory memory.
“Learning 10 words” by A.R. Luria (assessment of the state of memory, fatigue, attention activity).

table
Note: ________________________________________________________________
___________________________________________________________________________
“Remember the numbers.” Jacobson's technique (auditory short-term memory capacity).
table
Note: ________________________________________________________________
___________________________________________________________________________
4. Thinking and attention.
a) Thinking, holistic perception. "Cut pictures".
Methodological manual: manual from the appendix “Psychological and pedagogical diagnostics of children of early and preschool age”, ed. E.A. Strebeleva or subject pictures on a cardboard base, cut into 4-5-6 parts by straight and splinter cutting. The “Duck” example was taken from the Internet, the author is unknown.

table
4 parts straight _ 4 parts diagonal _ 5 parts straight _
5 pieces diagonally_

Note:_______________________________________________________________
__________________________________________________________________________
b) Visual-figurative thinking, attention. “Compare two pictures” (find 10 differences).
Methodological guide: “Find the difference”, Spring Design.
table

Note:_________________________________________________________________
____________________________________________________________________________
c) Classification according to 1-3 characteristics. “Divide into groups” (color, shape, size).
Methodical manual: “Color, shape, size”, Spring design.
table
Note:_____________________________________________________________
________________________________________________________________________

d) Classification by generic concepts (vegetables, fruits, furniture, dishes, animals, etc. categories)
Methodical manual: “Say it in one word”, Spring Design.
table
Note:________________________________________________________________
___________________________________________________________________________

e) Verbal and logical thinking “The fourth odd one”. Several variants.
Methodological guide: “Find the fourth extra 1, 2”, Spring Design.
table
Note:__________________________________________________________________
_____________________________________________________________________________

f) “Series of sequential pictures.”
Methodical manual: “Stories in pictures”, Spring-design.
table
Note:_____________________________________________________________
________________________________________________________________________

5. Outlook - knowledge about yourself and your family, about the environment.
Knowledge about yourself and your family:
table
Note: ________________________________________________________________
___________________________________________________________________________
Knowledge about living nature.
Names each item from the group and then a generalizing concept.
Methodical manual: “Say it in one word”, Spring Design. Or other analogues.
table
Note: ________________________________________________________________
___________________________________________________________________________
Knowledge about the environment - about objects. Names each item from the group and then a generalizing concept.
Methodical manual: “Say it in one word”, Spring Design. Or something else.
table
Note: ________________________________________________________________
___________________________________________________________________________
6. Lexical dictionary.
a) Explanation of the meaning of words:
fridge - _____________________________________________________________
vacuum cleaner - ________________________________________________________________
Note: ________________________________________________________________
___________________________________________________________________________
b) Naming parts of objects.
Methodical manual: “Opposites”, Spring-design.

Kettle: bottom _________________ Chair: seat _______________________
spout ____________________ back ________________________
cover __________________ legs _________________________
pen ____________________
Note: ______________________________________________________________
__________________________________________________________________________
c) Formation of the plural of nouns I.p., R.p., agreement with numerals 2,5,7.
No teaching aid required.
table
_
______________________________________________________________________________
d) Formation of a diminutive form:
house_________________ Christmas tree _________________ Zhenya ____________
chair_________________ mushroom _________________ Kostya ___________
Who's the cub?
in a cat ________________ in a dog _____________ in a pig ____________
for a bear ______________ for a hare _______________ for a fox _______________
for a cow ______________ for a horse _____________ for a sheep__________
in a mouse _______________ in a frog _____________ in a chicken ____________
Note:_____________________________________________________________________
________________________________________________________________________________
e) Distinguishing oppositional sounds:
pa-ba-ba (N or aN) ______ ta-da-da ________ ha-ka-ka __________ for-sa-za ______
cha-cha-cha _____ ra-la-ra ______ for-for-for_______ yes-pa-da _______
Note: _________________________________________________________________
_____________________________________________________________________________
f) Reproduction of words with different sound-syllable composition.
policeman ____________________ motorcyclist ____________________
construction __________________ rehearsal ____________________
serpentine_____________________ watchmaker_______________________
Note: _________________________________________________________________
_____________________________________________________________________________
g) Understanding and naming antonyms.
Methodical manual: “Opposites”, Spring-design.

