This correctional and developmental program is necessary in conditions modern education work with children with mental retardation.

Over the past three years, there has been an alarming trend in the increase in the number of children with physical and mental health disorders, which are due to biological, environmental, socio-psychological and other factors, as well as their combination. A significant proportion of these children are children with mental retardation (MPD).

Mental retardation is a slowdown in the rate of development of mental processes, which is more often manifested upon admission to school and is expressed in the lack of a general stock of knowledge, limited ideas, immaturity of thinking, low intellectual focus, the predominance of gaming interests, and rapid oversaturation in intellectual activity. Unlike children suffering from oligophrenia, these children are quite quick-witted within the limits of available knowledge, and are much more productive in using help. At the same time, in some cases, a delay in the development of the emotional sphere (various types of infantilism) will come to the fore, and violations in the intellectual sphere will not be expressed sharply. In other cases, on the contrary, a slowdown in the development of the intellectual sphere will prevail.

Delayed mental development in children can be due to many factors. In particular, these are: hereditary predisposition, impaired brain function during fetal development, birth complications, chronic and long-term diseases in early childhood, unsuitable upbringing conditions, and the like.

Depending on these factors, there are various forms of CRP.

Constitutional and somatogenic origin - the child is miniature and outwardly the fragile structure of his emotional-volitional sphere corresponds to an earlier age, frequent illnesses reduce the exactingness of parents, general weakness of the body reduces the performance of his memory, attention, working capacity, inhibits the development of cognitive activity.

Psychogenic origin - due to unsuitable conditions of education (excessive guardianship or insufficient care for the child). Development is delayed due to the limitation of the complex of stimuli coming from the environment.

Of cerebro-organic origin - the most stable and most complex, due to damage to the child's brain due to pathological effects (mainly in the second half of pregnancy). Given the low level of mental development, it manifests itself in the difficulties of mastering educational material, the lack of cognitive interest and motivation for learning.

A significant part of children with mental retardation, having received timely correctional assistance, learns the program material and “levels out” after completing primary school. At the same time, many children in subsequent years of education require special conditions organization of the pedagogical process through significant difficulties in the assimilation of educational material.

A child who has such difficulties requires a thorough psychological and pedagogical study to determine the optimal and effective methods learning.

This correctional and developmental program is necessary in the conditions of real modern education for working with children with mental retardation .

Since in children with mental retardation there are discrepancies in the sensitive periods of development of mental functions in relation to the age of the child, when creating this program and developing classes, groups of cognitive impairments in children with mental retardation were taken into account and the principle of compensating for the insufficient development of qualities, abilities and functions.

The structure of the correctional program

The purpose of the program is to establish and promote the establishment of psychological contact with the child, the creation and support of the desire for self-study and self-education, the activation and stimulation of cognitive activity, the development of the emotional-volitional sphere, fine motor skills of the hand, teaching communicative and non-verbal behavior, skills of cooperation, education of sympathy, goodwill , mutual assistance and other positive character traits of a child with mental retardation.

1. Tasks:

Removing emotional stress and creating an emotionally comfortable atmosphere.

Develop cognitive activity;

- develop cognitive mental processes: perception, observation, productive ways of memorizing, the ability to evenly distribute attention, thinking processes (analysis, synthesis, generalization, classification, inference, understanding of cause-and-effect relationships), speech.

Develop general and fine motor skills of the hands;

Develop emotional self-regulation skills.

Methods and forms of work:

Exercises for the development of cognitive and emotional-volitional spheres.

Communicative, didactic and outdoor games.

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Exercises for the development of motor skills.

Relaxation exercises.

Game therapy.

Psychogymnastics.

Materials and equipment: sandbox, colored pencils, simple pencil, stimulus material, A4 paper, Su-Jok ball, brush, paints, bag, tape recorder.

2. Organization of classes

Classes are held individually with a child of senior preschool age with mental retardation. The frequency of classes is 2 times a week.

The duration is 25-30 minutes, but it is necessary to take into account the individual characteristics of a child with mental retardation.

Number of classes - 10.

Program efficiency criterion

The criterion for the effectiveness of the program is the conduct of primary and secondary diagnosis using the methodology of Zabramnaya S.D. from the book "From Diagnostics to Development", based on the results of which a correctional and developmental program is compiled. During the classes, psychodiagnostic exercises from the collection are used, with the help of which it is possible to trace the dynamics of the child's development.

The program contributes to a sufficient level of development of cognitive mental processes (memory, thinking, attention, speech) and the balance of the child's emotional development based on the results of diagnostics after the child's participation in correctional work.

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	the date
	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

1. 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.

1. 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 denote: weather conditions, 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. (A 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 of the fact 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'm going to bed; 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.

Carefully, 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 the bottom row should fill 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. First, it is easier to build, and Secondly, will be cheaper.

