Individual plan correctional and developmental work
II half yearSection 1.
Development of arbitrariness of mental activity
1.1. Games to develop attention.
1.2. Inclusion of elements of self-control in the processes of perception and motor activity.
1.3. Self-control according to this algorithm of actions
1.4. Peer control based on teacher instructions.
Section 2. Development of movements, various types praxis
2.1. Voluntary regulation of muscle tone.
2.2. Voluntary inhibition of actions (opposite movements).
2.3. Training of speed and accuracy of movements, dynamic coordination and coordination of movements.
2.4. Formation of smoothness, rhythm, switchability of movements.
2.5. Static coordination of movements (copying the leader’s poses, balance exercises).
2.6. Reproduction of a sequence of movements according to a demonstration, from memory, according to instructions.
2.7. Conjugation of movements and rhythmic speech.
2.8 Consecutive and joint movements of the arms and legs, their alternation.
2.9. Maintain the posture of the hands and fingers.
2.10. Oculomotor exercises.
2.11. Changing the direction of movement based on a speech signal (orientation in space).
2.12. Spatial organization of movements (execution of movements according to symbols).
2.13. Movement with orientation in the room according to the instructions of the teacher.
2.14. A word indicating the direction of movement.
2.15. Reproduction of a series of movements from memory.
2.16. Different types of lacing.
2.17. Working with a medium mosaic.
2.18. Folding figures, letters from sticks, strips according to a pattern and from memory.
Section 3. Development of perceptual-gnostic functions.
3.1.Assimilation of shades of colors, for example: light green, green, dark green. Exercises in using appropriate adjectives.
3.2. Selection of shades of color to primary colors. Exercises in using appropriate adjectives.
3.4. Coloring according to these instructions.
3.5. Comparison of objects according to 2-4 characteristics. Exercises in using appropriate adjectives.
3.6. Grouping objects according to 1-2 characteristics.
3.7. Drawing up serial series of 4-6 items according to a given characteristic.
3.8. Drawing up a description based on a picture plan.
3.9. Verbal description of objects.
3.10. Drawing images based on words. “Touch and Draw” exercises.
3.11. Identification of gender and age of characters based on plot pictures.
3.12. Determining emotions from plot pictures. Exercises in using appropriate adjectives.
3.13. Find out crossed out images of objects, geometric shapes, letters, numbers.
3.14. Find out the overlaid contour images.
3.15. Identify letters and numbers that are placed incorrectly.
3.16. Add the missing element to a letter or number.
3.17. Select shapes, objects, letters, numbers superimposed on each other.
3.18. Exercises to train visual memory: “What’s missing?”, “Find pictures”, “What has changed?”, “Restore the sequence”.
3.19. Finding differences in two subject, plot pictures (up to 10 differences).
3.20. Listening comprehension followed by reproduction of a series of words and sentences.
3. 21. Characteristics of sounds by volume, duration, height.
3.22. Consolidation of concepts about the size of objects, texture, temperature, tactile and taste qualities. Exercises in using appropriate adjectives.
3.23. Drawing images by cells
Section 4. Development of spatial perception.
4.1. Laying out rows of colored stripes and mosaic details with various alternations.
4.2. Hatching from right to left, left to right, top to bottom, bottom to top.
4.3. Complete drawing of geometric shapes and objects.
4.4. Folding objects, plot paintings, cut into 4-6 parts.
4.5. Drawing according to a model and verbal instructions with the spatial arrangement of parts relative to each other.
4.6. Designing objects with spatial arrangement of parts relative to each other.
4.7. Graphic dictations.
4.8. Divide the sheet by eye into two or four equal parts.
4.9. Schematic representation of objects in the classroom.
4.1.0. Passing labyrinths.
Section 5. Development of grapho-motor functions.
5.1. Drawing spirals, rhythmic cyclic lines: broken, wavy, arched.
5.2. Drawing lines in different directions using a ruler.
5.3. Draw a figure, object, letter, number, stroke according to a model, from memory.
5.4. Drawing borders, ornaments according to a given pattern, from memory, continuation of rows.
5.5. Continuous tracing of complex contours, passage of labyrinths.
5.6. Hatching.
5.7. Drawing figures and objects according to a given model or representation.
5.8. Completing the drawing of the contours of geometric shapes, object images, plot images.
5.9. Drawing eights with pronunciation.
5.10. Drawing geometric shapes with the left and right hand(interhemispheric interaction).
Section 6. Development of temporal representations.
6.1. Comparison by age: young, old, younger, older.
6.2. Consolidating ideas about parts of the day, seasons, days of the week.
6.3. Fixing the sequence of parts of the day, seasons: before, after, between.
6.4. Mastering constructions: after what time of year (month) comes, before what time of day it will be.
6.5. Months of each season. Number of months in a year.
6.6. Getting to know the dial. Determination of time accurate to an hour, half an hour.
6.7. Comparison of time measures: day – hour – half hour.
Section 7. Development of thinking
7.1. Formation of concepts: “the same,” “more by,” “less by.”
7.2. Comparison of two objects according to specified properties with subsequent conclusion.
7.3. Analysis of pictures with hidden meaning. Detection of “absurdities” in pictures.
7.4. Folding pictures and figures from shrapnel parts
7.5. Exercises on simple analysis with practical and mental division of an object into constituent elements; comparison of objects indicating their similarities and differences according to specified characteristics: color, size, shape, quantity, functions, etc.
7.6. Solving grouping problems: “Eliminate the superfluous”, “Similarity and difference”, “Continue the pattern”; analytical problems of the 1st type with direct statement.
7.7.Repetition of the chain of actions. Determining the sequence of actions for a given phrase.
7.8. Definition of concepts.
7.9. Classification of objects according to various parameters
7.10. Guessing riddles based on listing the external characteristics of an object.
Section 8. Development of speech activity
(speech understanding)
8.1. Reacting to your own name
Increase in active and passive vocabulary by lexical topics
8.2. Showing the desired item
8.3. Distinguish between words denoting actions (understanding verbal instructions)
8.4. Respond to questions (show appropriate pictures, answering the questions “Who?”, “What?”, “Where?”)
8.5. Understand multi-word directions
8.6. Retelling questions based on a series of pictures of what was heard.
8.7. Retelling (storytelling) based on a pictorial and graphic plan.
8.8. Groups of words belonging to the same category, to the same situation.
8.9. Nonverbal components of communication (dramatization of stories
Section 9. Development of mathematical concepts
9.1.Forward and backward counting within a given number
9.2. Recounting items, correlating numbers with the number of items.
9.2. Geometric material. Recognition and naming of geometric shapes. Determining the shape of objects by correlation
9.3. Arithmetic operations.
9.4. Compilation of arithmetic problems based on the proposed plot. Solving and answering problems.
Section 10. Mnestic processes
10.1. Translation from tactile to visual modality.
10.2. Translation from tactile to auditory-verbal modality.
10.3. Translation from visual to tactile modality.
10.4.Translation from visual to auditory-speech modality.
10.5. Transfer from auditory to tactile modality.
10.6. Translation from auditory to visual modality.
Section 11.General awareness and social and everyday orientation
11.1. State your first name, last name, age, home address, parents’ names
11.2. Recognize and name household items and their purpose
11.3.Learn the seasons and their sequence
11.4. Recognize and name domestic and wild animals
11.5. Recognize and name birds
11.6. Recognize and name vehicles
11.7. Recognize and name the main professions
Monitoring and evaluation of learning dynamics
Sections: Working with preschoolers
Psychological characteristics of the child
The boy requires increased attention and is not adequate. He is reluctant to make contact with adults. Prefers outdoor games, sometimes conflicting. In a group he prefers to communicate with boys. The work started is not always completed. He gets distracted in class and cannot concentrate for a long time. He can be difficult to discipline. According to the results of a survey in December 2007, the child has 12 symptoms of hyperactivity, when the norm is no more than 7.
Doesn't always know how to control his behavior.
Cannot do anything for a long time (especially at the table), is not diligent, runs around a lot, constantly fidgets, is very talkative, cannot play or do anything quietly or calmly, often disturbs others, interferes with conversations of adults, often cannot hear, when addressed, he is easily distracted when a book is read to him, often does not complete the work he has begun, and avoids activities that require long-term concentration. Observed by a neurologist. Diagnosis: mental retardation disorder, attention disorder and hyperdynamia syndrome.
Based on the above, it can be noted that this child needs to be individual lessons for the correction of attention syndrome and hyperdynamia.
Classes will be held from December to February, one lesson per week, 25 minutes each, for a total of 10 lessons.
Explanatory note
This Program has been compiled in accordance with the requirements of the Ministry of Education of the Russian Federation for the mandatory documentation of an educational psychologist. Compiled on the basis of implementing tasks in preschool institutions.