Irina Ivanovna Bryukhanova
Children with mental retardation in a preschool institution

CHILDREN WITH MENTAL DEVELOPMENT RETARDS IN A PRESCHOOL INSTITUTION

What's happened impaired mental function?

ZPR belongs to the category of mild deviations in mental development and occupies an intermediate place between normality and pathology. Children with mental retardation do not have such severe deviations in development, as mental retardation, primary speech underdevelopment, hearing, vision, motor system. The main difficulties they experience are primarily related to social (including school) adaptation and training.

The explanation for this is the slowdown in the rate of maturation psyche. It should also be noted that in each individual child, mental retardation may manifest itself differently and differ both in time and in the degree of manifestation. But despite this, we can try to identify a range of features development, forms and methods of work typical for the majority of children with mental retardation.

Who are these children?

Experts' answers to the question of which children should be included in the group with mental retardation are very ambiguous. Conventionally, they can be divided into two camps. The first adhere to humanistic views, believing that the main causes of mental retardation are primarily social and pedagogical in nature (unfavorable family conditions, lack of communication and cultural development, difficult living conditions). Children with mental retardation are defined as unadapted, difficult to train, and pedagogically neglected. Other authors attribute the lag to development with mild organic brain damage and include children with minimal brain dysfunction.

IN preschool age, children with mental retardation show a lag in development of general and, especially fine motor skills. Movement technique and motor qualities are mainly affected (speed, agility, strength, accuracy, coordination, deficiencies are identified psychomotor skills. Self-service skills and technical skills in artistic activities, modeling, appliqué, and design are poorly developed. Many children They do not know how to hold a pencil or brush correctly, do not regulate the pressure, and have difficulty using scissors. There are no gross motor disorders in children with mental retardation, but the level of physical and motor development below than normal developing peers.

Such children They have almost no speech - they use either a few babbling words or separate sound complexes. Some of them may be able to form a simple phrase, but the child's ability to actively use phrasal speech is significantly reduced.

Such children are characterized by absent-mindedness; they are unable to maintain attention for a long enough time or quickly switch it when changing activities. They are characterized by increased distractibility, especially to verbal stimuli. Activities are not sufficiently targeted, children often act impulsively, are easily distracted, get tired quickly, and become exhausted. Manifestations of inertia may also be observed - in this case, the child has difficulty switching from one task to another.

Indicative research activities aimed at studying the properties and qualities of objects are hampered. A greater number of practical tests and fittings are required when solving visual and practical problems, children find it difficult to examine the object. In the same time children with mental retardation, unlike the mentally retarded, can practically correlate objects by color, shape, size. The main problem is that their sensory experience is not generalized for a long time and is not consolidated in words; errors are noted when naming features of color, shape, and size. Thus, reference views are not generated in a timely manner. A child, naming primary colors, finds it difficult to name intermediate color shades. Does not use words denoting quantities

In terms of organizing correctional work with children, it is important to take into account the uniqueness of the formation of speech functions. The methodological approach involves development all forms of mediation - the use of real objects and substitute objects, visual models, as well as development of verbal regulation. In this regard, it is important to teach children to accompany their actions with speech, to summarize - to give a verbal report, and at later stages of work - to draw up instructions for themselves and for others, that is, to teach planning actions.

At the level of play activity, children with mental retardation have reduced interest in games and toys, it is difficult to develop the idea of a game, the plots of games tend to stereotypes, and mainly affect everyday topics. Role behavior is characterized by impulsiveness, for example, a child is going to play “Hospital”, enthusiastically puts on a white coat, takes a suitcase with “tools” and goes... to the store, as he was attracted by the colorful attributes in the play corner and the actions of other children. The game is not formed and how it is joint activity: children they communicate little with each other in the game, game associations are unstable, conflicts often arise, children They communicate little with each other, the collective game does not work out.

The pedagogical work of the teacher with children is of great importance when mental retardation.

I work with such children primarily in conditions Everyday life in the group, on classes: speech development, getting acquainted with the outside world, modeling, appliqué, drawing (c preschoolers) ; outside classes: games with constructor, educational games, cognitive education, conversation, work activities: work in a corner of nature, work in bedrooms, work in the garden. Children are given individual lessons on various topics.

Now I want to talk in more detail about each type of activity of working with children with mental retardation.

