Individual plan of work with a child with disabilities. Plan for working with children with disabilities
The program of individual psychological support for a child with mental retardation (correctional component)
Explanatory note
The program of individual psychological support was developed and compiled based on the results of diagnostics of the cognitive and emotional-volitional spheres of the student, in accordance with the psychological conclusion and recommendations of the TPMPC.
F.I. studies in class No. individually at home for health reasons in accordance with the conclusion of the TPMPC: “Delay mental development. Partial unformed mental functions. Emotional-volitional disorders. Dysgraphia, dyslexia.
When compiling the program of individual psychological support, the individual psychological and age characteristics of the child were taken into account, based on the zone of its proximal development.
Psychological and pedagogical characteristics of schoolchildren with mental retardation
Children of this category have great stability and severity of disturbances both in emotional-volitional and in cognitive activity providing Negative influence on school and social adaptation of the child.
The difficulties that these children experience in the learning process can be due to both lack of attention, emotional-volitional regulation, self-control, low level learning motivation and general cognitive passivity (weakness of the regulatory components of educational and cognitive activity), as well as motor disorders in the form of insufficient coordination of movements, motor disinhibition, a limited stock of knowledge and ideas about the world around us, and the unformed operational components of educational and cognitive activity.
Children have poorly formed spatial representations,
Peculiarities attention children with mental retardation are manifested in its instability; increased distractibility; switching difficulties; low concentration on the object. The presence of extraneous stimuli causes a significant slowdown in the activities performed by children and increases the number of errors.
underdevelopment memory manifests itself in: a decrease in the productivity of memorization and its instability, low memorization speed; the predominance of mechanical memorization over verbal-logical;
Imagination children with mental retardation is underdeveloped.
Peculiarities thinking are manifested in a pronounced lag and originality in the development of cognitive activity, insufficiency of visual-figurative thinking;
Analytic-synthetic activity in all types of thinking is not sufficiently formed.
Children with mental retardation have relatively high potential for reproductive thinking, which ensures the assimilation of knowledge presented in a “ready-made” form, on the basis of detailed assistance.
Psychological characteristic student F.I. (No. class)
As a result of a psychological examination, the student revealed:
General awareness level- lowered
motor agility- low level of formation
Activity characteristic:
Motivation: social - the motivation of approval prevails;
Criticality: reduced;
performance: low;
Activity pace: reduced due to increased fatigue;
Attention features: low level of concentration and stability; bad switching.
Memory features: short-term memorization prevails over long-term;
Intellectual development: the formation of mental operations, comparison, generalization - close to the age norm;
analysis, synthesis, classification - below the age norm;
Temporal and spatial relationships: insufficiently formed.
Emotional-volitional sphere: Low level of development of volitionality and self-control, motor disinhibition; in a situation of failure, personal anxiety is noted.
Psychological Conclusion: The level of actual development is reduced. Insufficient level of development revealed cognitive sphere and weakness of the emotional-volitional sphere.
When drawing up a program of individual psychological
escorts used teaching aids and didactic materials:
1. The program for creating a correctional and developing environment in the context of educational institutions, ed. S.G. Shevchenko,
2. "Problem children: the basics of diagnostic and correctional work of a psychologist", ed. Semago N.Ya. Semago M.M.,
3. Kalyagin V.A. "Organization of psychological support in an educational institution".
Purpose of the program- increasing the level of general development of the student through correctional and developmental work to develop the cognitive and emotional-volitional spheres in order to prepare for the perception of new educational material in the middle link.
Program objectives:
1. Development of higher mental functions of the cognitive sphere (perception, memory, attention, thinking, imagination, speech).
2. Development of personal components of cognitive activity (cognitive activity, arbitrariness, self-control).
3. Expanding ideas about the environment and enriching the dictionary.
4. Protection and strengthening of psychological health: prevention of psychophysical overload, stabilization of the emotional sphere, creation of a climate of psychological comfort in learning.
The program is based on the following principles:
consistency; complexity; activity approach; ontogenetic;
general didactic principles (visibility, accessibility, individual approach, consciousness).
Methods and techniques of working with a child with a mental retardation:
In correctional and developmental work, the following techniques and methods are used: the use of dosed pedagogical assistance (training, stimulating, organizing, guiding); step-by-step presentation of the material, the use of tasks in a visual-effective and visual-figurative plan, verbal pronunciation of actions at each stage of training, taking into account individual psychological and age features, emotionally colored presentation of the material.
Correctional work is carried out within the framework of a holistic approach to the upbringing and development of the child in accordance with the general plan of psychological and pedagogical support within the framework of the interdisciplinary interaction of specialists of the ShPMPC.
Program structure
The program is divided into four stages (by academic quarters:
1. Development of the cognitive sphere: attention (9 hours)
2. Development of the cognitive sphere: memory (7 hours)
3. Development of the cognitive sphere: thinking (10 hours)
4. Development of the emotional-volitional sphere: the formation of a positive "I - concept", self-knowledge of one's resources, minimization of personal anxiety (8 hours)
The program consists of 34 lessons. The duration of the lessons is 30-35 minutes.
THEME PLAN
correctional and developmental classes with a student of class No. F.I.
| № p/n | Months | Topics, sections | hours | Goals and objectives | Name of work forms and exercises | dates |
| September October (1 quarter) | Cognitive sphere. Attention | Development of arbitrariness and properties of attention with the help of psychotechnical, neuropsychological techniques and kinesiological exercises | 1. Diagnosis of the properties of attention. Psychotechnics, a set of exercises for the development of fine motor skills (“ring, finger gymnastics”). 2. A set of exercises to develop the volume and distribution of attention through psycho-gymnastic exercises (“ringlet”, “fist-rib-palm”). 3. A set of exercises for the development of attention stability through the development of psycho-gymnastic exercises (“ringlet”, “fist-rib-palm”, “lezginka”, “ear-nose”). 4. A set of exercises for the development of concentration of attention (“ringlet”, “fist-rib-palm”, “lezginka”, “ear-nose”, “frog”). 5. A set of exercises for the development of switching attention (“fist-rib-palm”, “lezginka”, “ear-nose”, “frog”, “lock”). 6. A set of exercises for the development of observation (game "Visiting Sherlock Holmes"). 7. Final lesson on the development of the properties of attention. Scout game. | |||
| (2nd quarter) | Cognitive sphere. Memory | Development of memory with the help of psychotechnical techniques. Education rational organization memorization. | 1. Identification of the leading type of memory through the diagnosis of memory properties. 2. Psycho-gymnastics. Exercises for the development of fine motor skills (kinesiology exercises). 3. Exercises for the development of visual memory (work on the model, recreating mental images). 4. Psycho-gymnastics (kinesiological exercises for the development of auditory and motor-auditory). 5. Exercises for the development of associative and logical memory (grouping by meaning, associations, search for patterns). 6. Psycho-gymnastics, kinesiological exercises for the development of fine motor skills and the development of mediated voluntary long-term memorization (semantic units, mysterious words). 7. Final lesson on the development of all types of memory. The composition of the fairy tale "In the land of memory." | |||
| (3rd quarter) | Cognitive sphere. Thinking | Improving mental performance with the help of psychotechnical techniques for the development of thought processes (visual-effective, visual-figurative, verbal-logical). Formation of a student's positive motivation for cognitive activity. | 1. Diagnosis of the degree of formation of thought processes (identification of essential features, comparison and generalization of concepts, analysis and synthesis, concretization of objects). 2. Exercises for the development and consolidation of the components of visual-effective thinking through design. Psychogymnastics. 3. A set of exercises for the development of visual-figurative thinking. Psychogymnastics, kinesiology exercises. 4. A set of exercises for the development of verbal and logical thinking through designing according to a visual and verbal pattern, the search for analogies, analysis and synthesis. 5. Repetitive-generalizing lesson on the development of thought processes | |||
| (4th quarter) | Development emotionally volitional, personal sphere | Withdrawal negative energy at the schoolboy Increasing learning motivation through transfer positive emotions. Development of communication skills, formation of adaptive forms of behavior. Self-knowledge of the individual. | 1. Diagnostics of the personal sphere (self-esteem, level of anxiety, personality accentuation). 2. Development of communication using psychotechnics and art therapy techniques. 3. Formation of emotional stability, awareness of emotions. 4. Teaching techniques for removing aggressive and negative emotions and anxiety. 5. A set of exercises to form an adequate attitude towards yourself. 6. Consolidation of an adequate emotional response to various situations through the playing of role-playing games (the use of art therapy techniques). |
Program controls
In order to track the results of work, a comprehensive diagnosis of the formation of cognitive and emotional-volitional spheres is carried out with students. Diagnostics consists of 3 stages - primary, intermediate, final. The results of the research are noted in the "Individual card of the student" (Appendix 1) and the Psychological and pedagogical status of the student (Appendix 2)
The teacher-psychologist analyzes the productivity of joint work with the child and draws up a further algorithm for correctional and developmental activities, taking into account the conclusions and recommendations of the work done, as well as for the continuity of the psychological support of the child.
Explanatory note
Due to the fact that the number of students with developmental disabilities has recently increased, it became necessary to create special correctional programs for such students, adapted to their psychophysiological characteristics.
Students with mental retardation are distinguished by pronounced features of cognitive activity: a low level of intellectual activity (mental operations are not sufficiently formed: in particular, children have difficulty generalizing and abstracting the features of objects); some underdevelopment of complex forms of behavior (arbitrary regulation of behavior is poorly developed, as a result of which it is difficult for children to obey the requirements of the teacher); speech activity is very low, the stock of knowledge about the surrounding reality is poor, spontaneous speech is distinguished by the poverty of the dictionary, the presence of agrammatisms, difficulties in understanding logical and grammatical structures are noted (this is also due to bilingualism); interest in learning activities is not expressed, cognitive activity is very weak and unstable; mechanical memory. These students are characterized by emotional instability, the presence of impulsive reactions, inadequate self-esteem, and the predominance of game motivation. These problems determined the purpose of correctional work with students in this category.
The purpose of correctional work is the correction of the cognitive sphere of students with developmental disabilities.
Tasks of corrective work:
- development and improvement of communication skills, attention, spatial representations;
- formation mental plane actions and speech functions;
- development of the arbitrariness of mental activity.
The group form of work is chosen, classes are built in the form of a game 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 expands the boundaries of the child's vision of their capabilities through a 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, contact others, receive feedback, so the program includes staging well-known fairy tales and inventing their own with their subsequent playback, writing a detective story, playing scenes from family life.
Corrective work system aimed at compensating for the identified disorders in children with mental retardation,
divided into 4 main blocks:
1. Development and improvement of communication skills:the formation of the ability to master the means of communication;
formation of attitudes towards interaction and a benevolent attitude towards classmates;
formation of a collective discussion of tasks;
establishing positive relationships with others: listening to comrades, correctly expressing one's attitude towards the interlocutor;
the ability to express one's own opinion, the formation positive image"I".
2. Development of speech and mental activity:
acquisition of knowledge about the surrounding reality, contributing to the improvement of social skills;
the formation of a detailed monologue and dialogic speech. Ability to correctly and consistently express their thoughts, following the rules for constructing a message;
the formation of the conceptual apparatus and basic mental operations: analysis, synthesis, comparison and generalization;
vocabulary expansion.
the ability to work according to the model and in accordance with the instruction of the teacher;
arbitrary regulation of behavior and natural motor activity in educational situations;
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, to talk in detail about the sequence of doing educational work);
skills of exercising control over their activities, mastering control and evaluation actions;
4. Development of spatial representations:
the formation of skills to distinguish geometric shapes;
assimilation by students of the concept of magnitude;
familiarization with the rules of spatial organization of the working material;
mastery of spatial orientation in a notebook and in a room;
improvement of coordination of movements in space;
the formation of the ability to manipulate images, making various mental transformations: rotation, dismemberment into parts and combining them into a single whole, etc.; development of the child's ability to act in the mind.
The program of correctional and developmental classes is designed for 34 hours, 1 hour per week. The duration of each lesson is 40 minutes.
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 of 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 and allows the transfer of skills and abilities acquired in the classroom to the situation of a school lesson. Collective discussion of many tasks 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.
When planning and conducting classes with students of primary school age with mental retardation, some principles of organization of the correctional and developmental process:
- The complexity of the tasks from the joint implementation of tasks with detailed instructions to creative independent work (students are encouraged to work independently or come up with a similar task).
- Conducting classes using material close to the curriculum.
This ensures their higher efficiency, as it allows the transfer of skills and abilities acquired in the classroom to the situation of a school lesson.
- The use of game methods and work methods, including a competitive element.
For children with mental retardation, the game motive is most often the leading one, and the level of educational and school motivation is quite low. In addition, constant failures at school contribute to the formation of either low self-esteem, or, conversely, inadequately high self-esteem. For children with low self-esteem, the game nature of the lessons will allow them to get rid of the fear of possible failures, and for students with high self-esteem, group competitive tasks and exercises will provide an opportunity to get a true assessment of their capabilities. An example of such activities is the cycle gaming activities"School of Scouts"
- Introduction of a system of fines and rewards is a good means of educating organization, composure of actions and responsibility for the result of one's own or team work. An “asterisk” can serve as a reward, and a “crow” can serve as a fine (“caught a crow”, that is, was inattentive, often distracted). At the end of each month, the number of "stars" and "crows" is counted.
- Alternating mobile and sedentary tasks and exercises, conducting physical education sessions. Alternation of written and oral forms of work.
This condition is mandatory when working with children, as it makes it possible to optimally distribute one's energy, helps to relieve fatigue and increase efficiency.
- Using Attention Testing Exercises is carried out in order to organize attention and establish feedback with students.
These can be questions like: “Who heard me - show your thumb”, or the use of control cards: “Attention !!”, “Silence !!”, which depict various symbols indicating these requirements; or the use of various aids that attract attention, such as a bell, or the appearance of a toy, after which the students should freeze in place; minutes of silence (children "hold" themselves in their hands, frozen in place).
When planning, the general for all classes was observed the structure of the lesson.
Scheme for constructing a correctional and developmental lesson
1. Introduction to the lesson
2. The main content of the lesson
3. The final stage of the lesson
Each lesson traditionally begins with a greeting procedure, which not only promotes group cohesion, but also sets the children up for positive interaction.
An example is the following exercise. Children randomly move around the room to the music, meeting each other, smiling and saying just two words: "Hello, (child's name)" and continue to move. The task can be modified by adding clapping, shaking hands, hugs to the proposed one; or all the children and the psychologist stand in a circle, holding hands, and, pronouncing the syllables “Hello,” take a few steps forward and meet in the center of the circle.
The next compulsory exercise - "News" - includes a number of very important points: children have the opportunity, firstly, to exchange information about the events that have happened to them lately; secondly, discuss the results of homework and recall the content of the last lesson and, thirdly, evaluate your mood in points.
The introductory stage is completed by a mobile communicative game, which is carried out in order to increase the energy resource of the group, form an emotionally positive attitude to continue the lesson, and also contributes to the development of collective forms of interaction, manifested in a benevolent attitude towards classmates, the ability to subordinate their actions to external requirements.