Recently, parents and educators are increasingly encountering children whose physical activity goes beyond the idea of a simply active child. Most children up to school age They are distinguished by mobility, impulsiveness, spontaneity and emotionality, but at the same time they can listen carefully to an adult and follow his instructions.
It is difficult to establish contact with hyperactive children simply because they are in constant motion: they do not walk, but run, do not sit, but fidget, do not stand, but spin or climb somewhere, do not laugh, but laugh, get down to business or run away without hearing the task to the end. Their attention is distracted, their eyes wander, it is difficult to catch their gaze.
Parents complain that the child does not give them peace - he constantly interferes in the conversations of adults, something happens to him all the time, and in order to achieve obedience, he has to raise his voice, but comments and punishments do not bring results.
During group classes, such children often jump out of their seats, do not understand what the teacher wants from them, and cannot complete tasks to the end. A hyperactive child receives the most comments, shouting, and negative attention; he interferes with other children and usually ends up among the “outcasts”. Claiming leadership, these children do not know how to subordinate their behavior to rules or give in to others and, as a result, cause numerous conflicts in the children's team. Therefore, timely lessons with a hyperactive child should help him cope with attention deficit disorder and hyperactivity.
The need to introduce this program is due to the request of educators, parents and on the basis of a survey.
A distinctive feature of this program is the nature of the classes. Each lesson includes games aimed at developing attention, impulse control, as well as psycho-gymnastic and body-oriented exercises. Games and exercises from previous lessons are repeated in subsequent lessons, which helps to better consolidate the material covered.
This Program is based on the methodological manual by I. L. Artsishevskaya “Work of a psychologist with hyperactive children in kindergarten” – M.: Knigolyub, 2005. – 64 p.
This Program has the goal: Creating conditions for the development of attention, control over impulsivity and control of motor activity.
In achieving the goal, the following are resolved: tasks:
- Improve volition and self-control;
- Contribute development of attention and imagination;
- Form coordination of actions;
- Create conditions for relieving psycho-emotional stress;
- Promote the development of emotionally expressive movements.
The program includes 10 classes that will be held from December to February in the psychologist’s office once a week, in the afternoon, 25 minutes each. Intended for a 6 year old child to develop attention, control impulses and control motor activity.
Methodical techniques, used in the program:
- Games to develop attention and imagination
- Games and tasks aimed at developing arbitrariness
- Breathing exercises
- Relaxation techniques
- Discussion of different feelings
- Drawing.
Lesson structure:
Each lesson includes the following games and exercises:
1. To develop arbitrariness;
2. For the development of attention and memory;
3. For the development of motor skills and coordination of movements;
4. To overcome shyness;
5. To activate the subcortical structures of the brain;
6. To normalize muscle tone.
As a result of the implementation of the Program, it is assumed that the course of classes will help the child cope with attention deficit disorder and hyperactivity.
The effectiveness of the classes will be monitored by repeated questionnaires.
Thematic lesson plan
| Lesson number | Tasks | Number of hours | Forms of work | Methodological support |
| 1 | 25 min | 1 Game “Yes” and “No” do not say. 2. Game “What disappeared?” 3. “Spillkins”. 4. Exercise “Remember and repeat the movements.” 5. Breathing with inhalation hold. 6. Exercise “Snowman”. |
10 toys, small toys or matches | |
| 2 | Promote the development of attention, motor skills and coordination of movements, relieve psycho-emotional stress, and develop coordination of movements. | 25 min | The game “Flies, does not fly.” Game “What has changed?” “Walking the line.” Exercise “The bunny got scared.” Breathing exercise. Exercise “Tree”. |
Toys, rope 3–4 m long, ball |
| 3 | Create favorable conditions for the development of volition and self-control, the development of attention, motor skills and coordination of movements, and help relieve psycho-emotional stress. | 25 min | “Attention - draw.” Pantomime “Cockerels”. Breathing exercise. Exercise “Fingers”. |
Drawing. White sheet, pencils, ball. |
| 4 | Create favorable conditions for the activation of the child, the development of attention, speech and coordination of movements, and help relieve psycho-emotional stress. | 25 min | Game “Forbidden Movement”. Game “Listen to the clapping”. Exercise “Robot”. “Look at the toy, and then describe it” Breathing exercise. Relaxation exercise “Fingers”. |
Toys: car, pyramid, Pinocchio, bunny, hedgehog. |
| 5 | Create conditions that are favorable for the development of the child’s speech, attention, imagination, coordination of movements, and help relieve psycho-emotional stress. | 25 min | Game “Forbidden Word”. “Look at the toy, and then describe it.” Exercise “Delicious candy”. Breathing exercise. |
Toys: nesting doll, triangular prism, bear, girl doll, airplane, cubes - 2 pcs. |
| 6 | Promote the development of the child’s fine motor skills, development of attention, coordination of movements, and help relieve psycho-emotional stress. | 25 min | Don’t say “Yes” and “No” game. Game “Memorize and repeat the movements.” “Spillkins.” Exercise “Dunno”. Breathing with inhalation hold. Exercise “Snowman”. |
Matches or small toys |
| 7 | Promote the development of attention, motor skills and coordination of movements, help relieve psycho-emotional stress. | 25 min | The game “Flies, does not fly.” “Corrective test.” Exercise “Cross claps”. Exercise “The bunny got scared.” Breathing exercise. Exercise “Fingers”. |
Form-task “Corrective test”, ball |
| 8 | Create favorable conditions for the development of attention, thinking, motor skills and coordination of movements, help relieve psycho-emotional stress. | 25 min | Game “Edible, not edible”. “Labyrinths”. Exercise “Walking along a line.” Exercise “Remember and repeat the movements.” Breathing exercise. Exercise “Boat”. |
Ball, forms with labyrinths 2 pcs., rope or cord 3 - 4 meters. |
| 9 | Create favorable conditions for the activation of the child, the development of attention, motor skills and coordination of movements, and help relieve psycho-emotional stress. | 25 min | Game “Forbidden Movement”. Exercise “Connect in order.” Exercise “Robot”. "Bad Wolf" Breathing exercise. Relaxation exercise “Tree”. |
Forms with dots – 3–4 pcs. |
| 10 | Promote the development of the child’s attention, motor skills and coordination of movements, help relieve psycho-emotional stress. | 25 min | Game “One-two-three-speak!”. “Memorize and repeat the movement.” Exercise “I’m carrying a cube and won’t drop it.” Exercise “Dunno”. Breathing exercise. Relaxation exercise “Snowman”. |
Easel, chalk, two cubes. |
LESSON 1
1. Don’t say “yes” and “no.”
Psychologist says:
I'll ask you a question. When answering it, you should not use the words “yes” and “no”.
The psychologist asks the child the following questions:
Are you at home now?
Are you 6 years old?
Are you in school?
Do you like watching cartoons?
Can cats bark?
Do apples grow on a Christmas tree?
Is it night now? Etc.
2. “What disappeared?”: the psychologist puts 10 toys on the table. The child looks at them and closes his eyes. The psychologist removes one toy. The child opens his eyes and determines “what has disappeared”;
3. “Spillies”: small toys or matches lie in a pile on the table. You need to take them with two fingers so as not to touch the others;
4. “Remember and repeat the movements”: the psychologist shows three different movements, the child watches, remembers and repeats them. Four movements are then demonstrated.
5. Breathing with a delay while inhaling (exhaling) - first in your own, then in an established rhythm. It is performed sitting on the floor “Turkish style” or kneeling, palms are placed on the diaphragm area.
6. “Snowman”: the child is asked to imagine himself only
like a snowman, the body should be very tense, like frozen snow. But the sun warmed up, and the snowman began to melt: first, the head “melts” and hangs, then the shoulders drop, the arms relax, etc. At the end of the exercise, the child gently falls to the floor and lies relaxed, imagining that he is a puddle of water.
LESSON 2
1. “It flies - it doesn’t fly”
The psychologist names different objects. The child should raise his hands up only when the psychologist says the name of an object that can fly.
(The psychologist, provoking the child, raises his hands up while pronouncing each word).
2. “What has changed?”: the game is similar to the previous one, only the toys are not removed, but swapped.
3. “Walking in a line”: the child should walk in a straight line, placing the heel of one foot in front of the toe of the other and holding his arms to the sides.
4. “The bunny got scared”: the child must imagine himself as a hare who is afraid of a wolf, and depict fear using pantomime.
5. The child, sitting cross-legged on the floor and raising his arms up, inhales. As you exhale, slowly lean forward, lowering your arms and saying: “Down.”
