Individual plan correctional and developmental work
II half a yearSection 1.
The development of the arbitrariness of mental activity
1.1. Games for the development of 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. Mutual control based on the instructions of the teacher.
Section 2. Development of movements, various kinds praxis
2.1. Arbitrary regulation of the state of muscle tone.
2.2. Arbitrary 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 postures, balance exercises).
2.6. Reproduction of a sequence of movements according to the show, from memory, according to instructions.
2.7. Conjugation of movements and rhythmic speech.
2.8 Sequential and joint movements of arms and legs, their alternation.
2.9. Hold the posture of the hands and fingers.
2.10. Eye exercises.
2.11. Changing the direction of movement by speech signal (orientation in space).
2.12. Spatial organization of movements (performing movements according to symbols).
2.13. Movement with orientation in the room according to the instructions of the teacher.
2.14. The word designation of the direction of movement.
2.15. Reproduction of a series of movements from memory.
2.16. Various types of lacing.
2.17. Working with the middle mosaic.
2.18. Folding figures, letters from sticks, stripes according to the 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 the use of appropriate adjectives.
3.2. Matching color shades to primary colors. Exercises in the use of appropriate adjectives.
3.4. Coloring according to this instruction.
3.5. Comparison of objects according to 2-4 features. Exercises in the use of appropriate adjectives.
3.6. Grouping objects according to 1-2 features.
3.7. Drawing up serial series of 4-6 items according to a given attribute.
3.8. Drawing up a description according to the picture plan.
3.9. Verbal description of objects.
3.10. Drawing images by word. Exercises "Feel and draw."
3.11. Identification of the sex, age of the characters according to the plot pictures.
3.12. Determination of emotions in plot pictures. Exercises in the use of appropriate adjectives.
3.13. Learn crossed out images of objects, geometric shapes, letters, numbers.
3.14. Learn superimposed contour images.
3.15. Identify letters, numbers, located incorrectly.
3.16. Add the missing element to the letter, number.
3.17. Select shapes, objects, letters, numbers superimposed on each other.
3.18. Exercises for training visual memory: “What is 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 perception with subsequent reproduction of rows of words, sentences.
3. 21. Characteristics of sounds in terms of volume, duration, height.
3.22. Consolidation of concepts about the size of objects, texture, temperature, tactile and taste qualities. Exercises in the use of appropriate adjectives.
3.23. Drawing images by cells
Section 4. Development of spatial perception.
4.1. Laying out rows of colored stripes, mosaic details with various alternations.
4.2. Hatching from right to left, left to right, top to bottom, bottom to top.
4.3. Drawing geometric shapes, objects.
4.4. Folding objects, plot pictures, cut into 4-6 parts.
4.5. Drawing according to the model and speech instruction with the spatial arrangement of parts relative to each other.
4.6. Designing objects with a spatial arrangement of parts relative to each other.
4.7. Graphic dictations.
4.8. Dividing the sheet by eye into two, four equal parts.
4.9. Schematic representation of objects in the classroom.
4.1.0. Passage of labyrinths.
Section 5. Development of grapho-motor functions.
5.1. Drawing spirals, rhythmic cyclic lines: broken, wavy, arched.
5.2. Draw lines in different directions with a ruler.
5.3. Draw a figure, object, letter, number, stroke according to the model, from memory.
5.4. Drawing borders, ornaments according to this pattern, from memory, continuation of rows.
5.5. Continuous tracing of complex contours, passage of labyrinths.
5.6. Hatching.
5.7. Drawing figures, objects according to a given model, representation.
5.8. Drawing the contours of geometric shapes, subject images, plot images.
5.9. Drawing eights with pronunciation.
5.10. Drawing geometric shapes left and right right hand(interhemispheric interaction).
Section 6. Development of temporary representations.
6.1. Comparison by age: young, old, younger, older.
6.2. Consolidation of 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. Assimilation of constructions: after what time of the year (month) comes, before what time of day it will be.
6.5. Months of each season. The number of months in a year.
6.6. Introduction to the dial. Determination of time to the nearest hour, half an hour.
6.7. Comparison of measures of time: day - hour - half an 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 given properties with subsequent output.
7.3. Analysis of pictures with hidden meaning. Detection of "absurdities" in pictures.
7.4. Folding of fragmented parts of pictures, figures
7.5. Exercises for the simplest analysis with practical and mental division of the object into constituent elements; comparison of objects indicating their similarities and differences according to given characteristics: color, size, shape, quantity, functions, etc.
7.6. Problem solving for grouping: “Exclude the superfluous”, “Similarities and differences”, “Continue the pattern”; analytical problems of the 1st type with a 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 different parameters
7.10. Guessing riddles based on the enumeration of the external features of the subject.
Section 8. Development of speech activity
(speech comprehension)
8.1. Responding to own name
Increase active and passive vocabulary by lexical topics
8.2. Show desired item
8.3. Distinguish 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 instructions
8.6. Retelling on questions, on a series of pictures of what was heard.
8.7. Retelling (telling) based on a pictorial and graphic plan.
8.8. Groups of words belonging to the same category, to the same situation.
8.9. Non-verbal components of communication (dramatization of stories
Section 9. Development of mathematical representations
9.1.Direct and backward counting within a given number
9.2. Recalculation of objects, correlation of numbers with the number of objects.
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 according to the proposed plot. Solving and answering problems.
Section 10
10.1. Translation from tactile to visual modality.
10.2. Translation from tactile to auditory-speech modality.
10.3. Translation from visual to tactile modality.
10.4.Transfer from visual to auditory-speech modality.
10.5. Translation from auditory to tactile modality.
10.6. Translation from auditory to visual modality.
Section 11General awareness and social orientation
11.1. Give your name, surname, age, home address, parents' names
11.2. Recognize and name household items, their purpose
11.3. Learn the seasons, 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 to himself, is not adequate. Reluctant to interact with adults. Prefers outdoor games, sometimes conflict. In a group, he prefers to communicate with boys. What you start doesn't always finish. Distracted in class, unable to concentrate for a long time. It can be difficult to discipline him. According to the results of the survey in December 2007, the child has 12 symptoms of hyperactivity, when the norm is no more than 7.
He does not always know how to control his behavior.
Cannot do anything for a long time (especially at the table), is not assiduous, runs a lot, constantly turns around, is very talkative, cannot play or do something quietly, calmly, often interferes with others, interferes in adults’ conversations, often does not hear, when he is addressed, he is easily distracted when a book is read to him, often does not complete the work he has begun, avoids activities that require prolonged concentration. Seen by a neurologist. Diagnosis - ZPR, CBD attention syndrome and hyperdynamia.
Based on the foregoing, it can be noted that with this child it is necessary to conduct individual sessions for the correction of attention syndrome and hyperdynamia.
Classes will be held from December to February, one lesson per week for 25 minutes each, for a total of 10 lessons.