Communication games used at the beginning and at the end of the lesson have some specific difference. Conventionally, we could call them “Game-Energizer” (at the initial stage) and “Game-Optimizer” (in the final part of the lesson), the purpose of which is to develop reflection, which manifests itself in understanding one’s own actions and states, self-knowledge of the inner world, as well as in the formation of a positive image of "I". Before parting, each member of the group should receive a “stroking” either from classmates and a psychologist, or by independently declaring their merits and successes. The “optimizer game” is usually sedentary. Its main task is to give children a positive communication experience, create a positive self-perception, regardless of the child's real success in learning activities, and improve mood at the end of the lesson.
The main stage of the lesson is of a correctional and developmental nature and is aimed at the formation and development of the basic functions necessary for the assimilation of educational material: arbitrariness, the development of concentration, memory training, the development of spatial representations, speech and thinking.
Arbitrariness at primary school age is expressed in the child's ability to accept the goals set by adults and act in accordance with them, perform actions according to the model, organize their activities, independently planning ways to achieve the goal.
Exercises for the development of arbitrariness and spatial representations, as a rule, are carried out in writing, so each child must have a checkered notebook and a simple pencil. This is the longest task in time, taking from 10 to 15 minutes.
I combined tasks and exercises for the development of speech and mental activity not by chance. Logical thinking is speech, in it the word is both the basis, and the means, and the result of this process. The development of logical thinking largely depends on the level of development of children's speech, and the formation of mental operations (analysis, synthesis, comparison, generalization) is determined by the degree of participation of speech in the process of mental activity. Tasks and exercises of this block are carried out in oral, but require a large amount of stimulus material (cards with pictures, words, reproductions, etc.) and are very often accompanied by a drawing process. Therefore, the class must have colored pencils, felt-tip pens and paper.
The homework procedure completes the main stage. Most often, these are small creative works. For example, after a lesson on the ability to navigate a room according to a plan, the children are invited to draw a plan of their room, and in the next lesson they are given the opportunity to talk about it. Homework helps not only to consolidate the acquired knowledge, but also allows the child to express himself.
The final stage includes a communicative “optimizer game” or a relaxation exercise. Both games contribute to the relaxation of children at the end of work and form a positive attitude towards the lesson as a whole.
Each lesson traditionally ends with a farewell procedure that you can come up with with the children. As an example, we offer the following exercise. Children, holding hands, tightly gather in a circle. Then, pronouncing the syllables “Good-bye-no-I”, they diverge, making the circle wider, and at the end they release their hands.
Classes are held in groups of 10-12 people(which corresponded to the number of CRO classes) once a week in the psychologist's office, where children are given the opportunity not only to sit freely, but also to play outdoor games.
Thematic plan of correctional and developmental classes
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Development and improvement of communication skills, attention, spatial representations, the formation of a mental plan of action and speech functions, the development of the arbitrariness of mental activity |
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Lesson 19. |
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Lesson 21. |
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Lesson 22. |
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Lesson 23. |
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Session 24 |
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Lesson 25. |
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Lesson 26. |
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Lesson 27. |
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Lesson 28 |
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Lesson 29. |
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Lesson 30. |
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Lesson 31. |
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Lesson 32. |
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Lesson 33. |
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Lesson 34. |
Lesson 1.
Introduction to the lesson
A task: Include children in cognitive communication, activate the group.
" Greetings"
Target:
- Cohesion of the group, the mood of children for positive interaction
"News"
Target:
Exchange of information about events that have happened to children recently;
Assessment of your mood.
Communicative game "Engine"
Target:
Game progress: The leader is a "train" who must make a train of children. The guys are assigned the role of "trailers". The “engine” drives up to each of the “cars” in turn and gets acquainted with it. When naming a name, you can ask the children to come up with one good word for themselves, for example:
- I'm Lena the funny little train, and who are you?
- And I'm a beautiful trailer Sasha.
- Let's go further together.
- Go.
Children go for the next "trailer", and so on until a whole fun train is assembled.
The main content of the lesson
A task: Formation and development of the main functions necessary for the assimilation of educational material: arbitrariness, spatial representations, speech and thinking.
Exercise 1. "Physical education"
Target:
The development of arbitrariness and spatial representations.
Game progress: Children are offered a small phrase (proverb, saying, quatrain, etc.). Marching in a circle (or in place), they repeat the phrase proposed to them. They are asked to replace the last word (or last syllable) with a clap without saying anything. For example:
1 time - the hedgehog gave the duckling a pair of leather boots;
2 - the hedgehog gave the duckling a pair of leather - COTTON;
3- the hedgehog gave the duckling a couple - COTTON, COTTON;
4- gave the duckling a hedgehog - COTTON, COTTON, COTTON;
5- gave the duckling - COTTON, COTTON, COTTON, COTTON;
6- gave - COTTON, COTTON, COTTON, COTTON, COTTON;
7- COTTON (7 times).
Exercise 2
Target:
- Development of spatial representations;
- Learn to accept form.
Game progress: Draw a circle (any other figure) on the ground (or chalk on linoleum), invite the child to walk along the contour of the figure, first with open eyes, and then with closed eyes.
A variant of the game is “Walking by the letter”: a child or a group of children walk in a chain along the written letter, then (without a picture) on the instructions of the teacher they pass “as if it were written”, then they themselves come up with a letter and go through it. The exercise can fix the graphic appearance of the letter.
Exercise 3. "Steps"
Target:
Development of speech and thinking.
Game progress: The leader has the ball. Children line up in one straight line at a certain distance from an adult, and each conceives a word on a given topic, let's say a tree. The host throws the ball to one of the players, the player catches it and pronounces his word in syllables, taking one step on each syllable. The player's task is to get to the leader faster (last), which means to come up with the longest (shortest) words.
The theme of the game can be anything.
Homework:
The final stage of the lesson
A task: Relaxation of children and the formation of a positive attitude towards the lesson in general.
Game - optimizer: "Compliments".
Target:
Development of reflection;
Relaxation of children at the end of the lesson;
Game progress: All players stand in a circle. One of them turns to his neighbor and says something nice to him. He should say “thank you” in response and, in turn, turn to his neighbor. And so on until everyone hears a compliment.
Each participant has something good to say about himself. When playing this and similar games, you can pass to each other some object that has become traditional, for example, a heart sewn from fabric, etc.
Some children cannot give compliments, they need help. Instead of praise, you can simply say “tasty”, “flowery”, “funny” word. If the child finds it difficult to give a compliment, say it yourself.
Traditional farewell.
Lesson 4.
Introduction to the lesson
"Greetings"
"News"
Game - energizer: "Find out who is the entertainer"
Goals:
- Increasing the energy resource of the group;
Formation of an emotionally positive attitude to continue the lesson;
The development of collective forms of interaction, manifested in a benevolent attitude towards classmates, the ability to subordinate their actions to external requirements.
Game progress: Children stand in a circle and choose a child who must leave for a while. While he is gone, the children choose an entertainer. His role is to show different movements, which everyone must repeat exactly.
The child returns, stands in the center of the circle and tries to determine who is the entertainer, whom the guys imitate.
If he correctly names the entertainer, the game ends or is repeated with a new child.
The main content of the lesson
Exercise 1. Graphic dictation "Magic Pencil"
Target: These tasks are aimed at developing the ability to work in accordance with the instructions of the teacher, and also contribute to the development of orientation in space.
Game progress: The construction of a figure by students is carried out under the dictation of a teacher-psychologist in a special notebook in a cage. Work is done frontally. During dictation, long pauses are observed so that the child has time to draw a line. The instruction is spoken only once. The complication occurs due to an increase in the number of lines perceived by the child during one presentation.
Instruction: “Now we will play a game called Magic Pencil. If you listen to me carefully, then when we finish drawing, an image familiar to you will appear in your notebook. I will say in which direction and how many cells to draw a line. Draw only those lines that I will talk about. Start each new line where the previous one ended, without lifting the pencil from the paper. So, let's begin. Put a dot in the lower left corner of the cell, put a pencil on the dot. Attention! Move the pencil...
Mobile game: "Owl"
Target: The proposed games develop not only the arbitrariness of actions, but also the speed of reaction, coordination abilities and figurative representations, the ability to work collectively.
Game progress: The guys become in a circle. One of them, located in the center, depicts an owl, and the rest - bugs, butterflies, birds. At the command of the host: "The day is coming - everything comes to life!" - all the children run in a circle; the owl is sleeping at this time, that is, it stands in the middle with its eyes closed. When the host commands: “The night is coming - everything freezes!”, Everyone stops and freezes, and the owl goes hunting. She looks out for those who are moving or laughing, and takes them to the middle of the circle.
Exercise 2. "Come up with a proposal"
Target: Development of speech and thinking.
Game progress: Initial letters are given (for example, B -C -E -P), each of which represents the beginning of words in a sentence. It is necessary to form various sentences, for example: "The whole family ate a pie."
The players are invited to come up with a sentence in which all words must begin with the same letter. Example: "Sasha ate salty soup with beets." Players get as many points as they pick up words. To make things easier, you can use a dictionary.
Exercise 3
Target: Development of thinking.
Game progress: The game uses 24 cards (8x6 cm) with the image geometric shapes four types, three colors (blue, red, green), large and small sizes. It is desirable to have a second similar set, but with other figures and other colors.
The teacher and the child take the same deck of cards. The teacher puts any card with a figure on the table, and the child must lay out a card with a figure:
suitable for the sign;
differing in only one feature.
For example, if an adult lays out a small red circle, then a child can put either a large red circle, or a small blue circle, or a small red square, etc.
Homework:
The final stage of the lesson
Game - optimizer: "Hot chair".
Target:
Development of reflection;
Formation of a positive image of "I";
Getting children a positive experience of communication.
Game progress: There is a chair in the center of the room. Everyone takes a seat in turn. When someone is sitting in a chair, the rest of the group, approaching him from behind, address with the following words: “What I like most about you is that you are ...” or “You are the best because ...”, etc. .d.
Traditional farewell.
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- Tikhomirova L.F.: "Exercises for every day: logic for younger students." - Yaroslavl, "Academy of Development", "Academy K" 1998 Istratova
- Shilova T.A., Psychodiagnostics and correction of children with behavioral deviations. - M .: Iris didactics, 2005
- Schmidt V.V. Diagnostic and correctional work with younger students. - M .: TC Sphere, 2005.
- Khukhlaeva O.V. Practical materials for working with children 3-9 years old. - M., 2003.
YULIA ZOLOTUKHINA
Plan for working with children with mental retardation
Explanatory note.
The game is the most accessible type of activity for children, a way processing impressions received from the environment. The game clearly manifests the features of the child's thinking and imagination, his emotionality, activity, and the developing need for communication.
These games are used in individual working with children, suffering from mental retardation. They are directed on the:
The development of fine motor skills of the fingers.
Removing fatigue in a child, providing outdoor activities and increasing mental performance.
Development of thinking,
Vocabulary activation,
Expansion of ideas about the world around.
The development of speech.
Finger gymnastics "Snowball"
Target
One two three four, (Fingers are bent, starting with the big one.)
We made snow with you. ( "Sculpt" me the position of the palms.)
Round strong, very smooth (Show a circle, clasp hands.)
And not at all sweet. (threaten with finger)
Let's toss it up once. (Look up while throwing an imaginary snowball)
We'll catch two. (caught)
Let's drop three (They drop an imaginary snowball.)
And we'll break it. (Stomp foot.)
"Choose pictures of winter and prove your choice".
Target: Exercise in finding signs of winter in the weather, in inanimate and animate nature
A game "Create a Sign".
Target: Practice agreeing adjectives in gender, number and case.
snow glitters in the sun (so what is he) snow shining in the sun
snow sparkling in the sun - snow sparkling in the sun,
snow sparkles under the rays of the sun - snow sparkles under the rays of the sun,
snow crunches underfoot - snow crunches underfoot,
snow creaks underfoot - snow creaks underfoot,
snow falls on the ground - snow falling on the ground,
snow swirling in the air - snow swirling in the air.
Physical education minute "Snowman".
Target: relieve fatigue in a child, provide leisure and increase mental student performance.
Come on, my friend, be bold, my friend,
They walk in a circle, pretending to roll a snowball in front of them.
Roll your snowball in the snow. It will turn into a thick lump, "Draw" big circle with hands.
And it will become a snowman.
"Draw" snowman from three lumps.
His smile is so bright!
They smile broadly.
Two eyes, a hat, a nose, a broom.
They show their eyes, cover their heads with their palms, touch their noses, stand up straight, as if holding an imaginary broom.
But the sun will bake a little
Sit down slowly.
Alas! - and no snowman.
They throw up their hands, shrug their shoulders.
"Find the Artist's Mistakes".
Target: learn to find mistakes in pictures
"Find differences (what changed)».
Target: develop thinking, learn to find differences
Lotto "Seasons"
Target: to consolidate and expand knowledge about the seasons
"Choose a Word"
Target: expansion of vocabulary, development of the ability to coordinate an adjective with a noun.
This game can be played with the ball, throwing it to each other.
What can you say "fresh"... (air, cucumber, bread, wind); "old"… (house, stump, man, shoe); "fresh"... (bun, news, newspaper, tablecloth); "old" (furniture, fairy tale, book, grandmother); "fresh"... (milk, meat, jam); "old" (armchair, seat, window)
Finger gymnastics "BAKER"
Target: Develop fine motor skills of fingers.
Bagel, (thumb and forefinger form a circle,
Bagel, (thumb and middle fingers form a circle,
Baton (big and nameless)
And a loaf (big and pinky)
dough baker (imitation of bread making)
Bake early.
Didactic game "Say Different"
Target: learn to agree nouns with the participle
Painter coloring - coloring painter
scuba diver swims - swimming scuba diver
Blacksmith forging - forging blacksmith
Apothecary issues - dispensing pharmacist
Tractor driver plows - plowing tractor driver
D.I. "Learn by the picture"
Target: to learn to distinguish the professions of people by clothes and objects
Lotto "Professions"
Target: consolidate knowledge about professions
D.I "What do you need for work»
Target: expand children's ideas about professions
"Recognition"
The goal of the game is to recognize an object, an object by a group of adjectives, epithets or by a group of words-actions. The words proposed as an initial support should be associated with the child's sensory and practical experience. For example, "green, curly, slender, white-trunked" - birch; "sparkles, warms the earth, disperses darkness" - the sun.
Word games need to be gradually complicated, not only increasing lexicon child, but also by training his ability to easily find right word. In order for the child to “scoop out” the necessary word from memory without much difficulty, it is necessary to diversify the options for games (“What happens?”, “What does it do?”). In the future, the main rule of such games is the absence of repetitions.
"Who's doing what"
This game enriches children's vocabulary with action words. (verbs) and allows not only to activate monologue speech, but also the expressiveness of non-speech means of influencing listeners. Within this option, there are several ways to organize the game action.
The game requires a set of subject pictures (a picture, a hammer, an umbrella, a clock, a cat, a dog, a ball of thread, a newspaper, etc.). Children are shown pictures (one by one) and ask questions: "What can be done with this? What is it for?" You can also do the following way: ask questions reflecting the specific use of the item, and the children point to a particular picture. For example: "What can I hang on the wall? What can I knit a scarf from? Where can I hide from the rain? Who guards the house? What can I read? Who catches mice? How to find out what time it is? How to hammer nails?"