6. “Tree”: the child, pretending to be a seed, squats, head on his knees, hands hugging his knees. The “seed” sprouts and turns into a tree - the child raises his head, then slowly stands up, straightens up, and raises his arms. Suddenly the wind came and broke the tree - the child bends at the waist, relaxing his upper body, his head and arms hang lifelessly.
Program of correctional and developmental work
Purpose of the program
The program of correctional and developmental work in accordance with the Standard is aimed at creating a system of comprehensive assistance to children in mastering the basic educational program of primary general education, correcting deficiencies in the physical or mental development of students, and their social adaptation.
This program creates special conditions for training and education that take into account the special needs of children through individualization and differentiation of the educational process.
The program of correctional and developmental work provides for both variable forms of education and various options for special support for children with special needs. These are forms of training in a general education class according to the general educational program of primary general education or according to an individual program, using home-based or distance learning.
Program objectives
Carry out timely identification of children with adaptation difficulties caused by disabilities and determine the special educational needs of children in this category;
Determine the features of the organization of the educational process for the category of children under consideration in accordance with the individual characteristics of each child, the structure of the developmental disorder and the degree of its severity;
Create conditions conducive to children with special needs mastering the basic educational program of primary general education and their integration in an educational institution;
Provide individually oriented psychological, medical and pedagogical assistance to children with special needs, taking into account the characteristics of mental or physical development, individual capabilities of children (in accordance with the recommendations of the psychological, medical and pedagogical commission);
Develop and implement individual curricula, organize individual and group lessons for children with severe disabilities in physical or mental development, accompanied by the support of a tutor from an educational institution;
Create opportunities for training and education in additional educational programs and receive additional educational correctional and developmental services;
Implement a system of measures for the social adaptation of children with special needs;
Provide advisory and methodological assistance to parents (legal representatives) of children on medical, social, legal and other issues.
- Respect for the interests of the child. The principle defines the position of a specialist who is called upon to solve a child’s problem with maximum benefit and in the interests of the child.
- Systematicity. The principle ensures the unity of diagnosis, correction and development, i.e. a systematic approach to the analysis of the developmental characteristics and correction of disorders of children with special needs, as well as a comprehensive approach of specialists in various fields, interaction and coordination of their actions in solving the child’s problems; participation in this process of all participants in the educational process.
- Continuity. The principle guarantees the child and his parents (legal representatives) continuity of assistance until the problem is completely resolved or an approach to solving it is determined.
- Variability. The principle involves the creation of variable conditions for the education of children with various disabilities in physical or mental development.
-Advisory nature of assistance. The principle ensures compliance with the legally guaranteed rights of parents (legal representatives) of children with special needs to choose forms of education for children, educational institutions, to protect the legal rights and interests of children, including mandatory agreement with parents (legal representatives) on the issue of sending (transferring) children with disabilities health in special (correctional) educational institutions (classes, groups).
Areas of work
The program of correctional and developmental work at the level of primary general education includes interrelated areas. These directions reflect its main content:
-diagnostic work ensures timely identification of children with special needs, their implementation comprehensive survey and preparation of recommendations for providing them with psychological, medical and pedagogical assistance in an educational institution;
-correctional and developmental work provides timely specialized assistance in mastering the content of education and correction of deficiencies in the physical and (or) mental development of children with disabilities in a general education institution; promotes the formation of universal educational actions in students (personal, regulatory, cognitive, communicative);
-advisory work ensures continuity of special support for children with special needs and their families on the implementation of differentiated psychological and pedagogical conditions for training, education, correction, development and socialization of students;
-outreach work is aimed at explanatory activities on issues related to the characteristics of the educational process for this category of children, with all participants in the educational process - students (both with and without developmental disabilities), their parents (legal representatives), and teaching staff.
Content characteristics
Diagnostic work includes:
Timely identification of children in need of specialized assistance;
Early (from the first days of a child’s stay in an educational institution) diagnosis of developmental disorders and analysis of the causes of adaptation difficulties;
Comprehensive collection of information about the child based on diagnostic information from specialists in various fields;
Determining the level of current and zone of proximal development of a student with disabilities, identifying his reserve capabilities;
Studying the development of the emotional-volitional sphere and personal characteristics of students;
Study of the social situation of development and conditions of family education of a child;
Studying the adaptive capabilities and level of socialization of a child with disabilities;
Systematic, comprehensive monitoring of specialists over the level and dynamics of child development;
Analysis of the success of correctional and developmental work.
Corrective and developmental work includes:
Selecting the optimal programs/methods, teaching methods and techniques for the development of a child with special needs;
Organization and conduct by specialists of individual and group correctional and developmental classes necessary to overcome developmental disorders and learning difficulties;
Systemic impact on the child’s educational and cognitive activity in the dynamics of the educational process, aimed at the formation of universal educational actions and correction of developmental deviations;
Correction and development of higher mental functions;
Development of the emotional-volitional and personal spheres of the child and psychocorrection of his behavior;
Social protection of the child in cases of unfavorable living conditions under traumatic circumstances.
Advisory work includes:
Consulting with specialist teachers on the choice of individually oriented methods and techniques for working with students with special needs;
Advisory assistance to families in choosing a parenting strategy and methods of corrective education for a child with disabilities.
Information and educational work includes:
Various forms of educational activities (lectures, conversations, information stands, printed materials) aimed at explaining to participants in the educational process - students (both with and without developmental disabilities), their parents (legal representatives), teaching staff - the issues related to the peculiarities of the educational process and support of children with disabilities;
Conducting thematic presentations for teachers and parents to explain the individual typological characteristics of various categories of children with disabilities.
Stages of program implementation
Corrective and developmental work is implemented in stages. The sequence of stages and their targeting create the necessary prerequisites for eliminating disorganizing factors.
Information collection and analysis stage(information and analytical activities). The result of this stage is an assessment of the student population to take into account the developmental characteristics of children, determine the specifics and their special educational needs; assessment of the educational environment in order to meet the requirements of software and methodological support, material, technical and personnel base of the institution.
Planning, organizing, coordinating stage(organizational and executive activities). The result of the work is a specially organized educational process that has a correctional and developmental orientation and a process of special support for children with disabilities under specially created (variable) conditions for training, education, development, and socialization of the category of children in question.
Stage of diagnosis of correctional and developmental educational environment(control and diagnostic activities). The result is a statement of compliance of the created conditions and the selected correctional and developmental and educational programs special educational needs of the child.
Regulation and adjustment stage(regulatory and corrective activities). The result is the introduction of necessary changes into the educational process and the process of accompanying children with disabilities, adjusting the conditions and forms of training, methods and techniques of work.
Program implementation mechanism
One of the main mechanisms for implementing correctional and developmental work is an optimally structured interaction between educational institution specialists, providing systematic support for children with special needs by specialists of various profiles in the educational process. Such interaction includes:
Comprehensiveness in identifying and solving a child’s problems, providing him with qualified assistance from specialists in various fields;
Multidimensional analysis of the child’s personal and cognitive development;
Drawing up complex individual programs for the general development and correction of individual aspects of the educational-cognitive, speech, emotional-volitional and personal spheres of the child.
Consolidating the efforts of various specialists in the field of psychology, pedagogy, medicine, and social work will provide a system of comprehensive psychological, medical and pedagogical support and effectively solve the child’s problems. The most common and effective forms of organized interaction between specialists at the present stage are councils and support services of educational institutions, which provide multidisciplinary assistance to the child and his parents (legal representatives), as well as to the educational institution in resolving issues related to adaptation, training, education, development , socialization of children with disabilities.
Another mechanism for implementing correctional work should be identified social partnership with the psychological, medical and pedagogical center "Harmony", which involves professional interaction of the educational institution with external resources (organizations of various departments, public organizations and other institutions of society). Social partnership includes:
Cooperation with educational institutions and other departments on issues of continuity of education, development and adaptation, socialization, health protection of children with disabilities;
Cooperation with the media, as well as with non-state structures, primarily with public associations of people with disabilities, organizations of parents of children with disabilities;
Cooperation with the parent community.