Explanatory note
This Program is compiled in accordance with the requirements of the Ministry of Education of the Russian Federation for the mandatory documentation of a teacher-psychologist. Compiled on the basis of realizing tasks in preschool institutions.
Recently, parents and educators are increasingly confronted with children whose motor activity goes beyond the concept of just a mobile child. Most children before school age characterized by mobility, impulsiveness, spontaneity and emotionality, but at the same time they can carefully listen to an adult and follow his instructions.
It is difficult to establish contact with hyperactive children just 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 listening to the end of the task. Their attention is distracted, their eyes wander, it is difficult to catch a glance.
Parents complain that the child does not give them rest - he constantly interferes in the conversations of adults, something happens to him all the time, and in order to achieve obedience, you have to raise your voice, but remarks and punishments do not bring results.
During collective classes, such children often jump up from their seats, do not understand what the teacher wants from them, and cannot complete the tasks to the end. The hyperactive child receives the most remarks, shouting, and negative attention; he interferes with other children and usually falls into the number of "outcasts". Claiming for leadership, these children do not know how to subordinate their behavior to the rules or give in to others and, as a result, cause numerous conflicts in the children's team. Therefore, timely sessions with a hyperactive child should help him cope with attention deficit hyperactivity disorder.
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, control over impulsivity, as well as psycho-gymnastic and body-oriented exercises. Games and exercises of previous lessons are repeated in subsequent ones, which contributes to a better consolidation of the material covered.
The basis of this Program was the methodological manual by I. L. Artsishevskaya “The work of a psychologist with hyperactive children in kindergarten” - M .: Bookworm, 2005. - 64 p.
This Program is aimed at: Creating conditions for the development of attention, control over impulsivity and control of motor activity.
In order to achieve the goal, the following tasks:
- To improve arbitrariness and self-control;
- Contribute development of attention and imagination;
- To form a coherence of actions;
- Create conditions for relieving psycho-emotional stress;
- Promote the development of emotional and expressive movements.
The program includes 10 lessons that will be held from December to February in the psychologist's office once a week, in the afternoon for 25 minutes each. Designed for a child of 6 years old to develop attention, control impulsivity and control motor activity.
Methodological techniques, used in the program:
- Games for the development of attention, imagination
- Games and tasks aimed at developing arbitrariness
- Breathing exercises
- Relaxation methods
- Discussing different feelings
- Drawing.
Lesson structure:
Each lesson includes the following games and exercises:
1. For the development of arbitrariness;
2. For the development of attention and memory;
3. For the development of motor skills and movement coordination;
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 conducted will help the child cope with attention deficit hyperactivity disorder.
The effectiveness of the training sessions will be monitored by repeated questioning.
Thematic lesson plan
| class number | Tasks | Number of hours | Forms of work | Methodological support |
| 1 | 25 min | 1 Game "Yes" and "No" do not say. 2. The game "What disappeared?". 3. "Spikers". 4. Exercise "Remember and repeat the movements." 5. Breathing with a delay on inspiration. 6. Exercise "Snowman". |
10 toys, small toys or matches | |
| 2 | To promote the development of attention, motor skills and coordination of movements, the removal of psycho-emotional stress, the development of coordination of movements. | 25 min | The game "Flies, does not fly." Game "What has changed?". "Walking the Line" Exercise "Bunny was scared." Breathing exercise. Exercise Tree. |
Toys, rope 3–4 m long, ball |
| 3 | To create favorable conditions for the development of arbitrariness and self-control, the development of attention, motor skills and coordination of movements, to help relieve psycho-emotional stress. | 25 min | "Attention - draw." Pantomime "Petushki". Breathing exercise. Exercise "Fingers". |
Drawing. White sheet, pencils, ball. |
| 4 | To create favorable conditions for the activation of the child, the development of attention, speech and coordination of movements, to help relieve psycho-emotional stress. | 25 min | Game "Forbidden Movement". The game "Listen to the pops." Exercise "Robot". “Look at the toy, and then describe it” Breathing exercise. Relaxation exercise “Fingers”. |
Toys: car, pyramid, Pinocchio, bunny, hedgehog. |
| 5 | Create favorable for the development of the child's speech, attention, imagination, coordination of movements, 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, plane, cubes - 2 pcs. |
| 6 | Promote development fine motor skills child, development of attention, coordination of movements, help relieve psycho-emotional stress. | 25 min | Game "Yes" and "No" do not say. The game "Remember and repeat the movements." "Spikers". Exercise "Dunno". Breathing with an inspiratory delay. Exercise "Snowman". |
Matches or small toys |
| 7 | To promote the development of attention, motor skills and coordination of movements, to help relieve psycho-emotional stress. | 25 min | The game "Flies, does not fly." "Correction test". Exercise "Cross-claps". Exercise "Bunny was scared." Breathing exercise. Exercise "Fingers". |
Blank task “Correction test”, ball |
| 8 | To create favorable conditions for the development of attention, thinking, motor skills and coordination of movements, to help relieve psycho-emotional stress. | 25 min | The game "Edible, not edible." "Labyrinths". Exercise "Walking along the line." Exercise "Remember and repeat the movements." Breathing exercise. Exercise "Boat". |
Ball, blanks with labyrinths 2 pieces, rope or cord 3-4 meters. |
| 9 | To create favorable conditions for the activation of the child, the development of attention, motor skills and coordination of movements, to 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 | To promote the development of attention in the child, motor skills and coordination of movements, to help relieve psycho-emotional stress. | 25 min | The game "One-two-three-say!". “Remember and repeat the movement.” Exercise "I carry the cube and will not drop it." Exercise "Dunno". Breathing exercise. Relaxation exercise "Snowman". |
Easel, chalk, two cubes. |
ACTIVITY 1
1. “Yes” and “no” do not say.”
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 tree?
Is it night now? And so on.
2. “What has disappeared?”: The psychologist puts 10 toys on the table. The child examines them and closes his eyes. The psychologist removes one toy. The child opens his eyes and determines "what has disappeared";
3. "Spikers": small toys or matches lie on the table in a pile. They need to be taken with two fingers so as not to hurt the rest;
4. “Remember and repeat the movements”: the psychologist shows three different movements, the child watches, remembers and repeats them. Then four movements are shown.
5. Breathing with a delay on inhalation (exhalation) - first in your own, then in the established rhythm. It is performed sitting on the floor “in Turkish” or kneeling, palms are placed on the diaphragm area.
6. "Snowman": the child is asked to introduce himself only
like a molded snowman - the body must be very tense, like frozen snow. But the sun warmed up, and the snowman began to melt: first it “melts” and the head 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.
ACTIVITY 2
1. “Flies - does not 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 at the pronunciation of 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 keeping the arms out to the sides.
4. “The bunny was scared”: the child must imagine himself as a hare who is afraid of the wolf, and depict a fright with the help of pantomime.
5. The child, sitting on the floor “in Turkish” and raising his hands up, takes a breath. When exhaling, slowly leans forward, lowering his hands and saying: “Down”.