Finger game "Spring"
Target: develop fine motor skills of hands
(We fold our fingers with a pinch. We swing them).
Woodpeckers are knocking louder and louder
The chicks began to sing.
(The palms are closed with a "bucket", we raise our hands up, open our palms, the side parts remain pressed, fingers are spread out).
The sun rises early
To warm our earth.
(Movements are repeated).
The sun rises early
To warm our earth.
Streams run downhill
All the snow has melted
(We perform wave-like movements with our hands (fingers straightened, closed, palms turned down).
And from under the old grass
(Palms are closed with a "bucket").
The flower is already looking.
(The palms open, the sides of the hands are connected, the fingers are open, half-bent (calyx).
And from under the old grass
The flower is already looking
(Movements are repeated).
Opened the bell
(Hands are on the table, resting on the elbows. Fingers are clenched into a fist).
In the shade where the pine is
(Fingers are gradually unclenched, freely relaxed (bell cup).
Ding-ding, ringing softly,
(We swing our hands in different directions, pronouncing "ding-ding").
Ding-ding, spring has come.
Ding-ding, ringing softly,
Ding-ding, spring has come.
"Spring meadow"
Target: Exercise children in agreeing nouns with adjectives.
H - r: day-spring day.
(sun, weather, forest, grass, sky, flowers, months, thunderstorm)
"Call it sweetly"
Target: continue to teach children to form nouns with a diminutive meaning.
move: leaf-leaf, bird-bird, tree-tree, etc.
"Choose an Action"
Target: Continue to activate verbs in the children's vocabulary.
move: What do birds do in spring? (arrive, prepare for nesting, etc.)
Lotto "Seasons"
Target: consolidate knowledge about the seasons
Finger gymnastics "Spider"
Target
(1) The spider walked on a branch,
And the kids followed him.
(2) Rain from the sky suddenly poured,
(3) Washed the spiders to the ground.
(4) The sun began to warm
(5) The spider crawls again
(6) And all the children crawl after him,
(7) To walk on a branch.
One of the handles (or an adult's hand)- branch. We pull it forward, fingers spread out.
The second handle is a spider that walks "by branch".
1 - "Spider" runs on the forearm, and then on the shoulder.
2 - Brushes are freely lowered, we perform a shaking movement (rain).
3 - Clap your hands on your knees.
4 - The palms are pressed with their sides to each other, the fingers are spread apart, we shake our hands (the sun is shining)
5 - Actions as in the first verse
6 – "Spiders" crawl over the head.
What is the subject?
Target: learn to name an object and describe it.
The child takes out an object, a toy, from a wonderful bag, calls it (it's a ball). Describe the toy first educator: "It's round, blue, with a yellow stripe, etc."
guess the toy
Target: to form in children the ability to find an object, focusing on its main features, description.
3-4 familiar toys are put on display. caregiver informs: he will outline the toy, and the task of the players is to listen and name this object.
"Listen and Say"
Target. Accumulation of vocabulary and development of phrasal speech. The development of auditory attention.
Description of the game. An adult invites the children to close their eyes, listen carefully and determine what sounds they heard (the rustle of leaves, the barking of a dog, the meow of a cat, knocking on the door, whistling on a whistle, chirping birds, car signal, conversation of passers-by, etc.). Children must answer with a whole sentence. The game is good to play on a walk.
"Guess the toy"
Target: to form the ability to find an object, focusing on its signs and actions.
An adult shows a child 3-4 toys, he names them. You need to learn how to call right away. subject: "This. (hare, fox, duckling)". An adult talks about each toy, naming external signs: “This is a soft toy. She is grey. The tail is short and the ears are long. He loves carrots, jumps deftly. Other toys are described similarly, the child names them.
"Tell me what"
Target: learn to identify and name the signs of an object.
An adult takes objects out of the box, names them ( "It's a pear", and the child names signs ( "She's yellow, soft, delicious". "It's a tomato". - "It's red, round, ripe, juicy". "It's a Cucumber". - "He. oblong, green, crispy").
"Fix the mistake"
Target: teach see the discrepancy between the signs of familiar objects shown in the figure and name them.
An adult draws himself or shows a picture and invites the child to find inaccuracies: a red chick pecks at a carrot; teddy bear with hare ears; fox blue without tail, etc. Child corrects: yellow chick, pecking at grains; the bear cub has round little ears; the fox has a long tail and a red fur coat.
"What a doll"
Target: learn to name various signs of the appearance of a toy or object.
The adult says that the doll was called ugly, and she was upset. We need to help her and tell everything about her, how beautiful she is.
Who is it? (Doll.) What is she? (Elegant, beautiful.) What can Tanya do? (Play, draw, sing, dance.) Let's talk about Tanya together. Adult starts: “Our Tanya. (the most beautiful). She has. (elegant red dress, white bow, brown shoes, white socks).
From naming visible and vivid signs (color, shape, size) you need to move on to listing the properties, internal qualities of the object, its characteristics, comparison (for example, in the game “Who will say more words about an apple, what is it, and what is an orange?”; “Compare an orange and an apple. How are they similar and how are they different?).
"Compare different animals"
Target: learn to compare different animals, highlighting opposite signs.
The teacher offers to consider a bear and a mouse.
The bear is big, but the mouse. (small). What other Mishka ... (fat, thick-fifted, clubfoot? And what a mouse ... (small, gray, fast, dexterous? What Mishka loves ... (honey, raspberries, and the mouse loves. (cheese, crackers).
Mishka's paws are thick, and those of a mouse. (thin). The bear screams in a loud, rough voice, and the mouse. (thin). Who has a longer tail? The mouse has a long tail, and Mishka's. (short).
Similarly, you can compare other animals - a fox and a hare, a wolf and a bear.
Based on visualization, children learn to name words with the opposite meaning: the Katya doll is big, and Tanya. (small); the red pencil is long and the blue one. (short, the green ribbon is narrow, and the white. (wide); one tree is tall and the other. (low); Katya's doll's hair is light, and Tanya's. (dark).
Children develop an understanding and use of generalizing concepts (a dress, a shirt are clothes; a doll, a ball are toys; a cup, a plate are dishes, the ability to compare objects (toys, pictures, correlate the whole and its parts) develops (locomotive, pipes, windows, wagons, wheels - train).
Children are taught to understand the semantic relations of words of different parts of speech in a single thematic space: bird flies, fish. (floating); building a house, soup. (boil); the ball is made of rubber, a pencil. (from wood). They can continue the started row words: plates, cups. (spoons forks); jacket, dress. (shirt, skirt, trousers).
Based on visibility, Job and familiarization with polysemantic words(a chair leg - a table leg - a mushroom leg; a bag handle - an umbrella handle - a cup handle; a sewing needle - a hedgehog's needle on its back - a Christmas tree needle).
Finger gymnastics "Rain"
Target: development of fine motor skills of hands
One, two, three, four, five, (hit the knees with the fingers of both hands. From the little finger - with the left hand, with thumb- right hand)
The rain came out for a walk. (random beats)
As usual, I walked slowly (index and middle fingers step forward)
After all, where is he in a hurry?
On the tablet suddenly reads: (we hit with fists, then with palms)
"Don't walk on the lawn!"
The rain sighed softly: "Oh!" (often and rhythmically clap your hands)
And left. Dry lawn. (rhythmically slapping knees)
"Echo"
Rules of the game. The teacher loudly pronounces any vowel sound, and the child repeats it, but quietly.
The teacher speaks loudly: A-A-A. echo child quietly answers: ah-ah-ah. Etc. You can also use a combination of vowels sounds: ay, wah, ea, etc.
D.I. "What is made of what"
Target: To teach children to group objects according to the material from which they are made (rubber, metal, wood, glass, plastic); activate children's vocabulary.
OTHER US
Correctional and developmental program for preschool children with mental retardation
IN last years there has been an increase in the number of children with deviations in mental development and experiencing learning difficulties as a result. The search for the most effective methods of correcting children with mental disabilities is an urgent problem of modern pedagogy and psychology. It is known that among the underachieving primary school students, almost half lag behind their peers in mental development. These schoolchildren experience great difficulties in mastering writing, reading, the concept of number, counting operations, constructive activities, etc. Poor progress at school often causes this group of children to have a negative attitude to learning, to any activity, and creates difficulties in communicating with others, with successful children, and with teachers. All this contributes to the formation of antisocial forms of behavior, especially in adolescence. Therefore, the abnormal development of the mental sphere of children and, above all, mental retardation should be considered as a psychological and social problem. ZPR is a delay in the development of the entire mental sphere, and not individual mental processes. In the preschool educational institution, specialists carry out rehabilitation work with such children, which is aimed at the formation of higher mental functions (HMF). In the case of uneven formation of the HMF, appropriate corrective work is carried out. Children attending our kindergarten, as a rule, do not have pathological defects organic origin, but there are symptoms of age-related underdevelopment, unformedness of certain HMFs. Formative learning takes into account the age of our students and the leading activities of this age. Therefore, we consider our main task to be the formation of higher psychological functions that are deficient in development (perception, attention, memory). The main role in the upbringing of the child is assigned, of course, to the family. To give fathers and mothers pedagogical knowledge, to turn them towards the child, to protect the child's childhood from unjustified punishments, rudeness and injustice - this is what we see as our first task. After all, any professional activity The teacher can be effective if the parents are his active assistants and like-minded people. To make parents such, you often have to work with them no less than with their children. We consider the upbringing of parents as the formation of their pedagogical reflection, that is, the ability to self-critically assess themselves as a teacher, to look at the situation through the eyes of a child. The main task of a teacher-psychologist in working with parents of children with mental developmental disabilities is to interest parents in the prospects for a new direction in the development of children. Parents need to be constantly kept up to date with all the affairs, and therefore, the most successful forms of interaction with them must be chosen in advance. Then we will be able to ensure one of the most important conditions for the development of the child's personality - the coordinated joint work of the adults around him. This gives the child the opportunity to move on to the next, higher stage of development. Unfortunately, today there are no practically healthy children, and the opening of correctional groups in preschool educational institutions is becoming a necessity, not an exception to the rule. Therefore, when we opened a group of children with mental retardation (3 years ago), we were sure that for any type of deviation from the age norm of development and for any severity of this deviation, it is possible to create conditions for the child that ensure positive progressive dynamics of his development. We consider our tasks not only to develop mental abilities children, but also their emotional well-being and social adaptation. We also set a goal: to activate the forces of the child himself, to set him up to overcome life's difficulties. Children of specialized correctional (especially speech therapy) groups have large internal reserves, often have very good natural abilities. However, it is difficult for these children to show them because of the limitation in the development of speech, hyperexcitability or inhibition. This means that our goal is to help them realize their inclinations by selecting the most appropriate tactics for corrective work, choosing special techniques and methods of influencing all spheres of the child's personality. Corrective work is carried out on the basis of the principle of formative and gentle training. We teach children the elements of psycho-gymnastics, relaxation, switching from one type of activity to another. The work of a teacher-psychologist begins with an examination, during which information about the child is collected (see the Card for the provision of psychological and pedagogical assistance to the child). The information obtained helps the psychologist to outline the directions of correctional and educational work. On the basis of this information, as well as the observation of the child in different situations, the teacher-psychologist compiles a pedagogical description indicating areas of work for other specialists. Approximately 50% of children attending the CPD group have only a few, mildly pronounced movement disorders in combination with increased excitability, motor restlessness, deterioration in sleep and appetite. These are children with minimal brain dysfunction (MMD): pugnacious, impulsive, unable to play activities, unable to limit their desires, violently reacting to all prohibitions, stubborn. They are characterized by motor awkwardness, poor development of fine differentiated finger movements. Therefore, they hardly master the skills of self-service. It takes a long time to learn how to fasten buttons and lace up shoes. A feature of the mental retardation is the unevenness of violations of various mental functions: logical thinking can be even more preserved in comparison with memory, attention, mental performance. Children with mental retardation are also characterized by low cognitive activity, insufficiency of the processes of perception, memory, and attention. It is difficult for them to combine individual details into a single image, but all deviations from the norm are characterized by variability. Children of this category do not have inertia of mental processes, they are able not only to accept and use help, but also to transfer the learned mental skills to other situations. With the help of adults, these children can carry out the instructions and intellectual tasks offered to them at a level close to the norm. In children with mental retardation, as a rule, the motivation for learning activities is formed very poorly. Therefore, we focus on the "second way of learning" (S.L. Rubinshtein). According to Rubinstein, “there are two types of learning, or, more precisely, two ways of learning and two types of activity, as a result of which a person acquires new knowledge and skills. One of them is specifically aimed at mastering this knowledge and skills as its direct goal. The other leads to the mastery of this knowledge and skills, realizing other goals. Teaching in this case is not an independent activity, but a process that is carried out as a component and result of another activity in which it is included. As "other activity" we use constructive activity with various models. Its result is outwardly very attractive to the child (funny drawing, application or design). So the child develops motivation for activity - what in didactics is usually called cognitive interest. This is not a direct, but an indirect formation of motivation. The younger the child, the more difficult it is for us to expect him to realize the intrinsic motivation of learning.