Requirements for the conditions of the program implementation
Psychological and pedagogical support:
Providing differentiated conditions (optimal training load, variable forms of education and specialized assistance) in accordance with the recommendations of the psychological, medical and pedagogical commission;
Providing psychological and pedagogical conditions (corrective focus of the educational process; taking into account the individual characteristics of the child; maintaining a comfortable psycho-emotional regime; using modern pedagogical technologies, including information and computer technologies to optimize the educational process, increase its efficiency, and accessibility);
Providing specialized conditions (promoting a set of special learning objectives focused on the special educational needs of students with special needs; introducing into the content of education special sections aimed at solving problems of child development that are absent in the content of education of a normally developing peer; the use of special methods, techniques, teaching aids , specialized educational and correctional programs focused on the special educational needs of children; differentiated and individualized education taking into account the specifics of the child’s developmental disorders; complex impact on the student, carried out in individual and group correctional classes);
Providing health-preserving conditions (health and protective regime, strengthening physical and mental health, prevention of physical, mental and psychological overload of students, compliance with sanitary and hygienic rules and norms);
Ensuring the participation of all children with disabilities, regardless of the severity of their developmental disorders, together with normally developing children in educational, cultural, entertainment, sports and other activities;
Development of a system of education and upbringing of children with complex mental or physical developmental disorders.
Software and methodological support
In the process of implementing a correctional work program, correctional development programs, diagnostic and correctional development programs can be used.
tools necessary for the professional activities of a teacher, educational psychologist, social educator.
In cases of teaching children with severe mental and (or) physical development disorders according to an individual curriculum, it is advisable to use special (correctional) educational programs, textbooks and teaching aids for special (correctional) educational institutions (of the appropriate type), including digital educational resources .
Staffing
An important aspect of the implementation of the correctional work program is staffing. Corrective work is carried out by appropriately qualified specialists with specialized education, and teachers who have completed coursework or other types of professional training within the framework of the designated topic: teachers, educational psychologist, social educator, medical worker, etc.
The specifics of organizing educational and correctional-developmental work with children with developmental disabilities necessitate special training for the teaching staff of a general education institution. For this purpose, training, retraining and advanced training are provided for employees of educational institutions dealing with issues of education of children with special needs.
Logistics support
Logistical support consists of creating an appropriate material and technical base that makes it possible to provide an adaptive and correctional development environment of an educational institution, including appropriate material and technical conditions that provide the opportunity for unimpeded access for children with physical or mental disabilities to the buildings and premises of the educational institution and the organization of their stay and training in institution (including technical means of training for persons with disabilities for individual and collective use, for organizing correctional and rehabilitation rooms).
Information support
A necessary condition for the implementation of the program is the creation of an information educational environment and, on this basis, the development of a distance learning form for children with mobility difficulties using modern information and communication technologies.
It is mandatory to create a system of wide access for children with disabilities, parents (legal representatives), teachers to online sources of information, to information and methodological funds, which require the availability of methodological aids and recommendations in all areas and types of activities, visual aids, multimedia, audio and video materials.
Training program for future first-graders
EXPLANATORY NOTE
Currently, the problem of children's adaptation in primary school is very acute. According to a survey of children entering school, approximately a third of first-graders are not sufficiently prepared for school. The readiness of children who do not attend preschool educational institutions for school is low. Often there is an unformed internal position of the student, a low level of voluntariness, inflated self-esteem, intellectual unpreparedness for learning, deficiencies in the development of the speech sphere, and lack of motivation.
Psychological readiness for schooling is understood as the level of mental development of a child that is necessary and sufficient for mastering the school curriculum in a group of peers. For this reason, it is necessary not only to take into account, but also to formulate the student’s readiness for school.
The main goal of pre-school preparation is to equalize the starting capabilities of future schoolchildren so that they do not have stress or complexes that can discourage them from studying for all subsequent years (December 2004, A. Fursenko).
For this purpose, the school is running the “School of the Future First-Grade Student”. The school for future first-graders is a comprehensive additional educational service for preparing preschool children for school. Training is aimed at general development children, to master cooperative relationships (the ability to negotiate, exchange opinions, understand and evaluate each other and themselves). The system of training sessions in preparation for schooling consists of courses: mathematics (logic), literacy (reading and writing, development of speech and fine motor skills), psychology (introduction to school life) and is aimed at the different age composition of preschoolers.
Classes are conducted by teachers recruiting first grades and an educational psychologist. Classes at the “School of the Future First-Grade” are structured taking into account the age characteristics of children and are aimed at the development of students. In classes, preference is given to game exercises and group work.
Parents whose children attend the school of the future first-grader decide on the choice of programs and consciously choose the school.
PROGRAM OBJECTIVE:
Leveling the starting opportunities of future schoolchildren and creating conditions for children’s successful adaptation to school.
PROGRAM OBJECTIVES:
1. Help relieve psychological stress before school;
2. Contribute to the formation of educational cooperation skills: the ability to negotiate, exchange opinions, understand and evaluate oneself and others;
3. Promote the development of fine motor skills of the hand.
4. Develop speech phonemic awareness. Prepare for literacy training.
5. Promote the development of elementary mathematical concepts.
Main principle, which we are guided by - the child must come to school to get acquainted with it.
Principles:
Availability(for children of any level of readiness for school)
Versatility(preparation is carried out by the means that are most suitable for the formation of a given group of schoolchildren)
Comfort(a positive emotional assessment of any student’s achievement by the group leader, so that the children’s success is experienced as joy).
Focus(does not deal with the complex development of the child, but forms the components necessary for the child’s subsequent educational activities, based on the already formed play activity).
Openness(teachers work in different fields and programs).
Voluntariness(The training groups include all children whose parents (or persons replacing them) have given consent to the training.
Relevance(Use of modern scientific achievements. Timely response to changes in social order, education standards and monitoring indicators)
Criteria for the development of abilities of preschool children:
1.Activities and general development:
Voluntary activity;
Psychological self-regulation;
Development of creative potential;
Ability to accept instructions;
Communication skills;
Visual perception
2.Speech development:
Verbal reaction to the situation;
Ability to understand the speaker;
The ability to explain ideas in words
Functions:
1.Methodological
2.Diagnostic
(monitoring results for adjustments)
3.Developing
Participants in the program implementation:
Administration of the educational institution
OU teachers
Parents
Planned result
1. Parents:
Informed choice of school and program;
2. Preschooler ready to learn:
Easily adapts to school life;
Able to negotiate and exchange opinions;
Knows how to express his point of view.
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Organization of the work of the “School of the Future First-Grader” Classes are held: lesson duration – 20 minutes, recess duration – 5 minutes Stage 1. Working with parents. Outreach and advisory work
Stage 2. Working with children. Objectives of the course “Introduction to school life” (psychological support): To help a future first-grader make his idea of the image of a real schoolchild more meaningful. Teach educational collaboration skills. Master relationships: the ability to negotiate, exchange opinions, understand and evaluate each other and oneself “like real schoolchildren do.” Introduce the child into the “traditions of school life.” Ensure that the child is familiar with the school environment, the new organization of time, and the rules of behavior outside of class. Teach communication and cooperation through the material didactic games for construction, classification, reasoning, memorization, attention. Identify the child’s starting capabilities: In the area of knowledge - the current level of knowledge and skills (how a child can already read, write, count); In the field of child development - the level of prerequisites for educational activity: the ability to carefully and accurately follow the sequential instructions of an adult, act independently according to his instructions, focus on the system of task conditions: the level of development of memory, imagination, visual and figurative thinking, which serves as the basis for the subsequent full development of logical thinking , mastery of educational material. In the field of structural components of personality development - the level of formation of relationships with adults, arbitrariness, formation of relationships with peers, adequacy of self-esteem, on the basis of which the degree of readiness of class students for school is determined (game, pre-study, educational, communicative type), level of motivation. Thematic lesson planning with future first graders Diagnostic block
Correctional and developmental block
Classes in the diagnostic and correctional-developmental blocks are conducted in an integrated manner. Stage 3. Recruitment of the first classes Based on the work done, the first classes are being recruited. |
PROCESS ORGANIZATION PROGRAM
ADAPTATIONS FOR FIRST GRADESTO
SCHOOL LEARNING
INTRODUCTION
Adaptation is a natural state of a person, manifested in adaptation (getting used to) to new living conditions, new activities, new social contacts, new social roles. The significance of this period of entry into a life situation that is unusual for children is manifested in the fact that not only the success of mastering educational activities, but also the comfort of staying at school, the child’s health, and his attitude towards school and learning depend on the success of its course.
Purpose of the program: creation of psychological and pedagogical conditions that ensure a favorable course of adaptation of first-graders to school education.
Planned result: favorable course of adaptation of first-graders to school.
Main indicators of a child’s favorable adaptation:
Preserving the physical, mental and social health of children;
Establishing contact with students and the teacher;
Formation of adequate behavior;
Mastering the skills of educational activities.
An indicator of the difficulty of the process of adaptation to school is negative changes in the child’s behavior: this can be excessive excitement, even aggressiveness or, conversely, lethargy and depression. There may be a feeling of fear, reluctance to go to school, etc.
If the course of adaptation is unfavorable, children's growth slows down and their body weight drops. Acute morbidity among first-graders during this period can be 2 times higher than the value of this indicator among older schoolchildren.