6. "Tree": the child, depicting 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 gets up, straightens up, raises his hands. Suddenly the wind came up and broke the tree - the child bends at the waist, relaxing the upper part of the body, his head and arms hang lifelessly.
The 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 shortcomings in the physical or mental development of students, and their social adaptation.
This program creates special conditions for education and upbringing, allowing to take into account the special needs of children through the 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 education in a general education class according to the general educational program of primary general education or according to an individual program, using home or distance learning.
Program objectives
To carry out timely identification of children with adaptation difficulties due to limited health opportunities 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 developmental disorders and the degree of its severity;
To create conditions conducive to the development of children with special needs of the basic educational program of primary general education and their integration in an educational institution;
Provide individual-oriented psychological, medical and pedagogical assistance to children with special needs, taking into account the peculiarities 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 classes for children with severe impairments in physical or mental development, accompanied by the support of a tutor of an educational institution;
Create opportunities for training and education in additional educational programs and obtaining 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 the problem of the child with the maximum benefit and in the interests of the child.
- Consistency. The principle ensures the unity of diagnosis, correction and development, i.e. a systematic approach to the analysis of developmental features 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 problems of the child; participation in this process of all participants in the educational process.
- Continuity. The principle guarantees the child and his parents (legal representatives) the continuity of assistance until the problem is completely resolved or an approach to its solution 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 observance of the legally guaranteed rights of parents (legal representatives) of children with special needs to choose the forms of education for children, educational institutions, protect the legal rights and interests of children, including the mandatory coordination with parents (legal representatives) of 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 the timely identification of children with special needs, their comprehensive examination and the 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 shortcomings in the physical and (or) mental development of children with disabilities in a general education institution; contributes to the formation of universal learning activities for students (personal, regulatory, cognitive, communicative);
-advisory work ensures the 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 is aimed at explanatory activities on issues related to the peculiarities 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 teachers.
Content Feature
Diagnostic work includes:
Timely identification of children in need of specialized assistance;
Early (from the first days of the child's stay in an educational institution) diagnosis of developmental disabilities 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 actual 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;
The study of the social situation of development and the conditions of family education of the child;
The study of adaptive capabilities and the level of socialization of a child with disabilities;
Systemic versatile control of specialists over the level and dynamics of the development of the child;
Analysis of the success of correctional and developmental work.
Correctional and developmental work includes:
Choosing the best programs / methods, methods and teaching methods 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 educational and cognitive activity of the child in the dynamics of the educational process, aimed at the formation of universal educational activities and the correction of deviations in development;
Correction and development of higher mental functions;
The development of the emotional-volitional and personal spheres of the child and the psycho-correction of his behavior;
Social protection of the child in cases of unfavorable living conditions under psychotraumatic circumstances.
Advisory work includes:
Consulting specialists of teachers on the choice of individually-oriented methods and techniques of working with students with special needs;
Advisory assistance to the family in matters of choosing an upbringing strategy and methods of corrective education of a child with disabilities.
Information and educational work includes:
Various forms of educational activities (lectures, conversations, information stands, printed materials) aimed at explaining to the participants in the educational process - students (both with and without developmental disabilities), their parents (legal representatives), teachers - questions, related to the peculiarities of the educational process and accompanying children with disabilities;
Conducting thematic presentations for teachers and parents to explain the individual typological characteristics of various categories of children with disabilities.
Program Implementation Stages
Correctional and developmental work is being implemented in stages. The sequence of stages and their targeting create the necessary prerequisites for eliminating disorganizing factors.
The stage of collecting and analyzing information(information and analytical activities). The result of this stage is an assessment of the contingent of students to take into account the developmental features of children, determine the specifics and their special educational needs; assessment of the educational environment in order to meet the requirements of the software and methodological support, material, technical and human resources of the institution.
Stage of planning, organization, coordination(organizational and executive activity). The result of the work is a specially organized educational process, which has a correctional and developmental orientation and the 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 diagnostics of the correctional and developmental educational environment(control and diagnostic activity). The result is a statement of the conformity of the created conditions and the selected correctional and developmental and educational programs special educational needs of the child.
Stage of regulation and adjustment(regulatory and corrective activity). The result is the introduction of the necessary changes in the educational process and the process of accompanying children with disabilities, the adjustment of conditions and forms of education, methods and techniques of work.
Program Implementation Mechanism
One of the main mechanisms for the implementation of correctional and developmental work is an optimally built interaction of specialists of an educational institution which provides systematic support for children with special needs by specialists of various profiles in the educational process. Such interaction includes:
Comprehensiveness in identifying and solving the problems of the child, providing him with qualified assistance from specialists in various fields;
Multidimensional analysis of the personal and cognitive development of the child;
Drawing up comprehensive individual programs for the general development and correction of certain aspects of the educational, cognitive, speech, emotional-volitional and personal spheres of the child.
Consolidation of the efforts of various specialists in the field of psychology, pedagogy, medicine, social work will provide a system of comprehensive psychological, medical and pedagogical support and effectively solve the problems of the child. The most common and effective forms of organized interaction of specialists at the present stage are consultations and support services of an educational institution that provide multidisciplinary assistance to a child and his parents (legal representatives), as well as an educational institution in resolving issues related to adaptation, education, upbringing, development , socialization of children with disabilities.
As another mechanism for the implementation of corrective work, one should designate social partnership with the psychological, medical and pedagogical center "Harmony", which involves the professional interaction of an 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 the issues of continuity of education, development and adaptation, socialization, health protection of children with disabilities;
Cooperation with the media, as well as with non-governmental structures, primarily with public associations of the disabled, organizations of parents of children with disabilities;
Cooperation with the parent community.
Requirements for the conditions for the implementation of the program
Psychological and pedagogical support:
Ensuring differentiated conditions (optimal mode of study loads, variable forms of education and specialized assistance) in accordance with the recommendations of the psychological, medical and pedagogical commission;
Providing psychological and pedagogical conditions (correctional orientation of the educational process; taking into account the individual characteristics of the child; maintaining a comfortable psycho-emotional regime; the use of modern pedagogical technologies, including information, computer to optimize the educational process, increase its efficiency, accessibility);
Providing specialized conditions (advancing a set of special learning tasks focused on the special educational needs of students with special needs; introducing special sections into the content of training aimed at solving the 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 a child's developmental disorder; a comprehensive impact on the student, carried out in individual and group correctional classes);
Ensuring health-saving 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, recreational, sports and recreational and other activities;
Development of a system of education and upbringing of children with complex disorders of mental or physical development.
Software and methodological support
In the process of implementing the program of correctional work, correctional development programs, diagnostic and correctional developmental programs can be used.
the tools necessary for the implementation of the professional activities of a teacher, a teacher-psychologist, a social pedagogue.
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 point in the implementation of the corrective work program is staffing. Correctional work is carried out by specialists of appropriate qualifications 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 pedagogue, medical worker, etc.