Card for the provision of psychological and pedagogical assistance to a child
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Last name, first name: Ivanov Grisha (second year of visiting the ZPR group). Date of Birth: 12/17/94 The address: Kubanskaya, 70, apt. 12. Father: No Mother: Ivanova Anna Sergeevna Directed by: GDP No. 4. Cause: visiting preschool. Anamnesis: MMD. Family: incomplete. Terms: The mother drinks alcohol. Biological factors: left-handedness. Features of early development: (according to the conclusion of the pediatrician). Education before preschool: home. Observation of specialists: cognitive interest is manifested, but not yet sufficiently developed (in most cases, it manifests itself in conditions when tasks are presented in a playful way). Efficiency noticeably decreases by the end of the day, some signs of overwork are noted (attention is disturbed, malaise appears, mood deteriorates). The mood is directly dependent on the situation and directly affects the nature and productivity of the activity. Has learned to play with children, but often shows forms of active protest (temper, pugnacity).Conclusion : the early inclusion of the child in the process of correctional work significantly improved his mental development: he showed cognitive interest, a desire to achieve results in activities. However, the coordination of movements and the development of fine motor skills of the hand are insufficient, defects in spatial orientation and motor awkwardness are preserved. Speech develops poorly, articulation is disturbed.Recommendations : to extend the visit of the ZPR group for another 1 year. Expand the possibilities of using various types of activities (drawing, application, modeling, manual labor, design). To consolidate ideas about the environment, develop attention, memory, speech, thinking. Improve the motor sphere, develop emotional communication with children. Build moral habits. Classes with a psychologist, defectologist, physical education instructor are recommended. |
Methodology
The "Other Us" program is focused on the holistic correction of the personality and the development of the cognitive and emotional spheres of children with developmental problems. This program is characterized by taking into account the individual characteristics of pupils, their personal qualities. Aware of his "I", the child asserts himself ("I myself!"), seeks to influence the situation, enters into relationships with other people. In the preschool period, the child's connection with the leading spheres of being is established: the world of people, the objective world, nature, he is introduced to culture, to universal values. The foundations of self-consciousness, social motivation of behavior are being formed. The child tries to focus his behavior on the assessment of others. But children with developmental problems poorly generalize social experience, are poorly oriented in the conditions of a practical task, and often they are not able to solve problematic tasks on their own. Thanks to the psychological and corrective methods of influencing children with mental retardation, which are the basis of the "Other Us" program, it is possible to organize the child's activities in such a way that it will help him develop the ability to solve not only accessible practical, but also simple problematic tasks. The experience gained at the same time will give the child the opportunity to understand and solve familiar problems in a visual-figurative and even verbal plan. The material offered in the program (playing and didactic) is gradually becoming more complex, taking into account the experience of the child. First of all, the following didactic principles are observed here: accessibility, repetition, gradualness of the task. For problem children, the emotional side of the organization of the correctional and developmental process is an important condition. The teacher-psychologist, by his behavior, emotional mood, should evoke a positive attitude towards classes among pupils. Adult benevolence is needed, thanks to which children have a desire to work together and achieve positive results. When selecting didactic material, games, manuals, preference is given to bright and entertaining illustrations and toys that allow memorizing the names of objects, living beings of the world around us and life phenomena, recognizing and naming them in the future, regardless of their color, shape, size. It is also necessary to take into account the peculiarities of different levels of development, since the group of children with mental retardation is formed in preschool educational institutions as a mixed group (age from 4 to 7 years). The teacher-psychologist differentiates the group into subgroups (4-5 people), uniting children according to age and severity of the structural defect. The psychological and pedagogical impact is constructed by creating tasks and educational situations dosed in terms of content, volume, complexity, physical, emotional and mental stress. By organizing communication with children, the pedagogue-psychologist integrates correctional-developing and game activities. Playing with children, the teacher-psychologist creates a problematic situation that encourages the child to take the position of the subject of knowledge. Problem situations are created around objects, their purpose, use. A problematic situation, success in activity, replacement of didactic material and its sensory examination lead to an awareness of the properties of objects. Further construction of the correctional-developing process is connected with the inclusion of the ways of behavior mastered by the child in his daily life. Effective methods of corrective influence on the emotional and cognitive sphere of children with developmental disabilities are: game situations that require assistance to any character (task: explain, teach, convince); didactic games that are associated with the search for specific and generic features of objects; game trainings that contribute to the development of the ability to communicate with each other, to take the place of another; body-oriented techniques; psycho-gymnastics and relaxation, allowing you to relieve muscle spasms and clamps, especially in the face and hands. The main form of influence of a teacher-psychologist on children of the ZPR group is organized game classes and trainings, in which the leading role belongs to an adult. The assimilation of program material by children depends on the correct choice of teaching methods. It is necessary to use such methodological techniques that attract the attention of each child. Therefore, the methodological basis of this program is the ideas of L.S. Vygotsky on the role of play in the education of preschool children. Persistent affective barriers that arise in a child's life are overcome much more easily in play. Therefore, the game and game forms of work are the most adequate means of correcting the mental development of the child's personality. Problem children are passive and do not show a desire to actively act with objects and toys. Therefore, the teacher-psychologist needs to constantly create in children a positive emotional attitude towards the proposed activity, so that the child gets the opportunity for independent actions in a certain situation. A child with developmental problems needs multiple repetitions to learn the ways of orienting in the world around him, to isolate and fix the properties and relations of objects, to understand this or that action. The teacher-psychologist must also constantly remember: the pedagogical creativity of a psychologist should not contain danger that endangers the freedom, psyche and personality of the child, his physical and mental health. The emotionally positive attitude of the child to classes is the key to the successful work of a teacher-psychologist.
Terms and Conditions
The program is designed for children 4-7 years old and includes cognitive activities, game mini-trainings and exercises on body-oriented techniques. The duration of the lessons is 30-40 minutes. The teacher-psychologist conducts 1 lesson per week, the physical education instructor conducts 1 lesson per week on body-oriented techniques.
Class structure
All classes have a flexible structure, designed taking into account the age characteristics of children and the severity of the defect. Classes are built on the basis of the principles of integration (the inclusion of elements of music, iso, dance and movement therapy), consistency and continuity. The choice of topics for classes is determined by the nature of the developmental disorder and the selection of the most appropriate tactics for correctional and developmental work. The forms of work are determined by the objectives of the classes, which are characterized by a combination of both traditional techniques and methods (frontal and individual lessons) and innovative ones (drawing tests, drawing to music, playing with sand, etc.). The structure of the classes is flexible, it includes cognitive material and elements of psychotherapy. In the course of classes, children develop communicative qualities, enrich emotional experience, activate thinking, realize and experience successes-failures, results of activities, project social interactions and motor acts, form a personal orientation. The mood of children, their psychological state at specific moments can cause variations in the methods, techniques and structure of classes. The traditional methods used in the classroom are enriched with game situations. The teacher-psychologist uses hand-made manuals, toys, includes drawing, dancing and music in the process of classes. The lesson is structured like this: I. Warm-up in a circle: psychological attitude to the lesson, greeting (duration 3 minutes). II. Exercise for our fingers: work with nuts, pencils, buttons, grains + finger games (duration 5 minutes). III. Correction and development block: any educational material related to one game plot. Tasks for the development of perception, memory, thinking are included (duration 15 minutes). IV. Motor warm-up: reception "Reincarnation" or game mini-training "Revive the picture" (duration 5 minutes). V. Relaxation, psycho-gymnastics (duration 3 minutes). VI. Parting (duration 2 minutes).
Interaction with the family and specialists In the interaction of the educational psychologist with the child's family, we distinguish three stages: 1. Creation of a setting for parents to jointly with teachers solve the problems of correction and development of the child; 2. Development of a common strategy for cooperation; 3. Implementation of a single agreed individual approach to the child in order to maximally correct the developmental delay in order to move to the next stage of development. An important condition for the implementation of the "Other Us" program is the cooperation of a wide range of specialists: defectologist, speech therapist, teacher of music and fine arts, physical education instructor.
Goals
Introduce children with mental retardation into the complex world of human relationships. Create a zone of proximal development to overcome the shortcomings of intellectual and emotional development. Prepare children with mental retardation for schooling and, in the future, for independent living.
Tasks
To teach a child to understand his own emotional state, express his feelings and recognize the feelings of other people through facial expressions, gestures, intonation. Activate the forces of the child himself, set him up to overcome life's difficulties. Develop mental abilities. Teach social skills.
Limits of application and effectiveness
The correctional and developmental program "Other We" is intended for preschool educational institutions of a combined type with groups of children with mental retardation (including speech). The program has been used in preschool educational institution No. 122 for three years, so we can already judge the results: out of 16 graduates of the ZPR 2000/2001 group, 70% study in correctional classes, the rest successfully master the program primary education in secondary school No. 19 and in secondary school No. 14. Out of 5 pupils of the ZPR group who will become students in 2002, 3 are quite prepared for learning according to the school curriculum: they learned letters, they know how to add syllables, they understand the composition of numbers, they mastered ordinal counting from 1 up to 20 and are able to perform the simplest counting operations in their minds (these children were in the ZPR group from 4 to 7 years old). 2 children diagnosed with MMD (minimal brain dysfunction) are still characterized by increased pugnacity, aggressiveness, lag in the development of perception. The teacher-psychologist constantly talks with the parents of these children about the need for medication to alleviate their condition.
Program Sections
Correction and development program "Other Us" contains the following sections: I. Formation of cooperation of the child with adults and peers and mastering the ways of assimilation of social experience. II. Emotional development. III. Intellectual development. IV. Development and improvement of the motor sphere.
I. FORMATION OF COOPERATION OF THE CHILD WITH ADULTS AND PEERS AND MASTERING WAYS TO LEARN SOCIAL EXPERIENCE
Children with developmental disabilities upon admission to a preschool educational institution have difficulty communicating with adults, do not know how to communicate with peers, and do not know how to assimilate social experience. If a normally developing preschooler acts perfectly according to a model or elementary verbal instruction, then problem children should learn this. The child develops in the process of communication with adults. This process is based on the emotional contact between an adult and a child, which gradually develops into cooperation, which becomes a necessary condition for the development of the child. Cooperation lies in the fact that an adult seeks to pass on his experience to a child, and he wants and can learn it. There are many ways in which social experience can be learned, and these include: joint actions of an adult and a child; the use of expressive gestures, especially pointing (sign instruction); imitate the actions of an adult; pattern actions. Children with mental retardation are characterized by inertia, lack of interest in others, and therefore emotional contact with an adult, the need to communicate with him at an early age often does not arise at all in a child. The main tasks of correctional work with problem children are firstly, the formation of their emotional contact with adults, and secondly, teaching the child how to assimilate social experience. Emotional communication between an adult and a child arises on the basis of joint actions, which should be accompanied by a friendly smile and an affectionate voice. A normally developing child performs actions according to verbal instructions very early, but the first instructions are given in a situation familiar to the child and are most often accompanied by appropriate actions or gestures of an adult (that is, situational understanding of speech develops). In children with mental retardation, without special corrective work, situational understanding of speech is very often preserved until the end of preschool age. Therefore, the next task is to teach the child isolate an elementary instruction from a situation(that is, to teach the child to understand speech or verbal instructions). This happens through teaching the child didactic games (for example, "Okay", "Catching"). To create emotional communication with an adult, the program "Other Us" includes a set of game lessons of the cycle "Child among adults and peers", the purpose of which is the emergence of natural opportunities for the formation of the process of discovery of the world. The initial work must be carried out individually. At this stage, you can teach the child not only to listen, but also to hear - to understand the instructions of an adult: to speak them out loud, to form the rules of behavior during classes and the rules for performing a specific task. It is also desirable at this stage to develop, together with the child, a system of rewards and deprivation of privileges, which will help him subsequently adapt in the children's team. The next stage - involving the child in group activities (in interaction with peers) - should also occur gradually. First, it is desirable to create small subgroups (2-4 people), and only after that children can be combined into group games or activities. If this sequence is not observed, the child can either become overexcited or, conversely, become isolated, and this will lead him, in turn, to the loss behavior control , overwork, lack of active attention. Once again, I would like to note that all classes are held in an entertaining form for the child. The technique of behavior modification is very simple: for good behavior, the child receives encouragement (verbal), for bad behavior, he loses privileges or pleasure. Further in this section, the children practice self-control skills in unfamiliar and traumatic situations. Children with mental retardation, finding themselves in an unfamiliar or unforeseen life situation, are unlikely to behave adequately. At any moment, such a child can become confused and forget everything he has been taught. That is why we consider the development of behavioral skills in specific situations a necessary part of working with children with mental retardation. The role-playing game has the widest possibilities for working in this direction. Playing the role of weak, cowardly characters, the child realizes and concretizes his fear. And using the technique of bringing the game situation to the point of absurdity, the teacher-psychologist helps the child see his fear from the other side (sometimes comical), treat it as something not very significant. Playing the role of strong heroes, the child acquires a sense of confidence that he (like his hero) can cope with difficulties. At the same time, it is very important not only to develop the game situation, but also to discuss with the child how he can use the experience gained in the game to solve life situations. It is advisable to choose difficult cases from the life of each child as plots for role-playing games: for example, if a child is afraid to answer the teacher’s questions, then this particular situation should be played with him. At the same time, it is necessary to draw the child’s attention to what happens to him at any given moment and how to avoid unpleasant experiences and sensations (using breathing exercises, self-hypnosis methods “I can handle it”, self-regulation techniques: alternately clenching the hands into fists and relaxing them) . In working with children of middle and older preschool age, the use of games with soft toys and dolls is most effective. The choice of dolls and toys is based on the individual preferences of the child. He himself must choose a brave or cowardly, good or evil doll. The roles should be distributed as follows: first, an adult speaks for an evil and cowardly toy, and a child speaks for a brave and kind one. Then you need to switch roles. This will allow the child to look at the situation from different points of view, and having experienced the “unpleasant” plot again, get rid of the negative feelings that haunt him. Moreover, if the child is anxious when communicating with an adult, you can compose a dialogue in which the adult's puppet will play the role of the child, and the child's puppet will be responsible for the adult.
II. EMOTIONAL DEVELOPMENT
According to observations, about 50% of children with mental retardation are children with aggressive behavior, or rather, prone to aggressiveness. Negative features of the upbringing environment (families of alcoholics, drug addicts, single-parent families) also increase the likelihood of aggressive actions in children. For example, in most of these families, in the presence of children, they constantly smoke, drink alcohol, and sort things out while drunk. This increases the level of aggression in children. There is now a growing body of scientific research confirming the fact that violent scenes shown on TV contribute to an increase in the level of aggressiveness of viewers. It is no secret that TV is the only entertainment and means of development available to this category of children. If a child is severely punished for showing aggressiveness (which parents most often do), then he learns to hide his anger in their presence, but in any other situation he cannot suppress aggression. The dismissive, condoning attitude of adults to the aggressive outbursts of the child also leads to the formation of aggressive personality traits in him. Children often use aggression and disobedience in order to attract the attention of an adult. Children whose parents are distinguished by excessive compliance, insecurity, and sometimes helplessness in the educational process do not feel completely safe and also become aggressive. Uncertainty and hesitation of parents when making any decisions provoke the child to whims and outbursts of anger, with the help of which children influence the further course of events and achieve their own. As a psychologist, I advise parents to pay more attention to their children, strive to establish warm relations with them, and at certain stages of the development of a son or daughter, show firmness and determination. These recommendations are addressed not only to parents, but also to teachers working with children of the ZPR group. Corrective work with aggressive children should be carried out in the following areas: 1) Teaching aggressive children ways to express anger in an acceptable way. 2) Teaching aggressive children techniques of self-regulation, self-control. 3) Development of communication skills. 4) Formation of empathy and trust in people.
Teaching aggressive children ways to express anger in an acceptable way
The behavior of aggressive children is often destructive, so the problem of teaching a child acceptable ways of expressing anger is one of the most acute and important issues facing the educational psychologist. Anger is a feeling of intense resentment, which is accompanied by a loss of control over oneself. There are four ways to behave in a situation when a person is angry: 1) Direct(verbal - non-verbal) statement of one's feelings, while giving an outlet to negative emotions. 2) Indirect expression: anger is taken out on a person or object that seems harmless to an angry child. Without reacting immediately, the child sooner or later feels the need to throw out anger. 3) Holding back anger. In this case, gradually accumulating negative feelings will contribute to the emergence of stress. If a person constantly suppresses his anger, he is at risk of psychosomatic disorders. According to scientists, unexpressed anger can become one of the causes of diseases such as rheumatoid arthritis, urticaria, psoriasis, stomach ulcers, migraine, hypertension. 4) Prevention of negative emotion. A person tries to find out the cause of anger and eliminate it in the shortest time. But this way of expressing anger is not characteristic of children with mental retardation, since they are not yet able to analyze the situation on their own. In our practice, when teaching aggressive children constructive ways to express anger, we teach children: directly express their feelings, express anger in an indirect form with the help of game techniques. Younger and middle-aged children (4-5 years old), who cannot always verbalize their thoughts and feelings, can be taught to transfer anger to non-dangerous objects. To work with such children in the arsenal of a teacher-psychologist, there should be rubber toys and rubber balls (they can be thrown into a basin of water), pillows, foam balls, a target with a dart, a screaming cup, a piece of soft log, a toy hammer, etc. All these objects are needed so that the child does not direct his anger at people, but transfers it to inanimate objects. This technique of working with anger is especially useful for insecure children, but at the same time it is unacceptable when correcting the behavior of an overly open child.