Activities of the teaching staff of Municipal Educational Institution Secondary School No. 7 in organizing a favorable adaptation environment during the transition from preschool to primary school education is aimed at creating the following psychological pedagogical conditions:
I. Organization of school life for first-graders.
II. Organization of health-improving and preventive work...
III. Organization of educational and cognitive activities of first-graders in
adaptation period.
IV. Study of children's socio-psychological adaptation to school.
V. Conducting correctional and developmental classes
VI. Interaction with members of the educational community.
VII. Providing psychological assistance to first-graders
Psychological and pedagogical support
adaptation of first-graders to school
In modern educational practice, along with the formation of knowledge and skills, the priorities include goals related to the general personal development and preservation of the psychological health of students. Psychological and pedagogical support for students is essential in achieving them.
Close attention to school adaptation is due to the fact that, being a dynamic process of progressive restructuring of the functional systems of the body, it ensures age-related development. The adaptation mechanisms that arose in the process of adaptation, being updated again and again and used in similar situations, are fixed in the structure of the personality and become substructures of its character.
There are groups of children with easy, moderate and severe adaptation. With easy adaptation, the state of tension in the body is compensated during the first quarter. With adaptation of moderate severity, disturbances in well-being and health are more pronounced and can be observed during the first half of the year, which can be considered a natural reaction of the body to changed living conditions. Some children have difficulty adapting to school. At the same time, significant health problems increase from beginning to end academic year, and this indicates that the academic load and training regime are unbearable for the body of this first-grader.
Criteria for successful adaptation of children to school by M.M. Bezrukikh suggests considering the favorable dynamics of performance and its improvement during the first half of the year, the absence of pronounced adverse changes in health indicators and good assimilation of the curriculum. An indicator of the difficulty of the process of adaptation to school, as a rule, is changes in the behavior of children.
In the logic of the system-oriented approach, support is the interaction of the accompanying and the accompanied, aimed at resolving the life problems of the development of the most accompanied effective method. This method in modern educational practice can be called a new component - psychological and pedagogical support in the process of support. Its main principles are: the child’s consent to help and support, reliance on existing strengths and potential capabilities of the individual; focus on the child’s ability to overcome difficulties independently; cooperation, assistance; goodwill; safety, protection of health, rights, human dignity; reflexive-analytical approach to the process and result. The goal of psychological and pedagogical support is to eliminate obstacles that hinder the child’s independent advancement in education.
Planning of psychological and pedagogical work
to support the adaptation of first-graders to school
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Working with documents |
Working with children |
Working with teachers |
Working with parents |
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School of the future first grader |
Diagnostic protocols. |
Diagnostics: determination of the level of current development, forecast of school difficulties. |
Consultations with teachers |
Parent meeting “Soon to school” Consultations on diagnostic results. |
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I quarter |
Study of medical documents on the health status of children. Collection of information. |
Organization of classes according to the adaptation support program (from the 2nd week of September): Diagnostics of reshaping of leading activities, Educational motivation, Emotional-volitional sphere Observing students in different types activities (classroom and extracurricular activities) |
Social and pedagogical adaptation of students (through the eyes of the teacher) Kovalev’s methodology Preliminary summing up of the adaptation process at the end of the quarter |
Consultations on the course of adaptation |
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II quarter |
Accounting for attendance at classes and the dynamics of children's behavior. Diagnostic protocols. |
Correctional and developmental classes according to the adaptation support program. Dynamic observation in different types of activities |
Consultations in dynamic observation mode. Small pedagogical council “Cooperation with children during their adaptation to school” |
Conducting a parent meeting “Adaptation to school - joys and difficulties” by grade Questionnaire-test “Has your child adapted to school?” |
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III quarter |
Analysis of the results of adaptation. |
Correctional and developmental classes with children with severe adaptation. Dynamic observation in different types of activities |
Consultations in dynamic observation mode. |
Consultations on the course of adaptation in severe form |
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IV quarter |
Analysis of the results of development dynamics. Preparation of submissions to the PMPK. Diagnostic protocols. |
Diagnostics: determination of the level of actual development in students with severe adaptation and who cannot cope with the curriculum for presentation at the PMPK Final testing at the end of the school year Diagnostics: determining the level of development of students |
Preparing a presentation to the PMPC |
Consultations on diagnostic results and preparation of parents for examination of the child for PMPK. |
The work of a teacher and educational psychologist to overcome one or another form of maladjustment is aimed, first of all, at eliminating the causes that cause it. The identified problems make it possible to determine programs of correctional and developmental activities for children.
Program of correctional and developmental classes
with younger schoolchildren experiencing learning difficulties
Explanatory note
The program is designed to provide special assistance to children with learning difficulties. One of the reasons is the low level of development of cognitive processes. Classes with a group of children experiencing difficulties at school are aimed at developing and improving communication skills, attention, spatial concepts, the formation of a mental plan of action and speech functions, and the development of arbitrariness of mental activity.
Group classes are conducted in a playful way and include techniques that stimulate children's development, both in the area of relationships and in cognitive activity. Play activities teach the child to manage his behavior and, through interaction with others, expand his role repertoire. Communication in a group increases the boundaries of the child’s vision of his capabilities through reflection of the actions of others and with others. Creating a situation of success reveals the child’s ability to self-actualize and more effectively assimilate the acquired knowledge. Role-playing games are the most attractive. However, the weakest link in our children is speech development. Children have difficulty expressing their thoughts and feelings, reaching out to others, and receiving feedback. To develop speech, techniques are used: staging well-known fairy tales and composing your own and then playing them, writing a detective story, acting out scenes from the life of a child. Training a child’s spontaneous speech contributes to the formation of mental operations and logical conclusions.
Purpose of the program:
development of cognitive processes and formation of educational motivation in primary schoolchildren to overcome learning difficulties
Tasks:
Promote the development of memory, attention, thinking;
Develop communication skills;
Help create emotional comfort
Subject of correction: cognitive sphere of students
The program is based on diagnostics of the level of development of cognitive processes and the formation of educational motivation. Based on the diagnostic results, groups (5-6 people) taking into account the level of development of children.
Children are accepted into the groups: with disharmonious infantilism (insufficient development of cognitive activity, including attention, memory, speech, thinking); somatically weakened; with functional deficiency of the nervous system.
Number of classes – 1 time per week. Lesson duration – 35 minutes.
Group work stage: correctional and developmental classes.
The correctional work system aimed at compensating for identified violations in children of primary school age was divided into 4 blocks:
1.Development and improvement of communication skills:
development of the ability to master the means of communication;
developing an attitude towards interaction and a friendly attitude towards classmates;
developing the ability to collectively discuss tasks;
the ability to establish positive relationships with others: listen to comrades, correctly express your attitude towards your interlocutor;
formation of a positive image of “I”.
2. Development of speech and mental activity:
expanding knowledge about the surrounding reality, contributing to the improvement of social skills;
the formation of detailed monologue and dialogic speech, the development of the ability to correctly and consistently express one’s thoughts, observing the rules for constructing a message;
formation of a conceptual apparatus and development of basic mental operations: analysis, synthesis, comparison, generalization;
formation of grammatical speech systems, expansion of vocabulary
stock (familiarity with definitions, synonyms, antonyms).
3. Development of arbitrariness of mental activity:
developing the ability to work according to the model and in accordance with the instructions of the teacher;
development of voluntary regulation of behavior and natural motor activity in educational situations and in extracurricular interactions with peers and adults;
the formation of voluntariness as a component of speech activity, mastery of the planning function of speech (answering questions in strict accordance with the task, the ability to express one’s thoughts in speech, the ability to talk in detail about the sequence of completing educational work);
development and improvement of independent learning skills;
developing the ability to plan upcoming work, determine ways and means of achieving educational goals;
developing the ability to control one’s activities. Mastery of control and evaluation actions;
developing the ability to subordinate one’s activities to the time allotted for completing a task.
4. Development of spatial concepts:
formation of skills to distinguish geometric shapes;
students’ mastery of the concept of quantity;
mastering such characteristics of space as distance and direction, correct use of concepts denoting these characteristics;
familiarization with the rules of spatial organization of working (educational) material;
development of spatial orientation in the notebook and room;
developing the ability to navigate in space using a simple diagram, as well as create it independently;
improving coordination of movements in space;
practical training in operating with spatial objects (measurements, graphical constructions, etc.), development of the eye;
formation of the ability to manipulate images, making various mental transformations: rotation, dividing into parts and combining them into a whole, regrouping the original elements, etc., developing the child’s ability to act in the mind.