The specifics of the organization of educational and correctional and developmental work with children with developmental disabilities necessitates special training for the teaching staff of a general education institution. For this, training, retraining and advanced training of employees of educational institutions involved in solving the issues of education of children with special needs are provided.
Logistics
Material and technical support consists in creating an appropriate material and technical base that allows to provide an adaptive and correctional development environment of an educational institution, including appropriate material and technical conditions that provide an opportunity for unhindered access of children with physical or mental disabilities to the buildings and premises of an educational institution and the organization of their stay and education in institution (including technical means of training 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 form of education 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 network sources of information, to information and methodological funds, suggesting 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 adaptation of children in primary school is very acute. According to a survey among children entering school, about a third of first-graders are not sufficiently prepared for school. The preparedness of children who do not attend preschool educational institutions for schooling is low. Often there is an unformed internal position of the student, a low level of arbitrariness, high self-esteem, intellectual unpreparedness for learning, shortcomings in the development of the speech sphere, lack of motivation.
Under the psychological readiness for schooling is understood the level of mental development of the child necessary and sufficient for mastering the school curriculum in the conditions of training in a peer group. For this reason, it is necessary not only to take into account, but also to form the readiness of the student for school.
The main goal of pre-school preparation is to equalize the starting opportunities for future schoolchildren so that they do not have stress, complexes that can discourage the desire to study for all subsequent years (December 2004, A. Fursenko).
For this, the school is working on the “School of the Future First Grader”. The school of the future first grader is a comprehensive additional educational service to prepare preschool children for schooling. The training is aimed at general development children, to master relations of cooperation (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 focused on different age composition of preschoolers.
Conducting classes is carried out by teachers who recruit the first classes and a teacher-psychologist. Classes at the "School of the Future First Grader" are built taking into account the age characteristics of children and are aimed at the development of students. In the classroom, priority is given to game exercises and group forms of work.
Parents whose children attend the school of the future first-grader are determined by the choice of programs and consciously choose the school.
PROGRAM OBJECTIVE:
Alignment of the starting opportunities for future students and the creation of conditions for the successful adaptation of children in school.
PROGRAM OBJECTIVES:
1. Contribute to the removal of psychological stress before school;
2. To promote the formation of skills of educational cooperation: 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.
5. Contribute to 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 those means that are most suitable for the formation of this group of students)
Comfort(a positive emotional assessment of any achievement of the student by the leader of the group, so that the success of the guys is experienced by them as a joy).
Orientation(does not deal with the complex development of the child, but forms the components necessary for the subsequent educational activity of the child, on the basis of the already formed game).
openness(teachers of different specifics, programs work).
Voluntariness(the training groups include all children whose parents (or persons replacing them) have agreed to the training.
Relevance(Use of modern achievements of science. Timely response to changes in the social order, educational standards of monitoring indicators)
Criteria for the formation of abilities of preschoolers:
1. Activity 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;
The ability to understand the speaker;
The ability to explain thoughts in words
Functions:
1. Methodical
2.Diagnostic
(tracking results for adjustments)
3.Developing
Program participants:
OS administration
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, 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, break duration - 5 minutes Stage 1. Working with parents. Outreach and advisory work
Stage 2. Work with children. The objectives of the course "Introduction to school life" (psychological support): To help the future first-grader to make his idea of the image of a real student more meaningful. Teach learning collaboration skills. Master relationships: the ability to negotiate, exchange opinions, understand and evaluate each other and yourself the way “real schoolchildren do”. Introduce the child to the "attributes of school life." Ensure that the child gets acquainted with the school space, the new organization of time, the rules of behavior outside the lesson. Teach communication and cooperation through the material didactic games on construction, classification, reasoning, memorization, attention. Reveal the child's starting abilities: In the field of knowledge - the current level of knowledge and skills (as a child can already read, write, count); In the field of child development - the level of prerequisites for educational activities: the ability to carefully and accurately follow the consistent instructions of an adult, act independently on his instructions, focus on a system of task conditions: the level of development of memory, imagination, visual - 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, the formation of relationships with peers, the adequacy of self-esteem, on the basis of which the degree of readiness of class students for school is determined (playing, pre-educational, educational, communicative type), level of motivation. Thematic planning of classes with future first graders Diagnostic block
Correction and development block
Classes of the diagnostic and correctional-developing blocks are carried out integrated. Stage 3. Acquisition of the first classes On the basis of the work carried out, the first classes are recruited. |
PROCESS ORGANIZATION PROGRAM
ADAPTATIONS FOR FIRST GRADE STUDENTSTO
SCHOOL TRAINING
INTRODUCTION
Adaptation is the natural state of a person, manifested in adaptation (getting used to it) to new living conditions, new activities, new social contacts, new social roles. The significance of this period of entry into an unusual life situation for children is manifested in the fact that not only the success of mastering educational activities, but also the comfort of being at school, the health of the child, his attitude to school and learning depend on the well-being of its course.
Program goal: 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 schooling.
The main indicators of a favorable adaptation of the child:
Preservation of the physical, mental and social health of children;
Establishing contact with students, with 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: it can be excessive excitement, even aggressiveness, or, conversely, lethargy, depression. There may be a feeling of fear, reluctance to go to school, etc.
With an unfavorable course of adaptation in children, growth slows down, body weight falls. Acute morbidity in first-graders during this period can be 2 times higher than the value of this indicator in older students.
The activities of the teaching staff of MOU secondary school No. 7 in organizing a favorable adaptive environment in the transition from preschool to primary school education is aimed at creating the following psychological pedagogical conditions:
I. Organization of the school life of first-graders.
II. Organization of health-improving and preventive work.
III. Organization of educational and cognitive activities of first-graders in
adaptation period.
IV. The study of the socio-psychological adaptation of children 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 overall personal development and the preservation of the psychological health of students. The psychological and pedagogical support of trainees 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 body's functional systems, it ensures age-related development. The mechanisms of adaptation that have arisen 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 that give easy adaptation, moderate and severe. With easy adaptation, the state of tension of the body is compensated during the first quarter. With adaptation of moderate severity, health and well-being disorders 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 a hard time adjusting to school. At the same time, significant violations in the state of health are increasing from the beginning to the end. school year, and this testifies to the unbearable training loads and training regime for the body of this first grader.
The criteria for the successful adaptation of children to school M.M. Bezrukikh proposes to consider the favorable dynamics of working capacity 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, are changes in the behavior of children.
In the logic of the system-oriented approach, accompaniment is the interaction of the escort and the accompanied, aimed at resolving the life problems of the development of the most accompanied. effective method. Such a method in the modern practice of education can be called a new component - psychological and pedagogical support in the process of accompaniment. Its main principles are: the consent of the child to help and support, reliance on the available forces and potential capabilities of the individual; focus on the child's ability to independently overcome difficulties; cooperation, assistance; goodwill; safety, protection of health, rights, human dignity; reflexive-analytical approach to the process and result. The purpose of psychological and pedagogical support is to remove obstacles that hinder the independent advancement of the child in education.