Teaching aggressive children self-regulation techniques, self-control
Aggressive children are often characterized by muscle clamps, especially in the face and hands. Therefore, any relaxation exercises will be useful for this category of children (some of them are described below). In the process of corrective work, you can talk with the child about what anger is, what its destructive actions are, and also about how angry and ugly a person becomes in a fit of anger. In order to teach a child in an unpleasant situation not to clench his jaw (which is typical for aggressive children), but to relax his facial muscles, you can use the relaxation exercises proposed by K. Fopel in the book “How to teach children to cooperate”. For example, in the game "Warm as the sun, light as a breeze," children with their eyes closed imagine a warm, wonderful day. A gray cloud floats above their heads, on which they placed all their grievances. The bright blue sky, light breeze, soft rays of the sun help to relax the muscles not only of the child's face, but of the whole body. The game "Smile" helps to relax the muscles of the face. Inhaling the air and smiling at the ray of the sun, children become a little kinder. In unpleasant life situations they can recall their feelings worked out in these and other similar games and return to them, replacing negative emotions with neutral or positive ones.
Practicing Communication Skills
Children sometimes show aggressiveness only because they do not know other ways of expressing feelings. The task of a teacher-psychologist is to teach children how to get out of conflict situations in acceptable ways. To this end, you can discuss with the children in the lesson the most common conflict situations. For example, what should a child do if he needs a toy that someone is already playing with. Such conversations will help the child expand his behavioral repertoire - a set of ways to respond to certain events. One of the methods of working with aggressive children can be role-playing game. For example, with children in a circle, you can play the following situation: in Kindergarten two teddy bears arrived. In front of the children, they quarreled, as one of them wanted to play with a new big car with which his friend was already playing. While the cubs were quarreling, the teacher called everyone for a walk. So none of the fighters had time to play with the machine. Because of this, they quarreled even more. The teacher-psychologist asks the children to reconcile the cubs. Each willing child (or in a circle) offers a solution. Then several of the proposed options are played out by pairs of children who act as stubborn cubs. At the end of the game, the children discuss how successful this or that way of reconciliation and conflict resolution was. Quite often, children offer aggressive ways to get out of the situation, for example: yell at a friend, hit, take away a toy, scare. In this case, the educational psychologist should not criticize and evaluate the child's suggestions. On the contrary, he should offer the children this option for role play. In the process of its discussion, they, as a rule, become convinced of the inefficiency of such an approach to conflict resolution. You can also invite literary heroes known to them to visit the children. It can be, for example, Malvina and Pinocchio. Pinocchio put an inkblot in his notebook and did not want to wash his hands. In this case, the children advise Malvina how to help Pinocchio become obedient.
Building empathy and trust in people
As you know, empathy is an irrational knowledge of the inner world of other people by a person. Empathizing with another, a person experiences feelings identical to those observed. Children can develop empathy by reading together. You need to discuss what you read with your child, encourage him to express his feelings. In addition, it is very useful to compose fairy tales and stories with the child. The following games can be recommended for the formation of empathy: "Emotional Dictionary", "My Good Parrot", "Centipede" (see Appendix).
Working with parents of aggressive children
It is advisable to work with parents of aggressive children with mental retardation in two directions: 1. Informing(what is aggression, what are the reasons for its appearance, how dangerous is it for the child and others). 2. Teaching effective ways to communicate with your child. Parents can get the necessary information for themselves at lectures, consultations and in the "Psychologist's Corner". When the mother or father realizes the need for corrective work with the child, the psychologist can begin teaching them effective ways to interact with the child (see diagram).
SCHEME OF WORK WITH PARENTS OF AGGRESSIVE CHILDREN
III. INTELLECTUAL DEVELOPMENT
All cognitive activity of a preschool child is associated with his practical activities and orientation in the surrounding objective world. In turn, the development of thinking at this age is associated with the child's practical actions and with his perception of the properties and relations of objects in the world around him. Accordingly, the development of thinking goes in two ways: from visual-effective to visual-figurative and logical; from perception to visual-figurative thinking, on the one hand, and to logical thinking, on the other. These paths of development merge together at a certain stage, but each of them has its own specifics and plays its own special role in human cognitive activity. Insufficient development of thinking processes in preschoolers, coming from both visual-active thinking and perception, may turn out to be irreparable at a later age. Forming in children a holistic perception of objects, their properties and relationships, it is necessary to simultaneously develop ideas that can be called up in the child’s memory (updated) even in the absence of the objects themselves. Moreover, the child learns to operate with these images in the representation, to act on the basis of these images, to rely on them in his activity. Thus, the sensory perception of the child is directly connected with the formation of his thinking, forms the basis of visual-figurative thinking. The development of perception, in particular the choice of an object according to a model, turns out to be the initial stage of the first forms of generalization, leads children to a classification based on the selection essential feature. In addition, in the process of perception, there is an ordering and systematization of the properties and relations of objects, which form the basis of the so-called seriation. All these processes, even in normally developing children, do not form spontaneously. They require the teaching influence of an adult (teacher and parents). For the formation of primary generalizations in children of middle preschool age, we offer the following game situations:
“... A squirrel, a bunny, a fox and a bear cub came to visit us. Everyone has their own path: the squirrel -, the bunny -, the chanterelle -, the bear -. Build your own path for everyone by choosing from a box of geometric shapes: all balls, all cubes, all corners and all ovals.
For children 4 years old, one more game can be offered - "Picking Mushrooms" (see appendix). To form ideas about the subject as a whole, the teacher-psychologist offers children the well-known exercise "Cut pictures". Problem children often lack active search. They are indifferent both to the result and to the process of solving practical problems, even in situations where the task is a game one. In order to develop in children the skill of analyzing the conditions of a practical problem and finding ways to solve it, we offer the games "Get the car" and "How to get it?" (see Attachment). A comprehensive idea of the world around a person cannot develop without visual, tactile-motor, auditory, olfactory and gustatory perception. The development of perception is especially important for problem children, as they sometimes do not even show any attempts to examine objects. Their general inertness leads to the fact that even at preschool age they cannot determine the shape and size of an object by touch, guess this or that aroma by smell. The teacher-psychologist conducts various games for the development of visual, olfactory, gustatory and tactile-motor perception, for example, the game "Magic Basin" (see application). V.A. Sukhomlinsky said: "The mind of a child is at the tips of his fingers." Studies by physiologists have confirmed the relationship between intellectual development and finger motor skills. The level of speech development is also directly dependent on the degree of formation of fine hand movements. To determine the level of speech development in children of the first years of life, the following method has been developed: the child is asked to show 1 finger, 2 fingers, 3 fingers. Children who succeed in isolated finger movements are talking children. Children whose finger movements are tense, fingers bend and unbend only together and cannot move in isolation are non-speaking children. Until the movements of the fingers become free, the development of speech and, consequently, thinking cannot be achieved. The training of fine finger movements is stimulating for the overall development of the child, especially for the development of speech. Systematic exercises for training finger movements, along with a stimulating effect on the development of speech, are, according to V.V. Koltsova, "a powerful tool to increase the efficiency of the brain." The formation of the child's verbal speech begins when the movements of the fingers reach sufficient accuracy. The development of finger motor skills prepares the ground for the subsequent formation of speech. Since there is a close relationship between speech and motor activity, in the presence of a speech defect in a child, special attention should be paid to training his fingers. Finger games are an important part of a teacher-psychologist's lesson with children with developmental problems. Description of some finger games is given in the appendix. Among children with mental retardation, many are hyperactive. Their hands are often in constant, sometimes aimless motion. It is useful for these children to be taught special exercises and games that would direct excess activity in the right direction. In children with mental retardation, preparing for admission to the 1st grade, the muscles of the hand, coordination of finger movements, forearm and shoulder part of the writing hand are still not sufficiently developed. They are still poorly oriented in space and on a plane, they are confused in distinguishing between the left and right sides of the body, especially in relation to other people. The development of this skill causes the greatest difficulties in left-handed children. The ability to distinguish between left and right sides is an important prerequisite for many types of learning (including preparing the hand for writing). Therefore, in the second half of the school year, children of senior preschool age (6-7 years old) work out this skill (the ability to distinguish between left and right sides) together with a teacher-psychologist. The classes are held in the form various games or training (additional 1 lesson per week). To work out the differentiation of the right and left parts of the body, the following exercises can be recommended.
1. Show the right hand, then the left hand. If the child cannot name the left hand, the educational psychologist calls it himself, and the child repeats. 2. Show either the right or the left hand, take the toy (object) either in the right or in the left hand. 3. After clarifying the speech designations of the right and left hands, you can begin to distinguish between other parts of the body: right and left legs, eyes, ears.
More complex tasks can be offered: show the right ear with the left hand, show the left leg with the right hand. Having formed the child's ideas about the right and left sides of the body, you can proceed to the formation of orientation in the surrounding space. You can use the following exercises.
1. “Show me which object is to your right,” or “Show the book to your left,” or “Put the book to your left.” If it is difficult for a child to complete this task, it should be clarified that the right is closer to the right hand, the left is closer to the left hand. 2. The child is invited to take a book with his right hand and put it near his right hand, take a notebook with his left hand and put it near his left hand. Then ask: "Where is the book - to the right or to the left of the notebook?" 3. The child is invited to put a pencil to the left of the notebook, put a pen to the left of the book, say where the pen is in relation to the book - on the right or left, where the pencil is in relation to the notebook - on the right or left. 4. 3 items are taken. The child is invited to put the book in front of him, put a pencil to the left of it, and a pen to the right.
A simple and effective way to prepare your hand for writing is coloring books. Coloring favorite pictures, the child learns to hold a pencil in his hand, to use the force of pressure. This activity trains the small muscles of the hand, makes its movements strong and coordinated. It is recommended to use colored pencils, not felt-tip pens. You can invite the child to copy the drawings they like on transparent paper. It is very useful to copy ornaments and patterns, as they contain a large number of curved lines, which is a good preparation for the child's hand to write capital letters. We must not forget about regular classes with plasticine, clay, dough. Kneading, sculpting figures with fingers, the child strengthens and develops the small muscles of the fingers. Another interesting way to develop the fingers is pinching. From a sheet of paper, children pinch off pieces with their fingertips and create a kind of application. Self-massage of hands is one of the types of passive gymnastics. It has a general strengthening effect on the muscular system, improves muscle tone, elasticity and contractility. Under the influence of massage, impulses arise in the receptors of the skin and muscles, which, reaching the cerebral cortex, have a tonic effect on the central nervous system. As a result, its regulatory role in relation to all systems and organs increases. There are the following self-massage techniques: stroking; trituration; kneading; squeezing; active and passing movements. The application contains a set of exercises for the hands, palms and fingers.
IV. DEVELOPMENT AND IMPROVEMENT OF THE MOTOR SPHERE
The child develops in motion. His psychophysical development largely depends on the satisfaction of the child's natural need for movement. Optimal motor and emotional loads create favorable conditions for the normal functioning of all systems and functions of the body. Lack or excess of motor activity adversely affects the health of the child (especially if the child's body already has some kind of pathology). Corrective tasks that a physical education instructor sets for himself in conditions of joint correctional work with other specialists should be focused not only on the motor development of children, but also on their general and speech development, the formation of the psyche and intellect. In physical education classes, the correction of the psychomotor sphere is carried out using the following exercises: 1) kinesiology; 2) imitation; 3) dance-motor; 4) relaxation and respiratory. Thus, kinesiology exercises stimulate the development of intellectual and thought processes. Research scientists have proven the influence of hand movements on the development of the functions of higher nervous activity and speech. Therefore, developmental work should be directed from movement to thinking, and not vice versa. Kinesiology exercises, improving fine motor skills of the hands, develop interhemispheric interaction, which is the basis for the development of intelligence. Imitation movements contribute to the formation in children of ideas about the means of motor expression, help to enter an imaginary situation, see and understand the image of another (a new image of the “I”), conduct a motor dialogue through the language of gestures, facial expressions, postures. Initially, almost all information about the world around the child receives through bodily sensations, therefore, in different parts of the body there are zones that “remember” positive and negative imprints of the child’s communication with the world for life. The less negative marks and muscle clamps on the child's body, the better he feels. That is why dance-motor exercises that develop plasticity, flexibility, lightness of the body, relieve muscle clamps, promote game initiative, stimulate motor and emotional self-expression, effectively solve the problem of relieving psycho-emotional stress. Relaxation exercises, being part of the general corrective work, also relieve excessive muscular and emotional tension characteristic of children and have a calming effect, and this, in turn, is the main condition for the formation of natural speech and correct body movements. In physical education, we teach muscle relaxation in contrast to tension, because children need to be made to feel that muscle tension can be voluntarily replaced by pleasant relaxation. In this case, the tension should be short-term, and relaxation long-term. Through breathing exercises, we form the correct speech breathing in children. It is necessary to teach children to breathe through the nose naturally and without delay, while paying special attention to the moment of exhalation (it should be smooth and long), to learn to restore the rhythm of breathing after a motor exercise. To teach a child with developmental problems to correctly and profitably perform data special exercises , it is necessary to repeatedly show the child how the exercises are performed. The attention span of children is limited, so you need to set only one task for the child. If the task is unbearable for him, then you can beat off any desire to do it. In the structure of a physical education lesson, special exercises can be included in one of its parts or constitute its main content. In the introductory part of the lesson, game exercises are used to develop motor memory, coordination of movements, attention associated with the word and music. At the beginning of the lesson, it is necessary to form in children an emotionally positive attitude towards motor activity. In the main part of the lesson, general developmental exercises of an imitation nature are used, exercises for the development of fine motor skills of the hands using objects for manipulation (small balls, cubes, cords, gymnastic sticks, etc.), outdoor games of varying intensity using speech material, where verb vocabulary. The final part of the lesson includes dance-motor, rhythmic, relaxation, breathing exercises. With a group of children with mental retardation, a lesson is held once a week, consisting only of kinesiology exercises. Children are engaged in subgroups (4-5 people), which are formed in accordance with age. The duration of the lesson is 15-20 minutes. The purpose of developing kinesiology exercises is: 1) development of interhemispheric interaction; 2) synchronization of the work of the hemispheres; 3) development of fine motor skills; 4) development of abilities; 5) development of memory, attention, speech; 6) development of thinking. In the structure of physical education classes based on kinesiology exercises, three parts can be distinguished: introductory, main, final. The introductory part is aimed at enhancing the attention of children and the gradual preparation of the body to perform more complex exercises (duration 2-3 minutes). This part consists of various types of walking, including corrective (for posture, strengthening the foot), imitation, with recitative; from simple game exercises for attention and coordination of movements. The main part solves program tasks for the development of basic movements (duration 12-15 minutes). The final part provides a gradual transition from increased physical activity to its decrease (1-2 minutes). Be sure to use musical accompaniment in the lesson, which creates a favorable emotional mood, additionally concentrates the attention of children. A teacher in a physical education class must adhere to certain rules of interaction with children (“not to notice” if the child does something wrong at first, paying attention to what he does; rejoice with him every success; tell others about his achievements with the child) . The teacher thus creates an atmosphere of trust and cooperation in the classroom, which is the basis for achieving a positive result in correctional and developmental activities. Below we give examples of plans-summaries of three lessons.