Stages of classes: the lesson consists of three parts
Warm-up (2 exercises);
Main part (3 exercises);
Final (3 exercises)
Before the start of classes and after their completion, diagnostics are carried out according to sections of the program.
The content of the proposed classes makes it possible to activate the creative potential of students, contributes to the development of children’s ability to work independently and stimulates their activity. Using large quantities game tasks and the organization of a competitive situation increases the interest of schoolchildren in achieving the results of their activities and helps to increase school and educational motivation. All classes are conducted on material close to the curriculum, which ensures their high efficiency, as it allows for the transfer of skills acquired in classes to a school lesson situation.
Collective discussion of many knowledge provided by the program contributes to the formation and development of children’s communication skills and joint activities: the ability to listen to another person’s point of view, plan your actions together with others, etc.
One of the main directions of all correctional and developmental work is to increase self-esteem and educational motivation of students. And therefore, the presence of a team in this case can be of great help. The majority of maladjusted schoolchildren and children with learning difficulties have underdevelopment of voluntary activity and very often demonstrate infantile behavior patterns. They have an insufficiently formed image of “I” (people around me don’t trust me, don’t believe in me, I also don’t believe in myself and don’t know what I’m like). That is why the use of games and exercises that promote the formation of socially acceptable forms of behavior.
Establishing contact and increasing self-confidence is a mandatory element of the classes.
When planning and conducting classes with children of primary school age with adaptation difficulties and learning difficulties, it is necessary to take into account some principles of organizing the correctional and developmental process.
Imagination is the development of imagination.
Lesson No. 1 “Complete the picture.”
GOAL: development of fine motor skills, formation of operational skills:
Bitmap;
Item diagram;
Partial image.
Lesson No. 2 “Who will come up with and draw more”
GOAL: development of fine motor skills, development of thinking, connection of objects:
Shape, size of objects;
Plots and compositions based on visual reference signs "City",
"House", "Trees".
Lesson No. 3 “Combination”
GOAL: development of imagination:
Geometric shapes (house).
Attention - development of attention
Z. No. 1 “Guess the word.”
Z. No. 2 “Find differences.”
Z. No. 3 “Typewriter.”
Perception is the development of sensation and perception.
Z. No. 1 Color, shape, size of objects.
Selection of pairs of objects identical in color and size; color, shape; size, shape.
Z. No. 2 Parts of the day.
H. No. 3 Spatial representations - left, right, center, front, back.
Thinking is the development of thinking.
Exercise No. 1 “Compare objects.”
Z. No. 2 Ending words. Logical endings.
Problem No. 3 Joke problems. Interesting questions.
Memory - memory development.
Z. No. 1 “Cascade of words.”
Exercise No. 2 “Make a drawing from memory.”
Speech - speech development.
Exercise No. 1 “Make up a story based on the plot picture.”
Z. No. 2 Retelling a story, a fairy tale.
Developmental activities
1 lesson “Journey on water”
Progress of the lesson: Associations
“Graphic dictation”
Game “Sea Figure”
Hatching
Writing a story
Mood
Lesson 2 “School”
Progress of the lesson: Associations
Drawing
Tell poems with your hands
“Labyrinths”
Mood
Lesson 3 “Animals”
Progress of the lesson:“What has changed?”
“Who's the odd one out?”
Hatching
Physical education lesson “Bunny”
“Say it in one word”
“Who can name more?”
Mood
Lesson 4 “Dreams”
Progress of the lesson: Conversation
“Unfinished sentences”
Drawing
Reading the story by V. Golyavkin “How I celebrated the New Year”
Mood
Lesson 5 “Travel”
Progress of the lesson:"Riddles", "Rebuses"
Station “Graphic”
Station “Peshernaya”
Station “Bukvennaya”
Tsirkovaya station
Mood
Correction and development program:
“Development of the emotional and volitional sphere
for working with maladapted children 7-8 years old"
Explanatory note
The problem of first-grader adaptation to school is one of the most important for educational psychology, because The success of his education, attitude towards learning, teachers and peers depends on how a child adapts to school and how successfully his first months of stay in an educational institution go.
Modern schools place high demands on the level of psychological readiness of children for systematic education, therefore the transition from preschool to school childhood in developmental psychology is characterized as a crisis period.
The beginning of education is associated with a radical break in the child’s life stereotypes. The social situation of development, the type of communication with others changes, the child masters new social roles, rules of behavior at school.
Adaptation to learning is associated with internal tension, the mobilization of all the child’s reserve capabilities, and this process is not always successful. Normally, the process of adaptation to teaching first-graders at school, according to various authors, lasts from two weeks to six months. In children, for various reasons, this process is quite difficult and painful, which negatively affects the mental and physical development. Recently, more and more children are experiencing difficulties adapting to school, which leads to maladjustment. These children require special attention. Therefore, the development of correctional and developmental programs is an important psychological and pedagogical problem.
The main content of the comprehensive program
The correctional and developmental program for the development of the emotional sphere by means of art therapy was built taking into account the experience accumulated in general methodological (V.S. Mukhina, Ch.A. Izmailova, R.M. Rakhmatulina, O.V. Khukhlaeva, M.I. Chistyakova etc.) and psychological (A.I. Kopytin, G.A. Breslav, G.L. Lender, N.M. Pogosova, etc.)
General characteristics
The correctional and developmental program for the development of the emotional sphere in children is based on understanding and empathy on the part of the psychologist. It helps relieve emotional stress and makes it possible to discover one’s self. An important role in the program is given to the method of personal perspective, which helps the child to believe in himself.
The first step in a correctional and developmental program is to develop in children the ability to recognize their emotions, master and manage them. To do this, it is necessary to remember the concept that in psychology is called “emotional barrier.”
An emotional barrier is a situation where a person cannot actually take effective actions. He is either in a state of experience, or performs a series of actions, the basis of which is the emotion that arose as a result of an unsuccessful action. An emotional barrier can arise both in communication and in the child’s individual actions.
In order for children to understand their emotional states (joy, sadness, anger, resentment, etc.), it is necessary to teach them to recognize, name, compare and see these emotions not only in themselves, but also in other people. Those. They need to develop a sense of empathy. Empathy refers to the ability to understand and empathize with the emotions of other people. Empathy is the ability to jointly rejoice at success, be upset at failure, feel community and support, feel that there is a group of people close to you in spirit and activity.
It is known that children love to draw. Their need to express themselves is realized through drawing. Drawing for them is not art, but speech. Children find it easier to express both internal feelings and events nonverbally than by explaining them in words. Therefore, the age from 5 to 10 years is called the golden age of children's drawings. And at an older age, despite the development of oral speech, the process of drawing also helps in self-discovery of personality. The creative process itself is important, as well as the characteristics of the child’s inner world.
The structure of each art therapy session has two main parts. One is non-verbal, creative, unstructured. The main means of self-expression is color drawing. The second part is verbal, apperceptive and formally more structured, each child interprets the drawn object and describes the associations that have arisen in him.
Purpose of the program:– development of the emotional-volitional sphere of children 7-8 years old.
Main tasks:
1. Give the concept of the division of emotions into positive and negative.
2. Help the child respond to existing negative emotions (fear, anger, etc.) that hinder his full personal development.
3. Contribute to the enrichment of the child’s emotional sphere.
4. Promote creative self-realization.
5. Build social skills.
6. Learn to trust yourself and other people.
Organization of classes
Classes are held with a group of 4-6 people, once a week. Lesson duration is 35-40 minutes.