Planning of psychological and pedagogical work
to accompany the adaptation of first-graders to school
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Work with documents |
Work 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 actual development, forecast of school difficulties. |
Consultations with teachers |
Parent meeting “Soon to school” Consultations on the results of diagnostics. |
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I quarter |
Study of medical documents on the state of health of children. Collection of information. |
Organization of classes under the adaptation support program (from the 2nd week of September): Diagnosis of reshaping of the leading activity, learning motivation, Emotional-volitional sphere Observing students in different types activities (curricular and extracurricular activities) |
Social and pedagogical adaptation of students (through the eyes of a teacher) Kovalev's method Preliminary summing up of the course of adaptation 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. |
Correction-developing classes according to the adaptation support program. Dynamic observation in various activities |
Consultations in the mode of dynamic observation. Small teachers' council "Cooperation with children during their adaptation to school" |
Conducting a parent meeting “Adaptation to school - joys and difficulties” by class Questionnaire-test “Has your child adapted to school?” |
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3rd quarter |
Analysis of the results of the course of adaptation. |
Correction-developing classes with children with a severe form of adaptation. Dynamic observation in various activities |
Consultations in the mode of dynamic observation. |
Consultations on the course of adaptation in severe form |
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IV quarter |
Analysis of the results of development dynamics. Making submissions to the PMPK. diagnostic protocols. |
Diagnostics: determination of the level of actual development in students with a severe form of adaptation and unable to cope with the curriculum for submission to the PMPK Final testing at the end of the academic year Diagnostics: determining the level of development of students |
Preparing a submission to the PMPK |
Consultations on the results of diagnostics and preparation of parents for the examination of the child for PMPK. |
The work of a teacher and a pedagogue-psychologist to overcome this or that form of maladjustment is aimed primarily at eliminating the causes that cause it. The identified problems make it possible to determine programs of correctional and developmental classes for children.
The program of correctional and developmental classes
with younger students with learning difficulties
Explanatory letter
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 representations, the formation of a mental action plan and speech functions, and the development of voluntary mental activity.
Group classes are held in a playful way and include methods that stimulate the development of children, both in the field of relationships and in cognitive activity. Game activity teaches the child to control his behavior and, through interaction with others, expands his role repertoire. Communication in a group increases the boundaries of the child's vision of his capabilities through the 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 knowledge gained. Role-playing games are the most attractive. However, the weakest link in our children is the development of speech. It is difficult for children to express their thoughts and feelings, to address others, to receive feedback. For the development of speech, techniques are used: staging famous fairy tales and composing one's own with their subsequent playback, writing a detective story, playing scenes from a child's life. Training a child's spontaneous speech contributes to the formation of mental operations, logical conclusions.
Program goal:
development of cognitive processes and the formation of educational motivation in a younger student 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 diagnosing the level of development of cognitive processes and the formation of educational motivation. As a result of diagnostics, groups (5-6 people) taking into account the level of development of children.
Children are accepted into the groups: with disharmonic infantilism (insufficient development of cognitive activity, including attention, memory, speech, thinking); somatically weakened; with functional insufficiency of the nervous system.
The number of classes - 1 time per week. The duration of the lesson is 35 minutes.
Stage of group work: correctional and developmental classes.
The system of correctional work aimed at compensating for the 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;
formation of an attitude towards interaction and a benevolent attitude towards classmates;
formation of the ability to collectively discuss tasks;
the ability to establish positive relationships with others: listen to comrades, correctly express one's attitude towards the interlocutor;
the 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 a 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;
the formation of the conceptual apparatus and the development of basic mental operations: analysis, synthesis, comparison, generalization;
the formation of grammatical systems of speech, the expansion of vocabulary
stock (acquaintance with definitions, synonyms, antonyms).
3. Development of the arbitrariness of mental activity:
formation of the ability to work according to the model and in accordance with the instruction of the teacher;
development of voluntary regulation of behavior and natural motor activity in learning situations and in extracurricular interactions with peers and adults;
the formation of arbitrariness as a component of speech activity, mastering the planning function of speech (answers to 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 doing educational work);
development and improvement of skills of independent educational activity;
development of the ability to plan future work, determine ways and means to achieve the educational goal;
the formation of the ability to exercise control over their activities. Mastering control and evaluation actions;
development of the ability to subordinate their activities to the time allotted for the task.
4. Development of spatial representations:
the formation of skills to distinguish geometric shapes;
assimilation by students of the concept of magnitude;
the assimilation of such characteristics of space as distance and direction, the correct use of the concepts denoting these characteristics;
familiarization with the rules of spatial organization of working (educational) material;
development of spatial orientation in the notebook and in the room;
the formation of the ability to navigate in space using a simple scheme, as well as independently create it;
improvement of coordination of movements in space;
training in practical activities to operate with spatial objects (measurements, graphic constructions, etc.), development of the eye;
the formation of the ability to manipulate images, making various mental transformations: rotations, dividing into parts and combining them into a whole, rearranging the original elements, etc., developing the child's ability to act in the mind.
Stages of classes: 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 the sections of the program.
The content of the proposed classes makes it possible to activate the creative potential of students, contributes to the formation of children's ability to work independently and stimulates their activity. The use of a large number game tasks and the organization of a competitive situation increases the interest of schoolchildren in achieving the results of their activities and contributes to an increase in school and educational motivation. All classes are conducted on material close to the curriculum, which ensures their high efficiency, as it allows the transfer of skills acquired in the classroom to the situation of a school lesson.
Collective discussion of many of the knowledge provided for by the program contributes to the formation and development of communication skills and joint activities in children: the ability to listen to the point of view of another person, plan their actions together with others, etc.
One of the main directions of all correctional and developmental work is to increase self-esteem and learning motivation of students. And so the presence of the 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 behaviors. They have an insufficiently formed image of "I" (others do not trust me, they do not believe in me, I also do not believe in myself and do not know what I am). That is why the use of games and exercises that contribute to the formation of socially acceptable forms of behavior.
Establishing contact, increasing self-confidence is a mandatory element of 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 the organization of the correctional and developmental process.
Imagination is the development of the imagination.
Lesson number 1 "Draw a picture."
PURPOSE: development of fine motor skills, the formation of operational skills:
Bitmap;
Scheme of the subject;
Partial image.
Lesson number 2 "Who will come up with and draw more"
PURPOSE: 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 number 3 "Combination"
PURPOSE: 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 that are the same in color, size; color, shape; size, shape.
Z. No. 2 Parts of the day.
Z. No. 3 Spatial representations - left, right, center, front, back.
Thinking is the development of thinking.
Z. No. 1 "Compare objects."
Z. No. 2 The end of words. Logic endings.
Z. No. 3 Tasks-joke. Interesting questions.
Memory is the development of memory.