LESSON PLANS
CORRECTION OF THE EMOTIONAL SPHERE OF CHILDREN OF THE OLDER PRESCHOOL AGE
Goals Teaching children with developmental problems, self-regulation techniques, the ability to control their body and control their emotions. Removal of muscle clamps.
Equipment A hoop, three benches, a rope with a toy monkey, pencils, paints, paper, scarves, a blanket.
STUDY PROCESS
Children sit on the carpet in a circle. Educational psychologist.Guys, do you like to travel? I knew it. Now we will go to the mysterious island. The rug you are sitting on is not simple, but magical. Sit with your legs extended forward, hold hands and close your eyes. (Music sounds.) Imagine that we are rising up into the clouds, even higher, higher than the clouds, we are flying, the carpet is swaying. Hold on tight to your hands. We breathe everything easily, evenly, deeply. Deep inhale, long exhale. It's good for us to fly hand in hand. But now the carpet is sinking lower, lower. Open your eyes, we are on a mysterious island. What did you feel when you flew?(Children's answers.) Educational psychologist. Did you enjoy holding each other's hands? Let's go around the island, look around it. The place is unfamiliar, so you have to go and listen to every sound. (What sounds did you hear?) Everything seems to be calm and safe. We can play. We jump from bump to bump. We climb into the hoop. We reach the ears of an imaginary giraffe. Well done! Look how many flowers there are! They sleep at night and bloom during the day. Let's pretend we are flowers. Sitting on the floor, we will clasp our knees with our hands - the flowers are sleeping. Wake up - we shake our hands. The sun disappeared - the flowers fell asleep again. Woke up happy, went to sleep sad. Woke up again. A cobra lives on the island. She's kind. Imagine that we, like her, are basking in the sun (lay down on the floor on our stomachs, hands under our chin). The cobra woke up - we rise on our hands, then on our knees, we look forward. And there is also a boa constrictor. Do you know him? He curls up into a ball (lay on his back, hugging his legs), and then sways on his back and gets up. And bunnies live here. One of them is afraid of everyone. Show how he is shaking with fear. The other is a brave hare. "I'm not afraid of anyone!" Stand up and say it boldly.(Children do the task.) Educational psychologist.And now let's play. Let's blindfold, let's go towards each other. Let's say "coo-coo". When we meet, we hug. Let's lie down in a hammock(the educator helps the teacher-psychologist; together with him the teacher-psychologist swings the child on a blanket). A storm has struck(the hammock swings strongly). You have to lie down and say loudly: "I am brave". (The rest of the children stomp their feet - create a storm.)
Children, remember when you said that you were afraid of the dark, scary animals, and swings? Here, on the island, you have become so brave and strong! Now I will turn off the music, and you will remember what you used to be afraid of. Draw it all. When I clap my hands, everything will be different: fear will disappear, you will feel strength, kindness.
(Music plays - children draw; cotton is heard - they tear their drawing.)
Teacher-psychologist. You know, there's a waterfall on the island. He is magical too. Its water is warm. If you put your hands in it, swim in it, then the water will wash away all the bad things, all the insults. You will become joyful, all sad and bad things will go away.(Music plays.) Let's go to the waterfall and stand under its warm jets. Water washes away all sorrows, sorrows, resentments, quarrels. Everyone is in a cheerful, joyful mood. Let's smile and with such a mood we will go to the group.
CORRECTION OF THE INTELLECTUAL SPHERE OF CHILDREN OF THE MIDDLE PRESCHOOL AGE
Goals The formation in children of the ability to make a primary generalization, to represent the subject as a whole. Formation of positive personality traits (empathy, kindness).
Equipment Soft toys: parrot, squirrel, hare, fox and mouse; box with geometric figures; split pictures (with the image of these toys); fishing line; mushroom buttons; sachets with buckwheat, millet, rice.
STUDY PROCESS
Children sit on chairs in a circle. Educational psychologist. Children, guests promised to come to us today. Here is the first guest - Kesha's parrot. He wants to get to know you and play with you. What do you think we can do to make him like it with us, so that he wants to fly to us again? The children answer. Then the educational psychologist carefully passes the toy to the child sitting next to him and asks him to hold it to himself, stroke it, say something affectionate and pass it on to another child. Educational psychologist. And a squirrel, a hare, a fox and a bear came to visit us. Let's treat them to something tasty. You, Tanya and Sasha, pick up mushrooms on a string (we will dry them for a squirrel). You, Antosha and Misha, set aside 10 grains of millet and rice for the parrot Kesha, and you, Seryozha, put 10 grains of buckwheat for the mouse on a plate.(Children do the task.) Educational psychologist. Well, now our guests are full and want to play with us. You have boxes with geometric figures on your table. So that the little animals are not lost in the forest, each has its own path. A squirrel has a circle, a hare has a square, a fox has a triangle, and a mouse has an oval. Build your own lane for each guest by choosing figurines from the box(the teacher-psychologist has toys on the table, each has a corresponding geometric figure). (Children do the task.) Teacher-psychologist.Now put the figurines in the box. Now sit on the edge of the chair, lean against the back, put your hands on your knees, and close your eyes. Imagine a warm wonderful day(music plays). Above you is a bright blue sky. The soft rays of the sun and the warm gentle breeze kiss your eyes and cheeks. A gray cloud flies across the sky. We will put all our grievances, sorrows and sorrows on it. We will always be joyful, kind and strong. Now open your eyes and smile at each other. I love you very much!
CORRECTION OF THE MOTOR SPHERE OF CHILDREN OF THE MIDDLE PRESCHOOL AGE
Goals Strengthening the ability to roll the ball in order to hit a moving object. Strengthening the muscles of the fingers and hand. The development of the eye and coordination of movements. Teaching proper breathing. Formation of the correct assessment.
Equipment Small balls according to the number of children; 5-6 big balls; caps-masks depicting marine life.
STUDY PROCESS
Introductory part "Whistle everyone upstairs!" Children enter the hall in a column one at a time. Building in a line, alignment, checking posture. Instructor. All children are sailors of the patrol ship "Sea Hunter" and must take part in maritime exercises. You will train your strength, agility, endurance, and in moments of rest, have fun and play interesting games. The exercise begins with a "test of organization and discipline." Children perform different types of walking: normal, side steps, hands on the belt (“tamp down the sand”); cross step, back forward (“we confuse the tracks”). Next, they perform a run with overcoming obstacles - along narrow boards (15 cm wide), with jumping over "grooves" 40-50 cm wide ("hands on the ship"); normal walking with a smooth movement of the hands (“big waves”); snake running ("passage through the maze"); normal walking.
The game "Stop, clap, one" The game develops attention and coordination. Children follow each other. At the “Stop” signal, everyone stops, at the “Clap” signal they jump, and at the “One” signal they turn around and go in the opposite direction. Repeated three times.
MAIN PART"Examination special knowledge, skills, skills "
A set of kinesiology exercises Children are built in one line. divers Starting position: legs apart, arms lowered. Retention of breath. Take a deep breath and hold your breath for as long as possible, 3-4 times. Wood Starting position: sitting in a group (squatting, arms around your knees, lower your head). Imagine that you are a seed that gradually sprouts and turns into a tree. Slowly stand up, straighten your torso, stretch your arms up. Tighten the body, imitating a tree. Executed 3 times. Inside Outside Starting position: lying on your back. Close your eyes and listen to the sounds around you (the noise of traffic outside the window, the creak of the door, the breathing of others, etc.), then turn your attention to your body and listen to it (your own breathing, heartbeat, feeling the posture of the body). Executed 3 times. Our ears hear everything Children do self-massage of the auricles. In order to be friends with balls, we need to develop our fingers Starting position: legs apart, a small ball in the hands in front of the chest. Simultaneous and alternate squeezing and unclenching the ball with the fingers of the hands; rolling the ball between the palms; squeezing the ball with your fingertips; rotation of the hands with the ball. Each movement is performed 4-5 times. Bike The exercise is performed in pairs. Starting position: stand opposite each other, touch the partner's palms with your palms. Perform movements similar to those performed by the legs when riding a bicycle, with tension. 8 movements + pause. Executed 3 times. kitty Starting position: standing on all fours. Imitate the sipping of a cat: while inhaling, bend your back, raising your head up, while exhaling, arch your back, lowering your head. It is performed 6-8 times. Jumping on the leader's command 4 jumps forward + 4 jumps back + 4 to the right + 4 to the left + pause (sea roll - roll from heel to toe). Executed 2 times. The waves hiss Starting position: standing on your heels, hands down. Standing on toes, gently raise your hands forward and up (inhale); as you exhale through your mouth with the sound “shhhh”, gently lower your hands, return to the starting position. It is performed 3-4 times. Game exercise "Sea battle" After training, the sailors will have to get into the "torpedo"; an adult quickly rolls large balls along the wall, and children roll their balls across, trying to hit the "torpedoes". Who is the most accurate? It is performed 3-4 times.
FINAL PART
The sailors did an excellent job with the tasks and are invited to visit the sea king at the water carnival. Everyone turns into a fish starfish, mermaids, crabs, seahorses... Smooth music sounds - marine inhabitants, dancing, begin their carnival. sea king(leader) praises the dancers he likes. At the end of the lesson, depending on the condition of the children, you can conduct a relaxation exercise. Starting position: lying on your back, legs apart, arms to the sides, pose "jellyfish". Children relax their hands, shake their legs. The leader says at this time:
I lie on my back, like a jellyfish on the water. I relax my hands, I lower them into the water. I'll shake my legs and take off my fatigue.
To the calm music, the children leave the hall.
APPENDIX
GAMES AND EXERCISES USED IN THE PROGRAM
Game "Homeless Hare" Promotes the development of reaction, skills of non-verbal interaction with children. The game is played by 3 to 6 people. Each player, a hare, draws a small circle around him with a diameter of about 50 cm. The distance between the circles is 1–2 meters. One of the rabbits is homeless. He drives. Hares must imperceptibly from him (with glances, gestures) agree on a “housing exchange” and run from house to house. The task of the driver is to occupy the house during this exchange, which was left for a minute without an owner. The one who remained homeless becomes the driver.
The game "In the Far Far Away Kingdom" Promotes the formation of a sense of empathy, the establishment of mutual understanding between an adult and a child. An adult and a child (mother and child, educator (teacher) and child, etc.), after reading a fairy tale, draw it on a large sheet of paper, depicting heroes and memorable events. Then the adult asks the child to mark in the picture where he (the child) would like to be. The child accompanies the drawing with a description of his adventures “in a fairy tale”. An adult, in the process of drawing, asks him questions: “What would you answer the hero of a fairy tale if he asked you about something? ..”, “What would you do in the place of the hero?”, “What would you feel if the hero of the fairy tale appeared here?
The game "My triangular cap" It helps to learn to concentrate, promotes the child's awareness of his body, teaches him to control movements and control his behavior. The players sit in a circle. Everyone in turn, starting with the leader, pronounce one word from the phrase: “My triangular cap, my triangular cap. And if not triangular, then this is not my cap. The phrase is repeated in the second circle, but the children who fall out to say the word “cap” replace it with a gesture (for example, two light claps on their heads with their palms). In the next circle, two words are already replaced: “cap” and “mine” (point to yourself). In each subsequent round, the players say one word less, and show one more. At the end of the game, the children depict the whole phrase with gestures. If this is difficult, the phrase can be shortened.
Little bird game Develops muscle control. The child is given a fluffy, soft, fragile toy bird (or other animal) in the palms. The adult says: “A bird has flown to you, it is so small, tender, defenseless. She is so afraid of the kite! Hold her, talk to her, comfort her." The child takes the bird in his hands, holds it, strokes it, says kind words, calming it. Together with the bird, he calms down himself. In the future, you can not put the bird in the child’s hands, but simply remind him: “Do you remember how to calm the bird? Calm her down again." Then the child himself sits on a chair, folds his hands and calms down.
Game "Emotional Dictionary" Develops the emotional sphere of the child. A set of cards is laid out in front of the children, which depict the faces of people experiencing various emotions (5-6 cards). The child is asked to answer the question: “What emotions do these people experience?” After that, the child is offered to remember whether he himself was in such states. How did he feel when he was in this or that state? Would he like to return to this state again? Could this facial expression reflect a different state of the person? The facilitator invites the child to draw some emotions. An adult writes down all the examples given by children from life on a piece of paper. After 2-3 weeks, the game can be repeated, while it is possible to compare those states of the child that he had for a long time, and those that have arisen recently. You can ask him to answer the questions: “What conditions have been more over the past 2-3 weeks - negative or positive? What can you do to experience as many positive emotions as possible?
The game "My good parrot" Promotes the development of a sense of empathy, the ability to work in a group. Children stand in a circle. Then the adult says: “Guys! A parrot came to visit us. He wants to meet us and play with us. What do you think we can do to make him like it with us, so that he wants to fly to us again? Children offer: “Speak to him kindly”, “Teach him to play”, etc. An adult carefully passes a plush parrot (bear, bunny) to one of the children. The child, having received a toy, should press it to himself, stroke it, say something pleasant, call it an affectionate name and pass the parrot to another child. The game is best played at a slow pace.
Game "Centipede" Teaches children how to interact with peers, contributes to the rallying of the children's team. Children (5-10 people) stand one after another, holding on to the waist of the person in front. At the command of the leader, the “centipede” starts at first simply moving forward, then crouches, jumps on one leg, crawls between obstacles (these can be chairs, building blocks, etc.) and performs other tasks. The main task of the players is not to break the single chain, to keep the "centipede" intact.
Game "Wonderful bag" Develops kinesthetic sensations, teaches the perception of color, shape, as well as the ability to cooperate with an adult. A “magic bag” is put on the child’s left hand, in which there are geometric figures made of thick colored cardboard (plastic, wood). The bag should be slightly larger than the palm (an elastic band is sewn along the edge of the hole, it is better to sew the bag itself from bright multi-colored shreds). By touch, the child chooses a certain geometric figure with the left hand, according to the instructions of the adult, and draws its contours on paper with the right hand. Then the figurine is taken out of the bag. The child compares it with the drawn one, paints it in the same color as the original. It is desirable that the child, while working, pronounce the name of the figure, color aloud and name the actions that he performs. The game is best played in the following sequence: first, the bag should contain objects of only one shape (for example, only triangles), then two shapes, three shapes, four shapes, etc. Each time (except for the first option), the child is given the following instruction: "Choose such an object as I will show you." Or a more complex option: "Draw the object that you hold in your left hand in a bag." In the latter case, there is no pattern; the child acts only on verbal instructions.