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. Tutorial/ editor - compiler Raygorodsky D.Ya - Samara: Publishing House "BAHRAKH - M", 2007.

7. Elizarov A.N. Concepts and methods of psychological assistance / Elizarov A.N. Axis - 89, 2007.

Municipal educational institution for children,

in need of psychological, pedagogical and medical and social assistance

Center for Diagnostics and Counseling "Vysota"

g.o. Zhukovsky, Moscow region

ACADEMIC PLAN

Target:

emotional development.

Training period:

Forms of study:

Class mode:

	Section names	Total hours
	Formation of cooperation of the child with adults and peers and mastery ways of assimilation of social experience.
	Emotional development.
	Intellectual development.
	Development and improvement of the motor sphere.

Municipal educational institution

Center for Diagnostics and Counseling "Vysota"

g. o. Zhukovsky, Moscow Region

EDUCATIONAL - THEMATIC PLAN

The program for the integrated development of various aspects of the psyche for children of preschool and younger age "The Other Us" (for children with mental retardation).

Target:

Introduce children with mental retardation into the complex world of human relationships.

Create a zone of proximal development to overcome the shortcomings of the intellectual and

emotional development.

Prepare children with mental retardation for schooling and, in the future, for independent living.

Training period: from October to May (inclusive).

Forms of study:cognitive activities, game mini-trainings and exercises on body-oriented techniques.

Class mode: the duration of classes is 30-40 minutes throughout the year, 2 times a week.

	Section names	Total hours
	Formation of cooperation of the child with adults and peers and mastery ways of assimilation of social experience.
	Acquaintance
	Why rules are needed
	Visiting a fairy tale (according to the plot of the Russian folk tale "Ryaba the Hen"
	The world is yours and mine.
	We are all different
	We act together
	Unusual creatures
	Our house and we in it
	My friend.
	Affectionate mother
	Good words
	The guests have come
	My family
	Emotional development.
	Chants, whisperers, silencers
	Bag of whims
	Frog (art therapy)
	My mood
	Journey to the magical forest
	Kitten (art therapy)
	unusual rainbow
	quiet lake
	Rowan branch (art therapy)
	Depict the phenomena
	Blotography
	Dolphin (art therapy)
	My world (sand therapy)
	Octopuses (art therapy)
	Cockerel (art therapy)
	Magic wand
	Butterfly (art therapy)
	Ladybug (art therapy)
	Owl (art therapy)
	Cave of fears
	Dandelions (art therapy)
	Zoo (sand therapy)
	Guess who I am?
	Intellectual development.
	Rooster and paints
	Superfluous word
	In the country on the contrary
	Who is the most considerate
	Tell and show
	memo
	Flying, walking, swimming.
	In the land of geometric shapes
	Whether in the garden, in the garden
	Cold, hot, warm
	Magic figurines
	Toy shop
	In the poultry yard
	Seasons
	top-bottom
	Front - back - between
	cheerful account
	Builders
	Inside Outside
	Parts of the day
	Development and improvement of the motor sphere
	Journey to the land of crossroads
	magic ball
	Walking on the waves
	tangled paths
	We are smart and brave
	Sport family
	Forest Olympics
	Humpty Dumpty
	transformation
	circus artists
	We swim in the clouds
	Runners and jumpers

Explanatory note

The problem of education and training of preschoolers with developmental disabilities is one of the most important in educational psychology. In connection with the increase in the number of children with mental retardation, the problem of forming their readiness for schooling becomes urgent. 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, 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.

Work with such children 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. In children, there are symptoms of age-related underdevelopment, lack of formation 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 mental 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 of a teacher can be effective if 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 informed of all cases, 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.

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.

Work begins with a survey, during which information about the child is collected. The information obtained helps to outline the directions of correctional and educational work. A feature of the mental retardation is the unevenness of violations of various mental functions. Children with mental retardation are characterized by low cognitive activity, insufficiency of the processes of perception, memory, 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 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 a variety of models, so the game and game forms work is 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.

Target:

1. Introduce children with mental retardation into the complex world of human relationships.

2. Create a zone of proximal development to overcome the shortcomings of intellectual and emotional development.

3. Prepare children with mental retardation for schooling, and in the future for independent living.

Tasks:

1. 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.
2. Activate the forces of the child himself, set him up to overcome life's difficulties.
3. Develop mental abilities.
4. Teach social skills.

Terms and Conditions

The program is designed for children 4-7 years old and includes educational activities, game mini-trainings and exercises in body-oriented techniques.

The duration of classes is 30-40 minutes throughout the year, 2 times a week. The academic year consists of 72 lessons. Classes are held in a group of 2-6 people.

Class structure

All classes have a flexible structure, designed taking into account the age characteristics of children,

the severity of the defect. Classes are built on the basis of the principles of integration (including 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 process of classes, children develop communicative qualities, enrich emotional experience, activate thinking, realize and experience successes and failures,

results of activity, social interactions and motor acts are projected, personal orientation is formed.