Z. No. 1 "Cascade of words".
Z. No. 2 "Make a drawing from memory."
Speech is the development of speech.
Z. No. 1 "Make a story according to the plot picture."
Z. No. 2 Retelling a story, a fairy tale.
Developing classes
1 lesson “Journey on the water”
Lesson progress: Associations
"Graphic Dictation"
Game "Sea Figure"
Hatching
Making up a story
Mood
2 lesson “School”
Lesson progress: Associations
Drawing
Tell poems with your hands
"Labyrinths"
Mood
Lesson 3 “Animals”
Lesson progress:"What changed?"
"Who's extra?"
Hatching
Physical education "Bunny"
“Say one word”
“Who will name more”
Mood
Lesson 4 “Dreams”
Lesson progress: Conversation
"Unfinished Offers"
Drawing
Reading the story of V. Golyavkin “How I celebrated the New Year”
Mood
Lesson 5 “Journey”
Lesson progress:"Riddles", "Puzzles"
Station “Graphic”
Station “Pechernaya”
Letter Station
Station "Circus"
Mood
Correction and development program:
"Development of the emotional-volitional sphere
for work with maladjusted children aged 7-8 years"
Explanatory note
The problem of adapting a first-grader to learning at school is one of the most important for the psychology of education, because how the child adapts to school, how successful his first months of stay in an educational institution will be, depends on the success of his education, attitude towards learning, teachers and peers.
The modern school makes high demands on the level of psychological readiness of children for systematic education, so 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 breaking of the child's life stereotypes. The social situation of development is changing, the type of communication he has with others, the child is mastering new social roles, the rules of behavior at school.
Adaptation to learning is associated with internal tension, the mobilization of all the reserve capabilities of the child, 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, there are more and more children who experience difficulties in adapting to school, they lead to maladaptation. 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 gained in the general methodological (V.S. Mukhina, Ch.A. Izmailova, R.M. Rakhmatulina, O.V. Khukhlaeva, M.I. and others) 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 to relieve emotional stress, 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 the correctional development program is the formation in children of the ability to recognize their emotions, master and manage them. To do this, you need to remember the concept that in psychology is called the "emotional barrier".
An emotional barrier is a situation where a person cannot actually perform effective actions. He is either in a state of experiencing, 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 individual actions of the child.
In order for children to become aware of 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 others. Empathy is the ability to jointly rejoice at success, grieve at failure, feel community and support, feel that there is a group of people who are close to you in spirit and activity.
Children are known to love to draw. Through drawing, their need to express themselves is realized. Drawing for them is not art, but speech. It is easier for children to non-verbally express both inner feelings and events than to explain them in words. Therefore, the age from 5 to 10 years is called the golden age of children's drawing. And at an older age, despite the development of oral speech, the process of drawing also helps self-disclosure of personality. The creative process itself is important, as well as the features of the inner world of the child.
There are two main parts in the structure of each art therapy session. One is non-verbal, creative, unstructured. The main means of self-expression is a color drawing. The second part is verbal, apperceptive and formally more structured, each child interprets the drawn object, describes the associations that have arisen in him.
Program goal:- development of the emotional-volitional sphere of children 7-8 years old.
Main goals:
1. Give the concept of the division of emotions into positive and negative.
2. Help the child to respond to the existing negative emotions (fear, anger, etc.) that impede his full personal development.
3. Contribute to the enrichment of the emotional sphere of the child.
4. Promote creative self-realization.
5. Form 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. The duration of the lesson is 35-40 minutes.
Materials for classes:
Paints, watercolor, wax crayons, felt-tip pens, simple pencil, paper, collage material, scissors, PVA glue
Lesson planning
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Lesson progress |
Summarizing |
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Create an emotionally favorable background in the group; introduce children to different feelings; the ability to correlate colors with the image. |
Exercise “impulse”, work with pictograms (joy, chagrin, anger, surprise, shame). Exercises "Gnomes", "Mirror". |
Occurs on: What states did you experience in our lesson? Which masks have we painted in bright colors and why? Which masks have we painted in dark colors and why? What did you like and dislike about the lesson today? Introduction of the farewell ritual “Let's give each other a smile”. |
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Relieve mental stress; teach artistic techniques, portray and define the emotion of “joy” |
The game "Four elements", The game "Snow" with musical accompaniment. An image of the emotion of joy. |
What state did you experience in class? How do you know if the other person is happy? |
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Relieve mental stress; to teach to depict the emotion of “surprise” with artistic techniques. |
Exercise “Repeat the pose”. The excerpt “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 we portrayed? Draw a “surprise mask” on a piece of paper. |
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Removal of emotional stress. Learn to portray and define the state of “interest” |
The game "Confusion", "The sea is worried." Etude “The dog is sniffing”. Etude “The Chanterelle listens”. Game "Caterpillar" |
What was the condition of the dog? How to know by the face what the other person is interested in? How many of you have experienced this state? Draw a situation where you were interested. |
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Create a positive emotional background; learn to portray and define the emotion "pride". |
The game “Beep”, the sketch “Squeak of a goose”, the sketch “Princess Frog”, auto-training-relaxation “On the green grass” to the music. |
Which one of you felt proud? Why did you feel proud? Convey this state through color, drawing. |
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Relieve mental stress. To teach to depict and define the emotions “suffering” and “sadness”; distinguish "sorrow" from "suffering". |
Exercise “Funny little men”, exercise “Be careful!”, sketch “Oh-oh! My stomach hurts”, “Little monkey”. The game "Who will make Princess Nesmeyana laugh faster." |
What state are we talking about today? In what situations did you experience 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 “Rest on the seashore”. |
What feelings did you experience in class? With what animal, plant, music can resentment be compared? |
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Remove motor disinhibition, negativism. Learn to recognize and portray the emotion of “disgust”. |
The game "Scouts", the 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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Withdrawal muscle tension. Learn to portray and recognize feelings of “guilt” and “shame”. |
What feelings did you learn in class? What animals, plants, flowers can be compared with the state of guilt and shame? Is it fashionable to live with these feelings for a long time? |
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Contribute to group cohesion. Learn to overcome pressure from outside and not be afraid of difficulties; Learn to portray the emotion of "fear". |
Game "Confusion". Etude "Little Fox", "Home Alone". The game "Brook". |
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 "Position and norm". Exercises "Shadow", "Trash can". |
Children draw their mood in color at the moment. Discussion of drawings. What did you like or dislike about the lesson? What feelings were stronger and therefore remembered? Parting. |
Psycho-gymnastic exercises
(Etudes)
Flower (study for the expression of joy)
A warm ray of sun fell on the ground and warmed the seed in the ground. A sprout sprouted from the seed. A beautiful flower grew from a sprout. A flower basks in the sun, exposes its head to heat and light after the sun.
After the rain (study for an expression of joy)
Children carefully step, walk around imaginary puddles, trying not to get their feet wet. Then, having played pranks, they jump through the puddles so hard that the sprays fly in all directions. They have a lot of fun.