Materials for classes:
Paints, watercolors, wax crayons, felt-tip pens, pencil, paper, collage material, scissors, PVA glue
Planning lessons
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Progress of the lesson |
Summing up |
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Create an emotionally favorable background in the group; introduce children to different feelings; the ability to correlate colors with an image. |
Exercise “impulse”, working with pictograms (joy, sadness, anger, surprise, shame). Exercises “Gnomes”, “Mirror”. |
Happens on: What states did you experience during our lesson? Which masks did we paint in bright colors and why? Which masks did we paint in dark colors and why? What did you like and what didn’t you like about today’s lesson? Introduction of the farewell ritual “Let’s give each other a smile.” |
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Relieve mental stress; teach artistic techniques, depict and define the emotion of “joy” |
Game “Four Elements”, Game “Snow” with musical accompaniment. Image of the emotion of joy. |
What state did you experience during the lesson? How do you know if another person is happy? |
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Relieve mental stress; learn to depict the emotion of “surprise” using artistic techniques. |
Exercise “Repeat the pose.” The passage “Focus” or “Five” is read out. We draw the emotion of “surprise” with our fingers. |
What state is the same for all the heroes and us? Draw a “mask of surprise” on a piece of whatman paper. |
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Relieving emotional stress. Learn to depict and define the state of “interest” |
Game “Confusion”, “The Sea Is Troubled”. Sketch “The dog sniffs.” Sketch “The fox is listening.” Game “Caterpillar” |
What was the dog's condition? How can you tell by their face that another person is interested? How many of you have experienced this condition? Draw a situation when you were interested. |
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Create a positive emotional background; learn to depict and define the emotion “pride”. |
Game “Beep”, sketch “The Squeak of a Goose”, sketch “The Frog Princess”, auto-training relaxation “On the Green Grass” to music. |
How many of you felt proud? Why did you feel proud? Convey this state through color and drawing. |
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Relieve mental stress. Learn to depict and define the emotions “suffering” and “sadness”; distinguish “sadness” from “suffering”. |
Exercise “Funny people”, exercise “Be careful!”, sketch “Oh-oh! Stomach hurts”, “Little monkey”. Game “Who will make Princess Nesmeyana laugh faster.” |
What state were we talking about today? In what situations have you experienced the same emotions? Try to depict these emotions with color. |
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Relieve mental stress. Promote a friendly atmosphere in the group, explore the feeling of “resentment”. |
Game “Ice”, “Photography”. Auto-training-relaxation to the music “Relaxation on the seashore”. |
What feeling did you experience in class? What animal, plant, or music can resentment be compared to? |
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Remove motor disinhibition and negativism. Learn to recognize and portray the emotion of “disgust.” |
Game “Scouts”, exercise “Salty tea”, “Dirty paper”. |
What feeling did we talk about in class? How do you know if a person is disgusted? |
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Removal muscle tension. Learn to portray and recognize feelings of “guilt” and “shame.” |
What feelings did you learn in class? What animals, plants, flowers can you compare the state of guilt and shame with? Is it fashionable to live with these feelings for a long time? |
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Promote group cohesion. Learn to overcome external pressure and not be afraid of difficulties; Learn to portray the emotion of “fear”. |
Game “Confusion”. Sketch “Little Fox”, “Home Alone”. Game "Stream". |
We depict fear with paints. |
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Learn to recognize feelings and emotions; stimulate their appearance; develop observation and activity. |
Exercise “late mirror”. Game “Pose and Norm”. Exercises “Shadow”, “Trash Bin”. |
Children paint their mood in color at the moment. Discussion of drawings. What did you like or dislike about the lesson? Which feelings were stronger and therefore memorable? Parting. |
Psycho-gymnastic exercises
(Sketches)
Flower (study on the expression of joy)
A warm ray of sun fell to the ground and warmed the seed in the ground. A sprout emerged from the seed. A beautiful flower grew from the sprout. The flower basks in the sun, exposing its head to the warmth and light following the sun.
After the rain (study on the expression of joy)
Children step carefully, walk around imaginary puddles, trying not to get their feet wet. Then, having become naughty, they jump through the puddles so hard that splashes fly in all directions. They have a lot of fun.
The dog sniffs (study for expressing interest).
The hunting dog, seeing the game, instantly froze in a tense pose. She peered carefully at her prey, preparing to rush forward.
The Frog Princess (study on the expression of pride)
The presenter reads an excerpt where Elena the Beautiful is majestically and proudly, like a peahen dancing. Children try to show the princess's dance to the music.
Oh, oh, my stomach hurts! (study for the expression of suffering)
The boy suddenly has a stomach ache, he is suffering (his head is drooping, his eyebrows are drawn together, the corners of his mouth are drooping, his hands are on his stomach).
I was guilty
The boy broke the vase. Mom scolds him. He understands that he has done something wrong, so he stands with his head down.
Ashamed
Kolya broke the switch on the TV. He is afraid that his mother will punish him, so he puts the blame on his younger brother. The brother was punished. The elder brother is ashamed.
Little Fox (study on the expression of fear)
The little fox saw his mother on the river bank, but did not dare to enter the water. The water is so cold, and it’s deep here.
Home alone
The boy was left alone. He continuously sits on a chair and looks at the door with fear. What if someone is hiding in the room? What then?
Games
Four elements: The players sit in a circle. The presenter explains the conditions: in words Earth, everyone should put their hands down, on the word water- extend your arms forward, air- raise your hands up, fire– rotate your arms at the elbow joints. Whoever makes a mistake is considered a loser.
Snow: Children receive a sheet of paper from which they make snow for three minutes. Then the players take turns throwing their snowflakes up, trying to cover as many people around them as possible. At the end, the presenter sums up: the children experienced joy, and their smiles and cheerful faces confirm this.
Error: Every time the host makes a mistake when naming a player, the others are surprised.
Confusion: Children holding hands form a circle. Then, without releasing their hands, they gather into a ball. The presenter must unravel it. Each participant must play the role of presenter.
Caterpillar: Children stand in a line one after another, with inflatable balls between them. The very first one leads the others like a snake. Condition of the game: do not drop the ball and do not leave the chain.
Repeat the pose: The presenter takes turns depicting the emotions that were the topics of the lessons.
Let's draw the mood.
Children may be offered the following activities:
Complete a drawing on the topic “My mood now” (you can start every lesson with this task).
The child draws the emotion he wants. After completing the task, the children discuss what mood the author tried to convey.
Each child draws a card with a particular emotion that he must portray.
Children draw the emotion they met at this lesson(for example, fear, surprise, etc.). During the discussion, pictures are chosen that most clearly reflect this emotion.
Drawings can be both narrative (draw Barmaley, from whom all the toys ran away; draw an incident from your life when you were very surprised), and abstract, when the mood is conveyed through color, the nature of the lines (smooth or angular, sweeping or small, wide or thin), composition of various elements.
Literature:
Art therapy./ Ed. A.I. Kopytina. St. Petersburg: Peter, 2001
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Correctional Program
Primary classes Efficiency of implementation correctively-developing programs Correctively-developing Job includes: No. Contents work Deadline Responsible Result 1 Choice...
Stage 1. Conduct a speech therapy examination and observation of the child, analyze the history of his development. Compare all the data received and write them down in the form of a conclusion.
Stage 2. Determine the priority tasks of individual correctional work with the child.
Stage 3. Determine the zone of current and proximal development of the child.
Stage 4. Determine what tasks will be implemented by the speech therapist, teacher, and parents.
Stage 5. Divide each skill into its component “Steps” actions, which the child will master gradually.
Stage 6. After your child has mastered one of the skills, make adjustments to the program.
An individual plan is drawn up for a period of 1 month. Further, its content is supplemented or adjusted. The individual plan should be recorded in the child's developmental history.
Preparation of lesson notes
Front page
ABSTRACT
Speech therapy lesson conducted by a 3rd year student of the Faculty of Education and Science of PSU named after. M.V. Lomonosov Ivanova Irina Ivanovna with a group of children with FFDD November 10, 2010
1 page
1. Topic and purpose of the lesson.
2. Main objectives of the lesson.
3. Class equipment (demonstration and handouts, toys, etc.).
4. Speech material.
5. Lesson plan.
6. Progress of the lesson (indicating the instructions of the speech therapist, the expected answers of the children, the main methodological techniques).
Making a diary of teaching practice
Front page
pedagogical practice of a 3rd year student
Department of Speech Therapy at PSU named after. M.V. Lomonosov
Ivanova Irina Ivanovna
Pedagogical practice has been carried out at the speech center in secondary school No. 10 in Arkhangelsk since November 1, 2007. to 06.12.2010
Faculty head of practice
Practice methodologist
Director of secondary school
Speech therapist teacher
Secondary school address
Phone no.
1 page
Sample diagram of a self-analysis report on practice
General information about the institution where the internship took place (school number, address, in which classes he worked).
What diagnostic skills have you mastered based on the objectives of your practice? Analyze in detail the occurrence of difficulties in mastering individual skills, how did you cope with them?
What techniques did (a) use to establish contact with children? Give examples.
What specific techniques were used in working with children.
Which tasks turned out to be the most labor-intensive? How long did it take to examine one child?
Was it possible to meet the work schedule proposed in the internship plan? When and what problems arose?
General student impressions of the practice.
Proposals for improving the organization, content of practice and management of practice.
1.3 The content of the activities of students during teaching practice, undergoing it in school
1 Week
On the first day of practice, the methodologist or speech therapist teacher introduces students to the administration and teachers of the school, the class operating hours and the schedule of speech therapy classes. Next, the speech therapist teacher demonstrates the equipment of the speech therapy room and its design.
In the following days, students study and analyze the basic documentation of the speech therapist teacher:
list of students with speech disabilities;
a log of examination of oral and written speech;
attendance log (group and individual) classes;
speech cards;
annual methodological work plan;
long-term work plan;
lesson plans for each group;
notes or detailed plans for speech therapy sessions;
workbooks and test books;
group lesson schedule;
passport of the speech therapy room, file cabinet of equipment, educational and visual aids;
annual work report.