The mood of children, their psychological state at specific moments can cause variations in the methods, techniques and structure of classes.

Traditional methods, used in the classroom are enriched with game situations.

The lesson is structured like this:

1. Warm up in a circle: psychological attitude to the lesson, greeting (duration 3 minutes).

2. Exercise for our fingers: work with nuts, pencils, buttons, grains + finger games (duration 5 minutes).

3. 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).

4. Motor warm-up: reception "Reincarnation" or game mini-training "Revive the picture" (duration 5 minutes).

5. Relaxation, psycho-gymnastics (duration 3 minutes).

6. Farewell (duration 2 minutes).

In the interaction of a teacher-psychologist with a 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 developmental delays in order to move to the next stage of development.

Expected results:

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 is connected with the leading spheres of being: 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. In the process of mastering the program, the child learns the basic rules and ways of communicating with others, his level of general awareness rises, his motor sphere is formed and improved, his cognitive abilities and the ability to accept and transform the help of an adult develop.

Program

1. 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 according to an 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). It happens through the child's education 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 loss of control of behavior, overwork, and a lack of active attention.
Once again, I would like to note that all classes are held in an entertaining form for the child. The behavior modification technique is very simple: good behavior the child receives encouragement (verbal), for the bad is deprived of 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 pedagogue-psychologist helps the child to 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, you need to draw the child's attention to what happens to him in each certain 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 a 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.

Lesson number 1. Acquaintance

Purpose: To give each child to express their individuality, find their positive traits and feel the value of their personality; help children get new positive experience.

1. Meeting minute
2. Exercise "I love"
3. The game "Everyone - some - only me."
4. Balloon flight exercise.
5. Drawing "Air balloon"
6. Creative task "Live names".
7. Parting.

Lesson #2 "Why do we need rules?"

Purpose: To teach children to consciously follow the rules and bear responsibility for this.

1. Meeting minute.
2. Exercise "Snowball"
3. Exercise "Peepers"
4. Conversation "Belkin questions"
5. Game "Market"
6. Drawing "On the contrary"
7. Parting.

2. 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, conniving 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.
I, as a psychologist, 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.

CORRECTION OF THE EMOTIONAL SPHERE OF CHILDREN OF THE OLDER PRESCHOOL AGE

Goals

your body and control your 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.

Teacher-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.)

Teacher-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 that we- flowers. Sitting on the floor, we clasp our knees with our hands- flowers sleep. wake up- we shake our hands. The sun has disappeared- the flowers fell asleep again. woke up- happy, sleepy- 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). Cobra woke up- We rise on our hands, then on our knees, 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. Another- brave rabbit. "I'm not afraid of anyone!"- stand up and say it boldly.(Children do the task.)

Teacher-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 teacher-psychologist is helped by a parent; 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- bold" .(The rest of the children stamp their feet - they create a storm.) Children, remember, you once said that you were afraid of the dark, scary animals, and riding a swing? 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 is playing - 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, all the grievances. 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.

3. 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, leading children to a classification based on the selection of an 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:
at the squirrel, at the bunny -, at the fox -, at 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"

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, if a child has a speech defect, 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, who are preparing to enter the 1st grade, the muscles of the hand, coordination of movements of the fingers, forearm and shoulder part of the writing hand are not yet sufficiently developed. They are still poorly oriented in space and on the 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 is most difficult for 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. Classes are held in the form of various games or trainings (additionally 1 lesson per week).
To practice the differentiation of the right and left parts of the body, the following exercises can be recommended.

1. Show right hand, then 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.

simple and effective method preparing hands for writing - 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.

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: a parrot, a squirrel, a hare, a fox and a mouse: a box with geometric

figurines; 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.

Teacher-psychologist.Children, guests promised to come to us today. Here. first guest- parrot Kesha. 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.

Teacher-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.)

Teacher-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. At the squirrel- circle, at the hare- square, at the fox- triangle, mouse- 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 so much!

4. DEVELOPMENT AND IMPROVEMENT
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.
In order to teach a child with developmental problems to perform these special exercises correctly and with benefit, 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).
Must be used in class musical accompaniment, 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.

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 correct posture.

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, a in moments of relaxation, 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”); back forward ("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

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.

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); on the exhale through the 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 fish, starfish, mermaids, crabs, seahorses... Smooth music sounds - the marine inhabitants, dancing, begin their carnival. The 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 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.