The dog sniffs (study for the expression of interest).
The hunting dog, seeing the game, instantly froze in a tense pose. She carefully peered at the prey, preparing to rush forward.
The Frog Princess (study for an expression of pride)
The host reads an excerpt where Elena the Beautiful is majestically and proudly dancing like a pava. Children try to show the dance of the princess to the music.
Oh, oh, my stomach hurts! (study for the expression of suffering)
The boy suddenly got a stomach ache, he suffers (drooping head, lowered eyebrows, lowered corners of the mouth, hands on his stomach).
guilty
The boy broke the vase. Mom scolds him. He understands that he was guilty, so he stands with his head down.
Ashamed
Kolya broke the TV switch. He is afraid that his mother will punish him, so he puts the blame on his younger brother. The brother was punished. Big brother is embarrassed.
Little fox (study for the expression of fear)
The little fox saw his mother on the bank of the river, but did not dare to enter the water. The water is so cold, and deep here.
Alone at home
The boy was left alone. He continuously sits on a chair and looks fearfully at the door. Was there someone hiding in the room? What then?
Games
Four forces: The players sit in a circle. The host explains the conditions: on the word Earth, everyone should put their hands down, on the word water- extend your arms forward air- raise your hands up fire- make rotation of the hands in the elbow joints. Whoever makes a mistake is considered a loser.
Snow: Children each 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 of those around them as possible. At the end, the leader sums up: the children experienced joy, and confirmation of this is their smiles and cheerful faces.
Error: Every time the host makes a mistake in naming a player, the others are surprised.
Confusion: Children, holding hands, form a circle. Then, without disengaging their hands, they gather into a ball. The leader must unravel it. Each of the participants must be in the role of a leader.
Caterpillar: Children become in a chain one after another, and inflatable balls are between them. The very first leads the rest with a snake. Condition of the game: do not drop the ball and do not leave the chain.
Repeat the pose: The facilitator takes turns depicting the emotions that were the topics of the lessons.
We draw the mood.
Children can be offered the following options for activities:
Make a drawing on the topic “My mood now” (you can start each lesson with this task).
The child draws the emotion he wants. After completing the task, the children discuss what mood the author was trying to convey.
Each child draws a card with one or another emotion that he must portray.
Children draw the emotion that they met on this lesson(for example, fear, surprise, etc.). During the discussion, choose the drawings that most clearly reflect this emotion.
Drawings can be either plot (draw Barmaley, from whom all the toys fled; draw a case 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), the composition of various elements.
Literature:
Art therapy. / Ed. A.I. Kopytina. St. Petersburg: Peter, 2001
Breslav G.A. Color psychology and color therapy for everyone. St. Petersburg, 2000
Burlachuk L.F. Fundamentals of psychotherapy. M.: Alteya, 1999
Ermolaeva M.V. Psychology of development. M., 2000
Zaporozhets A.V. About emotions and their development in a child. M., 1986
Zakharov A.I. How to prevent deviations in the behavior of the child. M., 1986
Klyueva N.V., Kosatkina Yu.V. We teach children how to communicate. Character, communication. Yaroslavl: Academy of Development, 1996
Kopytin A.I. Theory and practice of art therapy. St. Petersburg: Peter, 2002
Cadyuson H., Schaefer C. Workshop on play psychotherapy. St. Petersburg: Peter, 2002
Leontiev A.N. Psychology of communication. M.: Meaning, 1997
Mukhina V.S. The use of children's drawings for diagnostic purposes. M., 1976.
Petrovsky A.V. The problem of personality development from the standpoint of social psychology.// Questions of psychology. 1984, No. 4.
Pogosova N.M. Color game training. St. Petersburg, 2002
Rakhmatullina R. Correction-developing games and psycho-gymnastics. // School psychologist, 1999, No. 26, p.10.
Khukhlaeva O.V. Ladders of joy. M.: Perfection, 1998
Yakobson P.M. The emotional life of a student. M.: MPSI, 1998
Correctional Program
Primary grades Implementation efficiency corrective-developing programs Correctional-developing Job includes: Item No. Contents work Deadlines 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 obtained, 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 actual and immediate development of the child.
Stage 4. Determine what tasks will be implemented by the speech therapist, educator, parents.
Stage 5. Divide each skill into its constituent actions "Steps", which the child will master gradually.
stage 6. After the 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 corrected. The individual plan should be recorded in the child's developmental history.
Making a summary of the lesson
Title page
ABSTRACT
A speech therapy lesson conducted by a 3rd year student of the FKP PSU named after M.V. Lomonosova Ivanova Irina Ivanovna with a group of children with FFNR 10.11.2010
1 page
1. Theme and purpose of the lesson.
2. The main objectives of the lesson.
3. Class equipment (demonstration and handouts, toys, etc.).
4. Speech material.
5. Lesson plan.
6. The course of the lesson (indicating the instructions of the speech therapist teacher, the expected answers of the children, the main teaching methods).
Making a diary of teaching practice
Title page
pedagogical practice of a 3rd year student of FKP
department of speech therapy, PSU named after M.V. Lomonosov
Ivanova Irina Ivanovna
Pedagogical practice is carried out at the logopoint in secondary school No. 10 in Arkhangelsk from 01.11.2007. to 06.12.2010
Faculty Head of Practice
Practice Methodist
School Director
Teacher speech therapist
School address
phone number
1 page
Approximate scheme of the practice self-analysis report
General information about the institution where the practice took place (No. secondary school, address, in which classes he worked (a)).
What diagnostic skills did (a) master, based on the tasks of practice. Analyze in detail the occurrence of difficulties in mastering individual skills, how did you cope with them (did you cope)?
What methods did (a) use to establish contact with children. Give examples.
What specific techniques were used in working with children.
Which tasks were the most difficult to complete? How much time did it take to examine one child.
Were you able to meet the schedule of work proposed in the practice plan. When and what problems arose?
General impressions of the student about the practice.
Suggestions for improving the organization, content of the practice and management of the practice.
1.3 The content of the activities of students during the period of pedagogical practice, passing it in school
1 Week
On the first day of practice, a methodologist or speech therapist introduces students to the administration and teachers of the school, to the working hours of the class and the schedule of speech therapy classes. Next, the speech therapist demonstrates the equipment of the speech therapy room, its design.
In the following days, students study and analyze the main documentation of a speech therapist:
list of students with speech impediments;
journal of examination of oral and written speech;
logbook of attendance (group and individual) classes;
speech cards;
annual methodological work plan;
perspective work plan;
lesson plans for each group;
abstracts or detailed plans for speech therapy classes;
workbooks and notebooks for verification work;
group class schedule;
passport of the speech therapy room, card index of equipment, educational and visual aids;
annual performance report.