Body Talk Game Teaches the child to control his body. The child lies on the floor - on a large sheet of paper or a piece of wallpaper. An adult traces the contours of the child's figure with a pencil. Then, together with the child, he examines the silhouette and says: “This is your silhouette. Do you want us to color it? What color would you like to paint your arms, legs, torso? Do you think your body helps you in certain situations, like when you are running from danger? What body parts help you the most? And there are situations when your body fails you, does not obey? What do you do in this case? How can you teach your body to be more obedient? Let's agree that you and your body will try to understand each other better.
Game "Athletes" Develops coordination of movements, teaches the child the skills of working with operational cards. The adult explains to the child that now they will play sportsmen together. Athletes must perform various exercises, for example: raise their hands up and down, jump on one or two legs, clap their hands over their heads.
In order not to forget which exercise and how to perform, before starting the game, it is necessary to prepare schemes (operational cards). An adult and a child together draw a diagram for one of the exercises, for example: After 2-3 diagrams are prepared (or 4-5, depending on the child’s capabilities), the adult puts one of them in front of the child and asks to do what is shown on it . After the child learns to “read” the diagram (and this may take several lessons), the adult invites him to master the second diagram. Then the child is asked to complete the sequence from the first and second exercises, and so on.
The game "Roll the doll" Helps to relieve muscle clamps in the arms, increase the child's confidence. The child is given a small doll or other toy in his hands and is told that the doll is afraid to ride on a swing. Our task is to teach her to be brave. First, the child, imitating the movement of a swing, slightly shakes his hand, gradually increasing the amplitude of movements (movements can be in different directions). The adult then asks the child if the doll has become bold. If not, then you need to tell her what she must do to overcome her fear. The game can be repeated several times.
Game "Assembling puzzles" Develops the child's communication skills. First, the child is offered to collect one or more puzzles (“Tangram”, “Pythagorean Square”, “Fold the Square”, etc.) Then one part is quietly removed from the box. The child puts together a familiar puzzle and suddenly discovers that one piece is missing. He turns to an adult for help. If the child is not yet ready for this kind of communication, an adult can help him: “I have this detail. If you need it, you can ask and I'll give it to you." The acquired skill is fixed gradually, with each repetition of this game, and then transferred to other activities.
Mushroom game Teaches you how to match items. For this game you need mushrooms with multi-colored hats (red, yellow, white, brown), baskets for picking mushrooms. The children sit in a circle, the teacher-psychologist lays out mushrooms of two colors (for example, yellow and red) on the floor, takes two baskets and puts a mushroom with a red hat in one of them, and a yellow one in the other. Then he gives the baskets to two children (one basket each) and asks to collect the same mushrooms in them. Children collect, and the rest observe their actions. Then the players show what they have collected in the basket, and the result is summarized in the words: “All red”, “All yellow”.
Game "Get the car" It teaches to understand the conditions of a practical problem, to look for solutions in the environment. This game requires a clockwork car and a stick. The teacher-psychologist starts the typewriter, and it, as it were, accidentally drives under the closet so that the child cannot reach it with his hand. The teacher-psychologist asks the child to get the car and play with it. The child must solve a practical problem: to use for this purpose a stick that is not in his field of vision (the stick lies on the windowsill). If the child tries to do it with his hand, do not stop him. Let's make sure it's not possible. Then the educational psychologist says: "Let's look for something that will help you." If necessary, point to the stick. At the end of the game, you can remind the child: "You must always look for some object that will help you get a toy."
Game "How to get it?" Teaches how to solve problems in a figurative way. For this game, you need a picture of a glass jar containing carrots, pictures of tool items (forks, a net, sticks, spoons). The teacher-psychologist lays out all the pictures in front of the child, asks them to carefully consider and say how to get a carrot for a bunny. The child must choose a picture depicting a suitable object-tool. In case of difficulty, you can create a real situation and check the properties of the selected tool.
Game "Magic Basin" Develops olfactory and taste perception. Children sit in a circle. The teacher-psychologist says: “Imagine that there is a small basin on the floor in front of each of you. It is not simple, but magical: whatever we want, it will appear in the basin. Suppose that in a basin - honey. Remember how golden, transparent, tasty, sweet it is. Slightly tilt the basin towards you: is honey liquid or thick? Look. See how it slowly flows down? Imagine the smell of flowers, flowering trees. Do you remember the smell of honey? Dip your finger in your magic basin, take a little honey. Do you see how it slowly, in a heavy stream, flows down your finger? Do you want to try it? Try it." At the request of children, "magic basins" can be filled with any objects: living and inanimate, real and fabulous.
The game "Mystery Bags" Develops olfactory perception. Children sit in a circle. The teacher-psychologist offers the children 4 bags, which contain: a bar of soap, a head of garlic, mint leaves and dried strawberries. The task for the children is to guess whose smell is hidden in the bag.
Flower shop game Develops olfactory and visual-figurative perception. The teacher-psychologist asks the children to imagine that their room has turned into a flower shop, suggests walking through it, mentally arranging various flowers (roses, lilacs, chrysanthemums) and remembering their location. The task is to collect a bouquet for mom and describe it. Telling about each flower, remember its color and smell. In order to complete this task more efficiently, it is recommended that children visit the flower shop in advance.
The game "Fingers-recognizers" Develops tactile and visual perception. 2-3 objects are placed on the table, different in shape and size. The child explores objects by tracing them with his finger. At the same time, he either looks at these objects, or turns away from them. At the moment when the child turns away, he must recognize this or that object by touch. You can complicate the task by inviting the child with his eyes closed (using his fingers) to find out who approached him.
Game "Goat" The inner side of the palm is down. The index finger and little finger are put forward and move in different directions. The middle and ring fingers are pressed to the palm and clasped by the thumb (Fig. 1)
There is a horned goat For the little guys.
Game "Wasps" Put out the middle finger, hold it between the index and ring fingers, move them in different directions (Fig. 2).
Wasps love sweets, fly to sweets. And wasps will sting if they want to.
Game "Crab" Palms down, fingers crossed and down. The thumbs point towards you. Move the palms on the fingers in one direction, then in the other (Fig. 3).
The crab crawls along the bottom, exposing a claw. Rice. 3
Game "My family" Alternately bend the fingers to the palm, starting with the big one, and with the words “Here is the whole family”, with the other hand, cover the bent fingers (Fig. 4).
Here is grandfather, Here is grandmother, Here is daddy, Here is mommy, Here is my baby, And here is the whole family.
Game "Press your finger" There are two people in the game. The players interlock the bent fingers of their right hands, forming a small "platform". At a certain signal, for example: “Begin!”, one of the participants puts his thumb on the “platform”, and the second participant must catch it from above with his thumb. Then the participants change roles (Fig. 5).
Game "Propeller" The player puts a pencil between straight fingers: index, middle and ring fingers. At the signal "Begin!" the pencil is passed from finger to finger, and the thumb cannot be helped (Fig. 6). The winner is the one whose propeller spins faster and "does not break", that is, whose pencil does not fall.
Exercises for the hands, palms and fingers 1. Place the pads of the four fingers of the right hand at the bases of the fingers of the left hand on the back of the hand. With dotted movements, move the skin 1 cm back and forth, gradually moving towards the wrist joint (dotted movement). Do the same for the other hand. 2. Place the hand and forearm of the left hand on the table. With the edge of the palm of your right hand, simulate sawing in all directions on the back of your left hand (rectilinear motion). Do the same for the other hand. 3. Place the hand and forearm of the left hand on the table. With your right hand, massage the back of the palm of your left hand. Do the same for the right hand. 4. With the knuckles of the fingers of the right hand clenched into a fist, move up and down the palm of the left hand (rectilinear movement). Do the same for the right hand. 5. With phalanxes of fingers clenched into a fist, make movements according to the “gimlet” principle on the palm of the massaged hand. Change hands. 6. Self-massage of fingers. Place the hand and forearm of the left hand on the table. With bent index and middle fingers of the right hand, make grasping movements on the fingers of the left hand (rectilinear movement). Do the same for the right hand. 7. Make movements, as when rubbing frozen hands. 8. Place the pad of the thumb of the right hand on the back of the massaged phalanx of the finger of the left hand. The remaining four fingers of the right hand cover and support the finger from below. Massage in spiral motions. Do the same for the right hand.
Exercise "Swimming in the clouds" Promotes relaxation and imagination. The psychologist gives the children the following instructions: Children, lie down on the floor and take a comfortable position. Close your eyes. Breathe easily and slowly. Imagine that you are in nature, in a beautiful place. Warm, quiet day. You are pleased and you feel good. You are absolutely calm. You lie and look up at the clouds - big, white, fluffy clouds in a beautiful blue sky. Breathe freely. As you inhale, you begin to gently rise above the ground. With each breath, you slowly and smoothly rise towards a large fluffy cloud. You rise even higher to the very top of the cloud and gently sink into it. Now you are on top of a big fluffy cloud. You swim with him. Your arms and legs are spread freely to the sides, you are too lazy to move. You are resting. The cloud slowly begins to descend lower and lower with you until it reaches the ground. Finally, you are safely stretched out on the ground, and your cloud has returned to its home in the sky. It smiles at you, you smile at it. You are in a great mood. Save it for the whole day.
Saniya ARYUKOVA, educational psychologist, Lilia PUSHKINSKAYA, physical education instructor, preschool educational institution No. 122, Astrakhan
The program of developing correctional classes with children of mental retardation
1 hour per week, total 34 hours per year.
Explanatory note
Children with mental retardation have a number of features in psychophysical development, communication. These features do not allow to develop effectively, acquire knowledge, acquire vital skills and abilities. With ZPR, not only the formation of speech and verbal thinking slows down significantly, but the development of cognitive activity as a whole suffers.
The exercises proposed in the program are designed for one year of work with younger students. These exercises contribute to the development of cognitive mental processes of the child. And this is very important, because the child gets the opportunity to develop normally and fully, to enter the world of human relations and not feel defective. A properly constructed system of corrective measures can reduce the gap in the development of the cognitive sphere between children.
The purpose of this program is to develop the cognitive sphere of children with mental retardation, such mental processes as memory, thinking, attention, perception.
Tasks:
1. increase the level of memory development
2. increase the level of development of attention
3. increasing the level of development of thinking
4. increase the level of development of perception
Used methods and techniques: conversation, observation, testing, individual remedial classes, individual consultations.
Target Audience: The program is designed for younger students.
Form of work: individual.
The results of work on this program are expected to increase the level of development of cognitive mental processes in children with mental retardation, such as memory, attention, thinking, perception. To determine the effectiveness of the work carried out, a comparative analysis of the results of the first and final diagnostics, which will be carried out after all the classes provided for by the program, will help. The results of the comparative analysis will help to conclude whether the goal we set was achieved and whether the tasks set by us were solved, and it will also allow you to make the necessary changes and additions to the program, if necessary.
Educational - thematic plan
topic | Total hours |
|
Diagnostics of the cognitive sphere | ||
Development of thinking | ||
Development of attention | ||
Development of perception | ||
Memory Development | ||
Retesting | ||
Total | ||
Calendar - thematic plan
topic | Total hours | date of | ||
Diagnostics cognizer noah sphere | 8.09 15.09 | Purpose: to identify the level of development of cognitive processes. Methods used: 1. "10 words" (memory study) 2. "Remember the pictures" (memory study) 3. "Cut pictures" (study of perception) 4. "Sequence of events" (study of perception) 5. "4 extra" (study of thinking) 6. "Classification" (study of thinking) 7. "Simple analogies" (study of thinking) 8. "Schulte Tables" (attention study) 9. "Pictogram" (study of the imagination). 10. "Wegner's Labyrinths" (a study of thinking) |
||
Development of thinking | 22.09 29.09 6.10 13.10 20.10 27.10 10.11 17.11 | "Remember Shapes" "Remember a couple." "Remember the right words." "Finish the phrases." "Comparison of concepts". "New Words". "From particular to general". "From general to specific". "Choose a general concept." "Split into groups." |
||
Development of attention | 24.11 1.12 8.12 15.12 22.12 28.12 12.01 | "Guess". "Guess the animal" "Finish the sentence." "Composing Definitions". "Give me a reason." "Riddles - descriptions" "Superfluous word". "Ranging". |
||
Development of perception | 19.01 26.01 2.02 9.02 16.02 23.02 2.03 | "Proverbs and sayings". "Pick the next one." "Time and anti-time". "Pictogram". "Finish the sentence." Find similarities and differences. |
||
Memory Development | 9.03 16.03 23.03 6.04 13.04 20.04 27.04 4.05 | "Listen, read and retell" - "Stories". "What more?" "Unravel the knot." "Gardener". "Methods of Raven and Eysenck" "Make a Match" |
||
Retesting | 11.05 18.05 | 10 methods |
||
Total: 34 hours |
||||
- Diagnostic methods.
1. Method "10 words"
The technique is aimed at the study of memorization. The subject is asked to memorize a list of words and reproduce it. The procedure is repeated 10 times. Then, after 30 minutes, the subject is again asked to reproduce the words he remembered.
List of words: mountain, bread, forest, cat, water, window, table, chair, brother, house.
2. Method "Remember the pictures."
The technique is aimed at the study of memorization.
The subject is asked to remember the pictures and who is drawn on them.
3. Method "Cut pictures".
The technique is aimed at the study of perception. The subject is presented with a picture cut into several parts and asked to assemble it. In parallel, you can present the same whole picture.
4.Methodology "Sequence of events".
The technique is aimed at the study of perception and thinking. The subject is presented with a series of pictures and asked to arrange them in order in accordance with the plot.
5. Method "4 extra".
The technique is aimed at the study of thinking. The subject is presented with a picture, which shows 4 objects. It is necessary to name an extra item and explain why it is superfluous.
6.Method "Classification".
The technique is aimed at the study of thinking. Pictures are laid out in front of the subjects and asked to sort them into groups. The subject must voice his actions, each group must be named and explained why these particular items were included in it.
7. Technique "Simple analogies".
The methodology is aimed at identifying the ability to establish logical connections and relationships between concepts, as well as the ability to sustainably maintain a given way of reasoning. The test subjects are presented with a list of tasks where it is necessary to correlate words according to a given analogy.
8. The method of "Schulte table".
The subject is presented with 5 tables, on each of which numbers from 1 to 25 are arranged in a chaotic manner. It is necessary to find and indicate the numbers as quickly as possible, in ascending order. The time of work with each table is fixed.
9. Method "Pictorama".
The subject is presented with a list of words. Each word the subject must sketch in a certain way. An hour after all the words are depicted, he must reproduce each word according to the sketches.
- Corrective lessons.
Purpose: correction of cognitive mental processes.
Tasks:
1. development of thinking processes
2. memory correction
3. attention correction
4. perception correction.
List of exercises.
1) "Fix the missing word."
The child is read 5-7 words that are not related in meaning: cow, table, wall, letter, flower, bag, head. Then the row is read again with the omission of one of the words. The child must name the missing word. Task option: upon repeated reading, you can replace one word with another (from one semantic field, for example, a cow-calf; similar in sound, for example, a table-groan); the child must find the error.
2) "Remember Shapes"
Prepare a set of cards with different images.
Explain that in order to remember the material well, you can use a technique such as classification, i.e. the grouping of objects that are similar in some way.
Ask the child to look carefully at the pattern and memorize it. Then invite him to draw these figures from memory in the same order. Estimated display time for the first sequence is 2 s, for the second - 3 - 4 s, for the fifth - 6-7 s.