Used Books

1.C. Aryukova, L. Pushkinskaya "Correction and developmental program for children [of preschool age with mental retardation." School psychologist, №20, 2003

2.0. V. Zashchirinskaya. Psychology of children with mental retardation. Speech. St. Petersburg. 2003

3. E.K. Lyutova, G.B. Monina. Cheat sheet for adults. Psychocorrective work with hyperactive, aggressive, anxious and autistic children. Genesis. M., 2003 I

4.I.I.Mamaychuk Psychological assistance to children with developmental problems Speech. , St. Petersburg. 2001 I

5. M. I. Chistyakova. Psycho-gymnastics.M.D995

6. E.O. Smirnova, V.M. Kholmogorov. Interpersonal relationships of preschoolers Vlados, M., 2003

7. K. Vopel. How to teach children to cooperate. Psychological games and
exercises.Genesis.M., 1998

8. Paul I. Dennison, Gale I. Dennison. Brain Gymnastics. M., Climbing, 1998.

9. VL Sharokhina Correction and developmental classes. (in the younger, middle group) Book lover, M., 2004

10. L.I.Kataeva Correction-developing classes in the preparatory group. Bibliophile, M., 2004

11. I.L. Artsishevskaya. The work of a psychologist with hyperactive children in kindergarten. Bibliophile. M., 2008

12. L.I. Kataeva. The work of a psychologist with shy children. Bibliophile. M., 2008

13. L.D. Postoeva, G.A. Lukina. Integrated correctional and developmental classes for children 4-6 years old. Booklover, M., 2006

14. I.S. Pogudkina. Working with problem preschoolers. Correctional cycle. Bibliophile, M., 2008

15. O.N. Saranskaya, Psychological training for preschoolers. Let's be friends! Bibliophile, M., 2008

16. S.I. Semenaka, Learning to sympathize, empathize. Correctional and developmental classes for children 5-8 years old. Arkti, M., 2003

The adapted educational program is designed to work with children from 5 to 7 years old of preschool age with mental retardation. The program was developed taking into account the main provisions of the federal state educational standard preschool education(Order of the Ministry of Education and Science Russian Federation dated November 17, 2013 No. 1155). Regulatory documents of the Ministry of Education of Russia Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1014 “On approval of the Procedure for organizing and implementing educational activities in the main general educational programs of preschool education”

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Municipal budgetary preschool educational institution of combined type

"Kindergarten No. 30 of the city of Kyzyl of the Republic of Tyva"

I approve

head of MBDOU No. 30

Olzey S.M.

Adapted educational program

compensatory groups for children

with mental retardation

based on the program of S.G. Shevchenko "Preparing children with mental retardation for school"

The program was developed by:

defectologist: Dembirel V.V.

Educators:

Zautkina T. V. Nutpit-ool O. A.

Kyzyl 2015

Explanatory note

The adapted educational program is designed to work with children from 5 to 7 years old of preschool age with mental retardation.The program was developed taking into account the main provisions of the federal state educational standard for preschool education (Order of the Ministry of Education and Science of the Russian Federation dated November 17, 2013 No. 1155). Regulatory documents of the Ministry of Education of Russia Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1014 “On approval of the Procedure for organizing and implementing educational activities in the main general educational programs of preschool education”; “Sanitary and epidemiological requirements for the device, content and organization of the working hours of preschool educational organizations. SanPiN 2.4.1.3049-13” (Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26).

Mental retardation (MPD) is a general mental immaturity, low cognitive activity, which manifests itself, although not uniformly, in all types of mental activity. This is due to the peculiarities of perception, memory, attention, thinking and emotional-volitional sphere of children with mental retardation. The insufficiency of the processing of sensory information is noted. Often, children cannot perceive the observed objects as a whole; they perceive them in fragments, highlighting only individual features. They have a poor and narrow circle of ideas about the surrounding objects and phenomena. Representations are often not only schematic, not divided, but even erroneous, which most negatively affects the content and the productive side of all types of their activities.

The speech of children is peculiar. Non-rough underdevelopment of speech can manifest itself in violations of sound pronunciation, poverty and insufficient differentiation of the dictionary, difficulties in mastering logical and grammatical structures. In a significant part of children, there is a lack of phonetic-phonemic perception, a decrease in auditory-speech memory. The lexical, semantic, and phonetic aspects of speech are significantly behind in development.

Children with mental retardation have difficulty orienting themselves in time and space. There is insufficient coordination of fingers, hands, underdevelopment of fine motor skills.

Goals and objectives of remedial education.

Purpose of the program - all-round development of the child: the development of curiosity, mental operations. The main means of intellectual education of the child, his personal qualities - the organization of subject-practical activities. The educational material is not given in finished form, but is introduced on the basis of an activity approach, i.e. children "discover" connections and relationships between objects through analysis, comparison, and identification of significant relationships.

These goals are realized in the process of various types of children's activities: play, communication, labor, cognitive research, productive (pictorial, constructive, etc.), music, reading.

The program provides for the versatile development of children aged 5 to 7 years, taking into account their age and individual characteristics in the areas of cognitive, speech, artistic and aesthetic.

The regional component of the Federal State Educational Standard is implemented when studying the following lexical topics: “Toys”, “Early autumn”, “Kyzyl-hometown”, “Our home”, “Kindergarten”, “Migratory, wintering birds”, “Wild and domestic animals”, "Winter fun", "Family".