In the first week of practice, students are also expected to attend and analyze the lessons of a teacher working in a class for TNR children and speech therapy classes conducted by a speech therapist. Discussion of topics, goals, methods, techniques of correctional work used by the teacher and speech therapist during individual and frontal work, equipment for speech therapy classes. Observing the psychological characteristics of children during lessons, speech therapy sessions and determining the stage of correctional work.
At the end of the first week of practice, students draw up a schedule for lessons and individual speech therapy sessions, prepare materials for independently conducting an examination of one child with speech pathology (Appendix 2, 3, 4), and prepare lesson notes.
Individual plan for correctional and developmental work of a teacher-psychologist with a 2nd grade student
Brief information: he entered the second grade based on the decision of the district PMPC, is burdened, and is not registered with specialists at the dispensary.
Problems: persistent difficulties in developing numeracy skills.
Examination results: absent-minded attention, short-term memory.
Planned timing of the program: September-January with a frequency of classes 2 times a week for 25 minutes (40 classes).
Defectological representation per student
Last name, first name, patronymic:
MKOU "Zadorinskaya secondary school" - 2 classes
Emotional response in an examination situation (contact, manifestations of negativism, reactions to failure, praise, presence of reactions): makes contact easily, reacts adequately to proposed tasks.
Development of gross and fine motor skills: quite well developed.
Understanding of instructions, perceived by ear and read independently (understands immediately, after repetition, after explanation, does not understand): has difficulty understanding multi-link educational instructions, their explanation and clarification is required; The counting skill was not developed at the time of the examination; it solves independently only within 20.
Learning ability:
Receptivity to help (stimulating, guiding, teaching help): needs help of a guiding and teaching nature;
Ability to transfer to similar tasks: transfer is carried out partially, additional time is required to consolidate the skill.
Features of the organization of activities, the formation of regulatory functions (purposeful activity, the presence of an indicative stage, the use of rational methods of action, impulsiveness/inertia of actions, self-control: the main difficulties are due to the low level of formation of conscious self-regulation of educational and cognitive activity, does not make efforts to deliberately memorize, can organize independent activity, but only within the classroom.
Pace of work (in training and not educational material): average, as a result of distractibility.
Performance (in individual and frontal classes): high, while withstanding intellectual load.
General awareness and social and everyday orientation: corresponds to the lower limit of the norm.
Formation of spatio-temporal representations: not sufficiently formed.
Peculiarities of perception (visual perception, auditory-motor coordination, stereognosis): there is a decrease in volume, speed, visual perception, intermediate level development of auditory-motor coordination.
Features of attention: difficulties in voluntary organization of functions, reduced stability of attention.
Features of memory: narrowing of the volume of auditory-verbal memory, errors in reproduction, poorly formed voluntary component of mnemonic activity.
Features of thinking:
- level of development of visual forms of thinking: a slight decrease in development indicators, makes many mistakes due to disorganization and inattention, the creation of external organizing conditions leads to increased performance;
- verbal and logical thinking: the level of development is below the age norm.
Features of constructive activity: does not experience difficulties in analyzing and synthesizing the elements of a pattern, does not make mistakes in determining the correct spatial arrangement of parts, and is guided quite well by the model.
General characteristics speech development: poverty of vocabulary, low speech literacy, difficulties in constructing and formatting a coherent statement.
Formation of study skills: difficulties in the formation and consolidation of study skills are complicated by the family situation of socio-pedagogical neglect.
Mathematics:
- the formation of the concepts of number, number sequence: the skill is formed (within 20)
- computing skill: the skill is formed at the level of the low limit of software requirements;
- problem solving skills: experiencing difficulties;
Typical mistakes: understands only a direct question.
Russian language:
Calligraphic writing skill: developed (meets program requirements), confused in writing capital letters;
- Dictation writing skill: not developed;
- copying text: no difficulties.
- performing grammatical tasks: performs some tasks orally;
- typical errors: difficulties in using paired consonants.
- reading rate: 56 words per minute;
- way of reading - syllable by syllable, simple words reads the whole word.
- Reading Comprehension - Can briefly retell the meaning of a text.
- Skills in working with text – good at finding answers to questions in the text.
- typical errors: placing stress in words.
- General characteristics of educational activities (motivation, methods of educational work): the student’s internal position, educational motivation, arbitrariness are poorly formed; accepts learning tasks formally and does not show search and cognitive activity.
Conclusion: difficulties in developing educational skills due to a decrease in the rate of development of cognitive activity and a violation of the voluntary component of activity.
Planned activities of the specialist: individual lessons with a teacher in the conditions of an individual comprehensive development and correction program.
Date of examination: 09/05/2013
Specialist signature:
Directions of correctional work
1. Sensorimotor development:
- development of visual analysis and spatial perception of letter elements;
- development of subtlety and differentiated analysis of visually perceived objects;
- development of the ability to organize and control simple motor programs;
- development of kinesthetic foundations of movement;
- development of interhemispheric interaction.
Means: didactic games and exercises (recognition of contour, silhouette, crossed out images, unfinished objects; figure-background discrimination of objects; analysis of a complex pattern: finding similarities and differences between two images; isolating the visually perceived element of a number in figures of a complex configuration; finding repeating figures in rows , letters, their given combination; graphic dictations; redrawing figures by points; a set of exercises for the development of interhemispheric interaction, motor development: “Ring”, “Fist - palm - rib”, “Mirror drawing”, “Ear-nose”, “Snake”. "; game "Magic bag";
2. Formation of spatial representations:
- developing the ability to navigate in a diagram own body;
- developing the ability to navigate in the immediate environment (classroom);
- developing the ability to navigate on a plane (notebook, book);
- development of spatial praxis;
- development of the skill of differentiating objects that are similar in space.
Means: didactic games and exercises (orientation in the diagram of one’s own body; orientation in the space of a room, on a plane; determination of the spatial arrangement of elements of numbers; spatial praxis (visual and speech versions of Head’s tests); determination of correctly and incorrectly written numbers; graphic dictations).
3. Development of mnemonic processes:
- training of voluntary memorization of visually perceived objects;
- voluntary memorization of an auditory series: numbers, sounds, words, sentences, multi-step instructions;
- development of tactile and kinesthetic memory.
Means: didactic games and exercises (auditory dictations; game “Remember sounds”; game “Forgotten object (number)”; visual dictations; memorization and reproduction of multi-link instructions; memorization of numbers).
4. Development of inter-analyzer systems, their interactions:
- development of auditory-motor coordination;
- development of hand-eye coordination;
- development of auditory-visual and visual-motor coordination.
Means: didactic games and exercises (motor reproduction of rhythmic structures; graphic dictations (according to verbal instructions); tapping a rhythmic structure according to a visual (graphically presented) model; graphic display (recording) of an aurally perceived rhythmic structure; drawing samples of patterns, dots; completing the drawing of symmetrical images of numbers, objects; drawing a series of images from semi-ovals and lines according to a model, from memory (method of S. Borel-Maisonni).
5. Formation of the function of programming and control of one’s own activities:
- formation of task orientation skills;
- developing the ability to plan the stages of completing a task;
- formation of basic methods of self-control at each stage of task performance;
- developing the ability to provide a verbal report on the action performed and the result.
Means: didactic games and exercises (analysis of instructions for a task, sample: “What do I need to do?”; determination of each step of the work to be done: “What will I do first? What will I do next? What do I need to do next?”; checking the work : “Compare with the model”; finding and correcting errors: “What needs to be corrected?”; speech regulation of actions: “How did I do the work?”; games “Find and correct errors (using the model, on your own)”; work", games for attention).
6. Development of mental activity.
Development of the classification operation;
Development of general awareness, speed of reaction, attention;
Developing the ability to concentrate thinking on one subject, to discover unexpected possibilities in an ordinary subject;
Formation of the ability to classify phenomena according to their characteristics.
Tools: didactic games: “Help the artist”, “Collect a flower”, “What is it like?”, “Opposites”, “Eliminate the superfluous”, “Ways of using an object”, “Search for connecting links”, “Search for objects using given characteristics” .
7. Formation of writing skills.
Development of copying skills;
Development of work skills according to a given pattern.
Tools: didactic exercises: “Draw the same number of cells”, “Write the same number”, “Draw the same amount”.
The listed areas of work are not stages of correctional classes; each lesson uses games and exercises of different directions (from four to six directions). Required terms when conducting classes are: planning material based on adherence to the principle from simple to complex, dosing the help of an adult, a gradual transition from joint activity with the teacher to independent work of the student.