During the first week of practice, students are also supposed to visit and analyze the lessons of the teacher working in the class for children of the TNR and speech therapy classes conducted by the teacher-speech therapist. Discussion of topics, goals, methods, methods of corrective work used by the teacher and speech therapist in individual and frontal work, equipment for speech therapy classes. Monitoring the psychological characteristics of children in the process of lessons, speech therapy classes and determining the stage of correctional work.
At the end of the first week of practice, students draw up a schedule for conducting lessons and individual speech therapy classes, prepare materials for an independent examination of one child with speech pathology (Appendix 2, 3, 4), and prepare lesson notes.
An individual plan for the correctional and developmental work of a teacher - a psychologist with a 2nd grade student
Brief information: he entered the second grade on the basis of the decision of the PMPK district, burdened, he is not a specialist in the dispensary.
Problems: persistent difficulties in the formation of counting skills.
The results of the survey: attention scattered, short-term memory.
Planned dates for the implementation of the program: September-January with a frequency of classes 2 times a week for 25 minutes (40 lessons).
Defectological presentation per student
Full Name:
MKOU "Zadorinskaya OOSh" - 2 cells
Emotional response in the survey situation (contact, manifestations of negativism, reactions to failure, praise, the presence of reactions): makes contact easily, adequately responds to the proposed tasks.
Development of gross and fine motor skills: quite well developed.
Comprehension of the instructions, perceived by ear and read independently (understands immediately, after repetition, after clarification, does not understand): has difficulty understanding multi-link training instructions, their clarification, clarification is required; the counting skill was not formed by the time of the examination, it independently solves only within 20.
Learnability:
Susceptibility to help (stimulating, guiding, teaching help): needs help of a guiding and teaching nature;
Ability to transfer to similar tasks: the transfer is partially carried out, additional time is required to consolidate the skill.
Features of the organization of activities, the formation of regulatory functions (purposefulness of 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 for deliberate memorization, can organize independent activities, but only within the classroom.
The pace of work (at school and not educational material): medium, as a result of distractibility.
Efficiency (in individual and frontal classes): high, while maintaining the intellectual load.
General awareness and social orientation: corresponds to the lower limit of the norm.
Formation of spatio-temporal representations: insufficiently formed.
Features of perception (visual perception, auditory-motor coordination, stereognosis): there is a decrease in volume, speed, visual perception, average level development of auditory coordination.
Features of attention: difficulties in arbitrary organization of the function, reduced stability of attention.
Features of memory: narrowing of the volume of auditory-speech memory, errors in reproduction, an arbitrary component of mnemonic activity is poorly formed.
Features of thinking:
- the 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 an increase in performance;
- verbal-logical thinking: the level of development is below the age norm.
Features of constructive activity: does not experience difficulties in the analysis and synthesis of pattern elements, does not make mistakes in determining the correct spatial arrangement of parts, is well guided by the model.
general characteristics speech development: poverty of the dictionary, low literacy of speech, difficulties in constructing and designing a coherent statement.
Formation of educational skills: difficulties in the formation and consolidation of educational skills are complicated by the family situation of socio-pedagogical neglect.
Mathematics:
- formation of the concepts of number, numerical sequence: the skill is formed (within 20)
- computational skill: the skill is formed at the level of the low boundary of program requirements;
- problem solving skills: having difficulty;
Typical mistakes: understands only a direct question.
Russian language:
Calligraphic writing skill: formed (meets the requirements of the program), gets confused in writing capital letters;
- dictation writing skill: not developed;
- writing off the text: no difficulties.
- performance of grammatical tasks: performs some tasks orally;
- characteristic errors: difficulties in using paired consonants.
- reading pace: 56 words per minute;
- way of reading - by syllables, simple words reads as a whole.
- reading comprehension - can briefly retell the meaning of the text.
- Skills in working with text - well finds answers to questions in the text.
- characteristic errors: stressing in words.
- General characteristics of educational activity (motivation, methods of educational work): the internal position of the student is poorly formed, educational motivation, arbitrariness; accepts learning tasks formally, does not show search and cognitive activity.
Conclusion: difficulties in the formation of educational skills, due to a decrease in the pace of development of cognitive activity, a violation of the arbitrary component of activity.
Planned activities of a specialist: individual lessons with a teacher in the conditions of an individual comprehensive program of development and correction.
Date of examination 05.09.2013
Specialist Signature:
Directions of corrective 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 the simplest motor programs;
- development of kinesthetic foundations of movement;
- development of interhemispheric interaction.
Means: didactic games and exercises (recognition of contour, silhouette, crossed out images, underdrawn objects; figurative-background distinction of objects; analysis of a complex sample: finding similarities and differences between two images; isolating the visually perceived element of a figure in figures of complex configuration; finding repeating figures in rows , letters, their given combination; graphic dictations; redrawing figures point by point; a set of exercises for the development of interhemispheric interaction, motor development: "Ring", "Fist - palm - rib", "Mirror drawing", "Ear-nose", "Snake "; the game "Magic bag";
2. Formation of spatial representations:
- formation of orientation skills in the scheme own body;
- formation of orientation skills in the immediate environment (classroom);
- formation of skills of orientation on the plane (notebook, book);
- development of spatial praxis;
- development of the skill of differentiation of objects similarly located in space.
Means: didactic games and exercises (orientation in the scheme 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 arbitrary memorization of visually perceived objects;
- arbitrary memorization of the auditory series: numbers, sounds, words, sentences, multi-step instructions;
- development of tactile and kinesthetic memory.
Means: didactic games and exercises (auditory dictations; the game "Remember the sounds"; the 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); percussion of a rhythmic structure according to a visual (graphically represented) pattern; graphic display (recording) of a rhythmic structure perceived by ear; drawing samples of patterns, points; drawing 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-Maisonny).
5. Formation of the function of programming and control of their own activities:
- formation of skills of orientation in the task;
- formation of the ability to plan the stages of the task;
- formation of the main methods of self-control of each stage of the task;
- formation of the ability to carry out a verbal report on the action taken and the result.
Means: didactic games and exercises (analysis of the instructions for the task, sample: “What do I need to do?”; Definition of each step of the upcoming work: “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 (according to the model, independently)”; “Help the guys cope with work, games for attention).
6. Development of mental activity.
Development of the classification operation;
Development of general awareness, speed of reaction, attention;
Development of 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.
Means: didactic games: "Help the artist", "Collect a flower", "What does it look like?", "Opposites", "Exclude the superfluous", "Methods of using the object", "Search for connecting links", "Search for objects by given characteristics" .
7. Formation of writing skills.
Development of copying skills;
Development of the skill of working according to a given model.
Means: didactic exercises: “Draw in the cells”, “Write the same”, “Draw the same”.
The listed areas of work are not stages of remedial classes, each lesson uses games and exercises of different directions (from four to six directions). Mandatory conditions when conducting classes are: planning the material based on the principle from simple to complex, dosing the help of an adult, a gradual transition from joint activities with a teacher to independent work of the student.