Program objectives:

Sensory development corresponding to age: mastering the standards-samples of color, shape, size, standards of sounds; accumulation of generalized ideas about the properties of objects (color, shape, size), materials;

Mastering subject-practical activities that contribute to the identification of various properties in objects, as well as understanding the relationships between objects (temporal, spatial, quantitative);

Mastering productive activities (designing, modeling, application, working with natural material) that contribute to the sensory, mental, speech development of the child;

Accumulation of language representations, development of phonetic and phonemic processes, preparation for teaching literacy;

Refinement, enrichment and systematization of the dictionary on the basis of familiarization with objects and phenomena of the surrounding world;

Formation of dialogic and monologue forms of speech, development of communication skills;

Development of elementary mathematical concepts and concepts appropriate for age;

Formation of age-appropriate gaming skills (mastering the game by the rules, role-playing game), as well as elements of educational activities.

The unity of these areas will ensure the effectiveness of correctional and developmental education and preparation for school of children with mental retardation.

Principles of remedial education.

1. The principle of consistencyis based on the idea of ​​mental development as a complex functional system, structural components, which are in close interaction. Consistency and complexity of corrective work are implemented in educational process thanks to the system of repetition of acquired skills, reliance on existing knowledge and skills, which ensures progressive mental development.

2. Development principleinvolves the allocation in the process of correctional work of those tasks that are in the zone of proximal development of the child.

3. The principle of complexitysuggests that the elimination of mental disorders should be of a medical-psychological-pedagogical nature, i.e. rely on the relationship of all specialists of the preschool educational institution. The program provides for full interaction and continuity of actions of all specialists of the children's institution and parents of preschool children.

The joint work of the teacher-defectologist and the educator is the key to the success of correctional work. An integrated approach ensures higher rates of dynamics in the general and mental development of children. The teacher consolidates the formed skills, creates conditions for the activation of cognitive skills.

4 . The principle of accessibilityinvolves building the education of preschoolers at the level of their real cognitive abilities. Concreteness and accessibility are ensured by the selection of correctional and developmental benefits in accordance with sanitary and hygienic and age standards.

5. The principle of sequence and concentricity of knowledge acquisitioninvolves such a selection of material, when there is a logical connection between its constituent parts, subsequent tasks are based on the previous ones.

Such a construction of the program content allows for a high quality of education. A concentrated study of the material also serves as a means of establishing closer ties between the specialists of the preschool educational institution. As a result of the use of a single topic in the classes of a teacher-defectologist, educator, musical director, children firmly assimilate the material and actively use it in the future. Correctional work should be structured in such a way as to promote the development of higher mental functions: attention, memory, perception, thinking.

The planned result of the development of the program.

Targets - social and normative age characteristics of the child's possible achievements at the stage of completing the level of preschool education.

DO targets are determined regardless of the forms of implementation of the Program.

Independence in various activities.

The child is accustomed to neatness, has the simplest skills of behavior during eating, washing;

Possesses basic movements appropriate for age, the need for physical activity is formed, shows positive emotions when physical activity, in independent motor activity;

The child answers a variety of questions relating to the immediate environment, uses all parts of speech, simple sentences with homogeneous members;

The child names familiar objects, explains their meaning, highlights and names the color, shape, material, knows and names some plants, animals and their young, shows respect for nature;

The child has formed the skills necessary for the implementation of various types of children's activities;

Shows curiosity, seeks to independently carry out elementary tasks (remove toys, lay out materials for classes), knows how to occupy himself with a game, independent artistic activity;

Has primary ideas about himself: knows his name, age, gender, calls his family members, their names;

Shows interest in different types of games, to joint games, likes to listen to new fairy tales, stories, poems, can recite a small poem by heart with the help of an adult.

The content of the correctional and developmental work on the development by children of the educational areas "Cognitive Development", "Speech Development", "Artistic and Aesthetic Development" is disclosed in this work program. The development of the educational areas "Physical development", "Social and communicative development" is carried out according to the main general educational program of preschool education and is focused on the versatile development of preschoolers, taking into account their age and individual characteristics.

The complexity of the psychological structure of mental retardation in preschool age determines the breadth of the range of tasks of correctional work with children. The success of mastering the Program depends on how effective the corrective and developmental impact will be.

At organization of workaccording to the Program, the main attention should be paid to non-educational tasks - first of all, it is necessary to form psychological mechanisms for the assimilation of knowledge, a psychological basis for the development of thinking and speech, create conditions for the formation of age-related neoplasms in the psyche.

At all stages of work with a child, a defectologist teacher must see the development perspective, build a psychological and pedagogical forecast, and develop a development trajectory for each child. The teacher should be able to select and combine educational, correctional and developmental tasks.