In my work I try to pay constant attention to each child. When communicating with children, I try to build trusting relationships with them. Therefore, when talking with a child, you often need to crouch in front of him so that communication occurs “eye to eye.” When communicating with a student, you must always call him by name, as this indicates the adult’s care for the child. nke: “They called me by name, which means they paid attention to me, they singled me out.” It is necessary to distinguish between the child’s personality and his behavior. Always remember that there are no bad children, but only bad behavior. I try to help the child evaluate his behavior, actions, actions. In a conversation with a child, I try to bring him to the point where he himself evaluates his action, I say to him: “You’re good, but you didn’t do the right thing.”

When communicating with a child, it is necessary to avoid comparisons with peers, since our children They experience self-doubt and react painfully to this, believing that they are not loved. It is better to compare the child’s behavior yesterday with his behavior today.

I use the “Tree of Actions” method in my work. The children in this group have low self-esteem, a narrow outlook, a poor vocabulary, and all cognitive processes are weakened.

In my work I use these technologies:

Art – therapy or creativity therapy. Through a drawing, a fairy tale, a game, a child expresses his emotions and internal conflicts. It helps him understand own feelings and experiences, helps to increase self-esteem, relieve stress, development of communication skills, empathy and creativity.

Fairytale therapy - this direction helps to broaden one’s horizons, increase vocabulary, development of attention, memory, speech, new knowledge and ideas about the world are formed. Children learned to compose a fairy tale on a proposed topic, depicted it on paper, conveying the features of the fairy tale genre; “, as a result in children develops creative imagination, the child learns to compose continuations for old fairy tales, invent new fairy tales on new issues.

Sand therapy (removal of aggression, development of fine motor skills of hands)

Children with. etc. usually trained in correctional school. They get into the group children who are far behind their peers. Associated with children's learning negative emotions. For such children characteristic: low cognitive activity, narrow outlook, negative attitude towards learning, at the same time these children They often have curiosity and creative energy.

Children with mental retardation have a slow reaction. Very good method work (I really see the result as “rearrangement of the croup.” In practice, this happens as follows way:

Stage 1: mix a handful of rice and a handful of buckwheat (separate rice from buckwheat);

Stage 2: we do the same task, but we march;

Stage 3: We do the same task, but recite poetry.

Result: inhibition disappears, children become more active.

Your work c preschoolers I build based on recommendations psychologist, individually with each child. To focus your attention preschoolers In mathematics classes I use the game “Numerical Table” in my work, Exercise: try to find, show, say out loud the numbers from 1 to 10 as quickly as possible).

For development of perception in preschoolers in classes development speech and getting to know the world around me using the game “Find out what it is” (I show a part, fragments of a drawing, you need to make a whole from the parts). For development thinking using the game “Divide into groups” (clothes, shoes) - speech development. For development memory “Remember phrases”, learning by heart. Ha development imagination I suggest game: imagine what will happen... If. the animals spoke in a human voice.

In classes of modeling, appliqué, drawing developing fine motor skills of the fingers, cultivate a love for the surrounding world, nature, neatness, neatness in work.

In games developing I teach children cultural communication skills, I teach them to be friendly and treat each other with love.

Children They work great with ZPR. With what desire they clean their bedrooms and playrooms, and teach their children to work with them.

In the summer, groups actively work in the garden. Grown flowers decorate the bedrooms. Dill and parsley are used in the kitchen.

All this makes the child realize that he is needed. Children feel like one family.

Labor training is also carried out in manual labor classes. Children Together with the teachers they make wonderful crafts. Labor training plays a huge role in everything mental development of the child, in his mental and moral education.

I monitor every day the child is in the group.

For any type of deviation from age norm development and regardless of the severity of this deviation, conditions can be created for the child to ensure positive progressive dynamics his development. The purpose of correctional work is not only development children's mental abilities, but also their emotional well-being and social adaptation. It is necessary to activate the strength of the child himself, to set him up to overcome life difficulties. Children with mental retardation have large internal reserves and often have very good natural abilities. However, due to limitations in speech development, hyperexcitability or inhibition is difficult for these children. This means that the goal of correctional work is to help them realize their inclinations by selecting the most adequate tactics of correctional work, choosing special techniques and methods of influencing all areas of the child’s personality.