For example, to memorize a series of geometric shapes, they must be divided into groups. The form may contain triangles, circles, squares, crossed out in different ways. Thus, these figures can be divided into groups depending on their shape and/or type of strikethrough. Now they are easy to remember and reproduce.
3) "Remember a couple."
Prepare forms with figures for memorization and reproduction.
Explain to the child how he will remember the figures. He looks at the 1st form and tries to remember the proposed pairs of images (figure and sign). Then the form is removed and he is offered the 2nd form - for reproduction, on which he must draw in the empty cells in front of each figure the pair corresponding to it.
4) "Remember the right words."
Of the proposed phrases (stories), the child remembers only those words that mean: weather, transport, plants, etc.
5) "Pictogram".
The text is read to the child. In order to remember it, he must somehow depict (draw) each semantic fragment. Then the child is asked to reproduce the story according to his sketches.
6) "Finish the phrases."
Invite the child to choose the words that are appropriate in meaning to complete the phrases:
cunning, red-haired ...; desktop...; onion...; ripe sweet...; fragrant toilet...; chicken...; green...; yellow-mouthed...; prickly ... etc.
7) "Comparison of concepts".
Invite the child to choose the appropriate definitions with the opposite meaning.
Carrots are sweet, and radishes...
Liquid milk, and sour cream ...
The grass is low and the tree...
Winter is cold and summer...
The soot is black, and the chalk...
Sugar is sweet and pepper...
8). "New Words".
The child is asked to describe an unfamiliar (familiar) object (ball, apple, cat, locomotive, lemon, snow, etc.) according to the following scheme:
What color is it (what other colors are there)?
What does he look like? What is very different from?
What material is it made of (what else could it be)?
What size, shape? What does it feel like? What smells? What does it taste like?
Where is it found?
What does a person need? What can be done with it?
What group of objects does it belong to (furniture, dishes, animals, fruits, etc.)?
At first, playing around with new words can be carried out in the form of a dialogue, where the psychologist asks a question, and the child answers. Then you can switch roles. “At the same time, the child monitors the correctness of the answers.
9) "Guessing game".
The psychologist describes the object, and the child guesses the intended word. Then they switch roles.
10) "Riddles-descriptions".
Under the pines, under the fir-trees lies a bag of needles. (Hedgehog.)
Now, red, then gray, and by name - white. (Squirrel.)
A new vessel, and all in holes. (Colander.)
The ball was white. The wind blew and the balloon flew away. (Dandelion.)
Ser, but not a wolf, long-eared, but not a hare, with hooves, but not a horse. (Donkey.)
11) "Guess the animal"
Ask the child: “What animals are characterized by these qualities: cunning, like ...; cowardly as...; prickly like...; faithful as...; sharp-sighted as...; wise as...; strong as...; hungry, how...?” The same - with any other natural phenomena, etc.
12) "Finish the sentence."
The child is invited to insert the necessary words instead of dots.
An animal that meows is called...
The bird that croaks is called...
The tree that grows apples is called...
The tree that is decorated for the New Year is called ...
Then you can ask the child to independently make similar definitions of phenomena well known to him.
13) "Composing Definitions".
The task can be performed orally or (for schoolchildren) in writing:
a) a saucer is ..., a butter dish - ..., a pear - ..., a lair - ..., a doctor - ..., early - ..., twilight - ..., whisper - ... , cry - ..., lake - ..., chilly - ..., neatly - ...
b) heals people..., vegetables grow..., the plane leads..., flies above all..., runs fastest..., goes hunting at night...
14) "Give me a reason."
Explain to the child that everything that happens, any phenomenon, has a reason, i.e. there is an answer to the question: “Why does this happen?”. Give an example: ice - it appears when it is very cold and water freezes. Ask the child to name the reason for such phenomena as a flood, a deuce, mother took an umbrella, foliage flies around, etc.
It is important to show the child the variety of consequences arising from the same event in real life. And vice versa - an unambiguous consequence of various reasons.
15) "Composing a story from a series of pictures."
A series of pictures (based on a fairy tale or everyday history) is laid out in front of the child, similar to the plots of N. Radlov or H. Bidstrup, presented in the "Album". At first they are presented in the correct semantic sequence; The child must write a story. If necessary, you can ask leading questions.
The next important step is the intentional "violation of order" when laying out a series of pictures. The goal is a clear demonstration that changing the order of pictures (events) completely changes (up to complete absurdity) the plot.
Finally, the child must independently build an event series from the mixed cards and compose a story.
16) "Compilation of a story based on a plot picture."
Work on understanding the meaning of the picture also begins with the reproduction of the plot based on questions. The child then writes a story on their own.
17) "Listen, read and retell."
Listening (reading) of short stories (fables) with subsequent retelling and conversation about the meaning of the work, its morality.
18) "Proverbs and sayings".
Work on the understanding of proverbs and sayings that directly reflect the presence of cause-and-effect relationships. For example: “They cut down the forest, the chips fly”, “What you sow, you will reap”, “Prepare a sleigh in the summer, and a cart in the winter”.
Proverbs.
Strike while the iron is hot.
Do not count your chickens before they are hatched.
There is nothing to blame on the mirror, if the face is crooked.
The hut is not red in the corners, but red in the pies.
Better less is better.
I took hold of the tug, don't say that it's not hefty.
Do not sit in your sleigh.
Not all that glitters is gold.
Seven times measure cut once.
Metaphors.
Golden head.
iron character.
Poison person.
Stone heart.
Toothy guy.
Silent night.
19) "Pick the next one."
Ask the child to choose a word that should denote the phenomenon that follows the one named:
first - ..., breakfast - ..., July - ..., summer - ..., January - ..., winter - .... seventh - ..., 1998 - ... etc. P.
20) "Put the events in order."
I am going to sleep; I have dinner; I watch TV; I brush my teeth; I play football, etc. Leaves fall; flowers are blooming; snowing; ripening strawberries; migratory birds fly away, etc.
In a year; the day before yesterday; today; tomorrow; a month ago, etc.
21) "Time and anti-time".
Each of the participants is invited to describe an event: an excursion, yesterday's incident, a movie, etc. First - correctly, and then - backwards, from the end to the beginning.
22) "Read the hidden sentence."
The sample below shows a task in which the words that make up the desired sentence are hidden among other letters.
Lgornkkerogsunshineshinebrightbrightshutsrogto go downhill for the mountain to go down for thesbjsvrn.
It is clear that the task will become more complicated as the text increases.
23) "Finish the sentence."
The child is asked: "Continue the sentence by choosing the most appropriate word."
A tree always has ... (leaves, flowers, fruits, root).
The boot always has ... (laces, sole, zipper, buckle).
The dress always has... (hem, pockets, sleeves, buttons).
A picture always has... (artist, frame, signature).
24) Find similarities and differences.
The child is offered a pair of words for analysis. He should note the common and different in the respective objects.
For example, a nightingale is a sparrow, summer is winter, a chair is a sofa, a birch is a spruce, an airplane is a car, a hare is a rabbit, glasses are binoculars, a girl is a boy, etc.
25) "From particular to general".
Explain to the child that there are words that denote many similar objects, phenomena. These words are general terms. For example, the word fruit can be called apples, oranges, pears, etc.
But there are words that indicate a smaller number of similar objects, and they are private, specific concepts. Any of these words, for example apples, means only apples, although they can be large, small, green, red, sweet, sour apples. Now ask the child to match the general concept to the particular ones.
Below are two rows of words. To the words from the first row, the child selects a suitable concept from the second row:
a) cucumber, autumn, bee, north, rain, peacock, lake;
b) vegetable, season, insect, side of the horizon, precipitation, berry, pond, bird.
26) "What more?"
The child should answer the question: “Which is more: birches or trees, strawberries or berries, flies or insects, flowers or lilies of the valley, whales or mammals, words or nouns, squares or rectangles, cakes or sweets?” - and justify your answer.
27) "From general to specific".
The task is the reverse of the previous one. The child must build a “tree”, the trunk of which is a general concept, such as nature, and the branches are more private, such as living or non-living. Then from the word living - respectively branches: plants - animals-people, etc. The next branching comes, for example, from the word animals: domestic - wild or: birds - snakes - fish - insects, etc.
28) "Choose a general concept."
Invite the child to name the following concepts in one word and complete the row:
apple, pear - ...; chair, wardrobe - ...; cucumber, cabbage - ...; shoe, boot - ...; doll, ball - ...; cup, plate - ...; cat, elephant - ...; leg, arm - ...; flower, tree - ...; perch, pike - ...; rose, dandelion - ...; March, September - ...; oak, birch - ...; lantern, lamp - ...: rain, snow - ...
The same exercise must be performed with adverbs, adjectives, verbs.
29) "Split into groups."
The child is offered a number of images, which he must decompose into generalized groups, for example: mushrooms and berries, shoes and clothes, animals and flowers. He must give a name to each resulting group and list (name) all of its components.
30) "Classification according to the generalizing word".
According to a given generalizing concept (for example, dishes, vegetables, furniture, iron objects, round, prickly, flying, sweet, etc.), the child must choose from a set of pictures those that will correspond to him.
31) "An extra word."
The child is invited to highlight a word or feature that is superfluous among others, and to choose a general concept for all the others. The child must answer the questions: “Which word is superfluous? Why?".
A.) Plate, cup, table, teapot.
Dark, overcast, light, chilly.
Birch, aspen, pine, oak.
Fast, running, jumping, crawling.
Sofa, table, armchair, wood.
Much, pure, little, half.
Pen, chalk, pencil case, doll.
Yesterday, today, morning, day after tomorrow
Earthquake, typhoon, mountain, tornado.
Comma, dot, dash, union.
Neatly, carelessly, sadly, diligently.
B.) Winter, summer, autumn, June, spring.
Lie down, stand, cry, sit.
Old, tall, young, old, young.
Red, blue, beautiful, yellow, grey.
Shut up, whisper, laugh, yell.
Sweet, salty, bitter, sour, roasted.
32) "Ranking".
Explain to the child what ranking is, and ask him to rank the following concepts according to a certain (in each case, his own) principle:
peas - apricot - watermelon - orange - cherry; bee - sparrow - butterfly - ostrich - magpie; tooth - hand - neck - finger - leg; snowflake - icicle - iceberg - ice floe - snowdrift; street - apartment - city - country - Earth; baby boy - man - old man - boy; to be silent - to speak - to shout - to whisper.
33) "Unravel the knot."
The child mentally needs to “untie” the knots (Fig. 25) and tell how he does it.
34) "Gardener".
It is necessary to go the way the gardener walked (see Fig. 26). He went around all the apple trees in order (points in the figure) and returned to the starting point (*), never returning to the same apple tree and empty cells, not walking diagonally, not going to the filled cells.
35) "Methods of Raven and Eysenck».
An excellent training in the ability to establish patterns are tasks such as the well-known Raven matrices and Eysenck tests (Fig. 28): “Which picture from bottom row Need to fill in the empty space?
36) "Stories".
Bad watchman.
One housewife's mice ate lard in the cellar. Then she locked the cat in the cellar. And the cat ate both fat, and meat, and milk.
Issues for discussion:
1. What is the story about?
2. Why is the story called "The Bad Watchman"?
Jackdaw and doves.
The jackdaw heard that pigeons were well fed, whitened in White color and flew into the dovecote. The pigeons accepted her as their own, fed her, but the jackdaw could not resist and croaked like a tick.
Ant and dove.
The ant wanted to get drunk and went down to the stream. The wave swept over him and he began to sink. A dove flying past noticed this and threw a branch into the stream. An ant climbed onto a branch and escaped.
The next day, the ant saw that the hunter wanted to catch the dove in a net. It crawled up to him and bit him on the leg. The hunter screamed in pain and dropped the net. The dove fluttered and flew away.
Fox.
The fox fell into a trap, tore off its tail and left. And she began to think of ways to cover up her shame. She called the foxes and began to persuade them to cut off their tails.
The tail, - he says, - is completely inopportune, only in vain we drag the extra weight behind us.
One fox says:
Oh, you wouldn't say that if you weren't short-haired!
The bobcat fox was silent and left.
Wolf and goat.
The wolf sees - the goat is grazing on a stone mountain, and he can’t get close to her, he says to her:
You should go down, here the place is more even, and the grass is much sweeter for your bark.
And the goat says:
That's not why you, wolf, are calling me downstairs - you're not about mine, but about your food.
Wolf and fox.
The wolf ran away from the dogs and wanted to hide in a ditch. And in the ditch sat a fox, she bared her teeth and said:
I won't let you in - this is my place. The wolf did not argue, but only said:
If the dogs were not so close, I would show you whose place it is, and now, apparently, your truth.
Oh and Yozh.
Once a hedgehog came to the snake and said:
Let me go to your nest for a while.
Already let it go. As soon as the hedgehog climbed into the nest, there was no life for the stings from the hedgehog. I already said to the hedgehog:
I only let you in for a while, and now go away, my uzhaka are pricking on your needles, and they hurt.
Hedgehog said:
The one who hurts, go away, but I feel good here.
Builders.
The animals decided to build a bridge. Each of them submitted their proposal. Hare said:
The bridge must be built from rods. Firstly, it is easier to build, and secondly, it will cost less.
No, - objected the bear, - if we build, then it is necessary from hundred-year-old oaks, so that the bridge is strong and long-lasting.
Allow me, - the donkey intervened in the conversation. - Which bridge to build, we will decide later. First you need to solve the most fundamental question: how to build it, along or across the river?
37) " Match"
It is necessary to match the phrases and build a sentence.
Drum - Sunrise
Sat on a flower - a bee
Dirt is the best vacation
Cowardice is a fire
Happened at the factory - hung on the wall
In the mountains - an ancient city
In the room - disgusting quality
Sleep - very hot
Moscow - boy
Metals - iron and gold
Our country is the cause of the disease
He brought a book - an advanced state.
Answers:
The drum hung on the wall.
The bee sat on the flower.
Dirt is the cause of disease.
Cowardice is a disgusting quality.
Sunrise in the mountains.
There was a fire at the factory.
The room is very hot.
The best rest is sleep.
Moscow is an ancient city.
Iron and gold are metals.
3. List of references
1. Vlasova T.A., Pevzner M.S. About children with developmental disabilities / Vlasova T.A., Pevzner M.S. - M .: Education, 1973.
2. Correctional pedagogy / Ed. Puzanova B.P. - M .: Education, 1979.
3. Kashchenko V.G. Pedagogical correction / Kashchenko V.G. – M.: VLADOS., 1994.
4. Kozlov N.I. the best psychological games and exercises / Kozlov N.I. - Yekaterinburg, 1998.
5. Leonhard E.I., Samsonova E.G., Ivanova E.A. I do not want to be silent / Leonhard E.I., Samsonova E.G., Ivanova E.A. - M.: VLADOS, 1996.
6. Practical psychodiagnostics. Methods and tests. Textbook / editor - compiler Raigorodsky D.Ya - Samara: Publishing House "BAHRAKH - M", 2007.
7. Elizarov A.N. Concepts and methods of psychological assistance / Elizarov A.N. Axis - 89, 2007.