The effectiveness of the system of correctional and pedagogical influence largely depends on the clear organization of the life and activities of children during their stay in kindergarten. It should be remembered that there is a significant neuropsychic load, which is desirable to be evenly distributed throughout the day. There is a need for continuity in the work of all teachers working with children.

leading specialist,carrying out corrective work isdefectologist teacher,having higher defectological education. In addition, each group has two educators with secondary or higher education. Teacher Education and received special training in advanced training courses. In addition to the rate of a defectologist teacher, an additional rate of a speech therapist teacher is introduced. Load calculation is carried out according toLetter of the Ministry of Education of the Russian Federation dated 04.02.92 No. 22-SHT.

The teacher-defectologist works daily from 8.00 to 12.00. The teacher-speech therapist works 10 hours a week for 0.5 rate.

The daily routine and the grid of directly educational activities of the teacher-defectologist and educator are built taking into account the age, typological and individual characteristics of the children of the group, as well as the tasks of correctional and developmental education to be solved. The defectologist teacher conducts organized educational activities with children: on sensory development (visual perception, auditory functions);

Development of higher mental functions (thinking, attention, memory);

Development of cognitive research and productive (constructive) activities;

Formation of elementary mathematical representations;

Formation of a holistic picture of the world, broadening one's horizons;

Formation of free communication skills with adults and children;

Practical mastery of the norms of speech.

The educator and teacher-defectologist from 9.00 to 10.00 conduct organized educational activities in the areas of "Cognitive Development" and "Speech Development" in parallel.

The educational areas "Physical development", "Social and communicative development", "Artistic and aesthetic development" are implemented by the educator or other specialists (instructor in physical education, music director) with the whole band.

From 10.00 to 12.00 the defectologist conducts individual work with children with mental retardation. In the afternoon, the teacher-speech therapist conducts individual-subgroup work.

The teacher in the evening period of time carries out individual work on the instructions of the teacher-defectologist and teacher-speech therapist: works on the development of attention, memory, perception, thinking, phonemic hearing, and also consolidates the skills and abilities of children associated with the assimilation of the Program.

It is necessary to remember what kind of load falls on the nervous system of children. The daily regimen must be verified and strictly observed. Measures should be taken to prevent hypodynamia in children, various forms of activity should be used.

Educational area

"Social and communicative development"

The main goal is to master communication skills and ensure the optimal entry of children with mental retardation into public life.

Tasks of social and communicative development:

Formation of self-service skills;

Formation of the ability to cooperate with adults and peers;

• adequately perceive the surrounding objects and phenomena, positively

treat them;

Formation of the prerequisites and foundations of an ecological worldview, a moral attitude to positive national traditions and universal values;

Formation of skills to use verbal means of communication in conditions of their adequate combination with non-verbal means in the context of various types of children's activities and in free communication.

When implementing the tasks of this educational area, children with mental retardation develop ideas about the diversity of the world around them, attitudes towards perceived social phenomena, rules, and generally accepted norms. Work on mastering the initial ideas of a social nature and developing communication skills aimed at including preschoolers with disabilities in the system of social relations is carried out in several areas:

In everyday life by attracting the attention of children to each other, providing mutual assistance, participating in collective activities;

In the process of special games and exercises aimed at developing ideas about oneself, surrounding adults and peers;

In the process of learning role-playing and theatrical games, dramatization games, where social relations between participants are recreated, allowing consciously to join the elementary generally accepted norms and rules of relationships;

In the process of household work and in various activities.

Work on the formation of social and communicative skills should be everyday and organically included in all types of activities: everyday life, play, learning.

In the work on the formation of social skills in children with disabilities, it is important to create the conditions necessary for the protection, preservation and strengthening of the health of each child, the formation of cultural and hygienic skills, the need to conduct healthy lifestyle life; develop ideas about your health and about the means of its strengthening.

Approximate content of the workon the development of cultural and hygienic skills:

Eating: learning to use a spoon, fork, cup, napkin (taking into account individual capabilities); observe neatness when eating, express gratitude after eating (by sign, movement, speech);

Hygiene skills: training in the ability to perform morning and evening hygiene procedures (toilet, hand washing, foot washing, etc.); use toiletries (paper, liquid and solid soap, paste, napkin, sponge, towel, comb, brush, mirror), handkerchief; follow the rules for storing toiletries; express gratitude for the types of assistance provided;

Clothing and appearance: teaching the ability to distinguish between different types of clothing according to their functional use; observe the sequence of dressing and undressing; store different items of clothing in appropriate places; correctly handle buttons, zippers, laces, etc .; choose clothes according to the weather, according to the season; control the neatness of your appearance with the help of a mirror, instructions of the educator.

To implement the tasks, it is necessary to properly organize the daily routine in kindergarten and at home, alternate various types of activities and recreation that contribute to the smooth functioning of the body.

A special place in the educational field in the formation of social and communicative skills is occupied by teaching children with mental retardation basic labor skills, the ability to operate with simple tools, such work includes:

Organization of practical activities of children in order to develop their self-service skills, certain skills of household work and work in nature;

Familiarization of children with the work of adults, with the role of work in people's lives, fostering respect for work;

Teaching the ability to name labor actions, professions and some tools;

Training in the care of plants, animals;

Training in manual labor (working with paper, cardboard, natural material, using glue, scissors, cutting paper, gluing cut shapes on paper, making crafts from boxes and natural material, etc.);

Production of collective works;

Formation of skills to apply crafts in the game.

Mastering different ways of assimilation of social experience, children with mental retardation learn to act by imitation, by demonstration, by model and by verbal instructions. The formation of the labor activity of children is carried out taking into account their psychophysical capabilities and individual characteristics.

The development of social and communicative skills for a child with disabilities provides a full-fledged inclusion in communication, as a process of establishing and developing contacts with people that arise on the basis of the need for joint activities.

Communicative situations are used as the central link in the work on the development of communication - these are specially organized situations of the child's interaction with objects and subjects of the world through verbal and non-verbal means communication.

Educational area "Cognitive development"

primary goal - the formation of cognitive processes and ways of mental activity, the assimilation of the enrichment of knowledge about nature and society; development of cognitive interests. The cognitive processes of the surrounding reality of preschoolers with disabilities are provided by the processes of sensation, perception, thinking, attention, memory. Accordingly, the following tasks of cognitive development are put forward:

Formation and improvement of perceptual actions;

Familiarization and formation of sensory standards;

Development of attention, memory;

Development of visual-effective and visual-figurative thinking.

Directions of educational activity.

Formation of a holistic picture of the world.

Acquaintance with objects of the immediate environment:

Acquaintance with objects of the immediate environment;

Formation of generalized names of objects belonging to the same group:

1. clothes (shirt, dress, skirt, jacket, etc.),
2. dishes (cup, plate, spoon, etc.),
3. furniture (bed, chair, table, wardrobe, etc.),
4. transport (car, bus, tram, etc.),
5. toys (bunny, doll, drum, etc.);

Learning to recognize the names and purpose of objects, identify them in drawings, distinguish and name essential details;

Expanding the child's knowledge of himself and his family;

Teaching a child to call his name, the names of parents, educators, teachers, children of the group;

Formation of a generalized idea of ​​​​close people (mother, father, grandmother, grandfather, daughter, son, brother, sister);

Acquaintance with the structure of the human body, clarifying the names of the main parts of the body, developing the ability to name them.

Acquaintance with nature:

Learning to distinguish and correctly name domestic animals and their cubs (dog, cat, cow, goat); the formation of ideas about wild animals (hare, fox, bear);

Teaching to distinguish and name distinctive, identifying features of the appearance of animals, features of movements, sounds made;

Formation of elementary ideas about some plants (a tree has a trunk, branches, leaves; plants have leaves, a stem, a flower);

Familiarization with the names of 2-3 trees (spruce, birch), 2-3 plants with pronounced characteristic features (leaf shape, color of flowers), one shrub;

Learning to distinguish between weather conditions, the ability to distinguish and show winter and summer in pictures.

sensory development,during which children with disabilities develop all types of perception: visual, auditory, tactile-motor, olfactory, gustatory. On their basis, full-fledged ideas about the external properties of objects, their shape, color, size, smell, taste, position in space and time are formed. Sensory education involves the development of thought processes: identification, comparison, analysis, synthesis, generalization, classification and abstraction, and also stimulates the development of all aspects of speech: the nominative function, phrasal speech, contributes to the enrichment and expansion of the child's vocabulary. When planning work and selecting exercises for sensory development, one should proceed from how accessible they will be for performance, taking into account the existing disorders in children, their severity.

Development of cognitive research activities and constructive activities,aimed at the formation of the correct perception of space, a holistic perception of the subject, the development of fine motor skills of the hands and hand-eye coordination in order to prepare for mastering writing skills; development of curiosity, imagination; expanding the stock of knowledge and ideas about the world.

Given the rapid fatigue of children with disabilities, educational activities should be planned on the basis of accessible material so that the child can see the result of his activity. In the course of work, it is necessary to apply various forms of encouraging preschoolers.

Formation of elementary mathematicalrepresentations involves teaching children the ability to compare, compare, establish a correspondence between different sets and elements of sets, navigate in time and space. When teaching preschoolers with disabilities, it is necessary to rely on safe analyzers, use the principles of visibility, from simple to complex. Quantitative representations should be enriched in the course of various activities. When planning work on the formation of elementary mathematical representations, it is necessary to think over the amount of program material, taking into account the real capabilities of preschoolers (children with mental retardation, intellectual disabilities), this is due to the low initial level of development of children and the slow pace of assimilation of the studied material.

Educational area "Speech development"

primary goal - to ensure the timely and effective development of speech as a means of communication, cognition, self-expression of the child, the formation of various types of children's activities, based on mastering the language of their people.

Speech Development Tasks:

Formation of the structural components of the language system - phonetic, lexical, grammatical;

Formation of language skills in its communicative function - development of coherent speech, two forms of verbal communication - dialogue and monologue; formation of the ability to elementary awareness of the phenomena of language and speech.

The main areas of work on the development of speech of preschoolers:

vocabulary development.Mastering the vocabulary is the basis of the speech development of children, since the word is the most important unit of the language. The dictionary reflects the content of speech. Words denote objects and phenomena, their signs, qualities, properties and actions with them. Children learn the words necessary for their life and communication with others;

education of sound culture of speech.This direction assumes: the development of speech hearing, on the basis of which the perception and discrimination of phonological means of the language takes place; teaching correct pronunciation; education of orthoepic correctness of speech; mastering the means of sound expressiveness of speech (tone of speech, timbre of voice, tempo, stress, voice power, intonation);

formation of the grammatical structure of speech.The formation of the grammatical structure of speech involves the development of the morphological side of speech (changing words by gender, number, case), methods of word formation and syntax (mastering different types of phrases and sentences);

development of connected speech.The development of coherent speech includes the development of dialogic (colloquial) and monologue speech. Dialogic speech is the main form of communication for preschool children. It is important to teach the child to conduct a dialogue, develop the ability to listen and understand the speech addressed to him, enter into a conversation and support it, answer questions and ask yourself, explain, use a variety of language means, behave taking into account the situation of communication. No less important is the fact that dialogic speech develops the skills necessary for a more complex form of communication - a monologue, the ability to listen and understand coherent texts, retell, build independent statements of various types;

formation of elementary awareness of the phenomena of language and speechproviding training for children to learn literacy, reading and writing;

development of phonemic hearing, development of fine motor skills of the hand.

Enriching, for example, a dictionary, we simultaneously make sure that the child pronounces words correctly and clearly, learns their different forms, uses words in phrases, sentences, in coherent speech.

Connected speech reflects all other tasks of speech development:

Vocabulary formation,

grammatical structure,

phonetic side.

It shows all the achievements of the child in mastering the native language. The relationship of different speech tasks on the basis of an integrated approach to their solution creates the prerequisites for the most effective development of speech skills and abilities. The development of speech in preschoolers with disabilities is carried out in all types of activities: play, physical development classes, fine arts (drawing, modeling, application, design), music, etc .; in free activity, in communication with everyone who surrounds the child.

Educational area "Artistic and aesthetic development"

The main task- the formation of an aesthetic attitude to the world in children, the accumulation of aesthetic ideas and images, the development of aesthetic taste, artistic abilities, the development of various types of artistic activity.

In this direction, they decide howgeneral education, so corrective tasks,the implementation of which stimulates:

• development in children with disabilities of sensory abilities, sense of rhythm, color

compositions;

• the ability to express their creativity in artistic images

capabilities.

Main directions work with children in this educational area:

"Artistic Creation".

primary goal - teaching children to create creative works. The specifics of teaching methods for various types of visual activity of children with disabilities should be based on the use of means that meet their psychophysiological characteristics.

modeling contributes to the development of fine motor skills of the hands, develops the accuracy of the movements performed, in the process of work, children get acquainted with various materials, their properties.

Application contributes to the development of constructive capabilities, the formation of ideas about the form, color.

Drawing It is aimed at developing manipulative activity and coordination of hands, strengthening the muscles of the hands.

Depending on the degree of preservation of vision, hearing, motor sphere of the child and his intellectual and speech capabilities, one should select a diverse toolkit that is most convenient for use (size, shape, volume, color, contrast), think over ways of presenting the material (showing, using tablets with text of tasks or names of objects, verbal-gestural form of explanations, verbal oral explanation); select appropriate forms of instructions.

Together, the identified educational areas provide a solution to general developmental problems. At the same time, each of the activities has its own corrective tasks and appropriate methods for their solution. This is due to the fact that children with disabilities have both general and specific features, due to directly existing disorders.

Form of organization of classes- subgroup and individual. When forming subgroups, the age of the children, the individual pace of activity, their functional state, violations similar in nature and severity are taken into account. The composition of subgroups may change throughout the year depending on the individual progress of each child.

The number of classes that implement correctional and developmental tasks provides for subgroup and individual classes.

Individual sessionsmake up an essential part of the work of the defectologist teacher during each working day of the week as a whole. They are aimed at correcting the individual shortcomings of the psychophysical development of pupils, which create certain difficulties in mastering the program. The individual plan reflects the areas of corrective work that allow to eliminate the developmental disorders of the child identified during the survey and gaps in the knowledge, skills, and abilities of a child with mental retardation.

Frequency of private lessonsdetermined by the nature and severity of the disorder, age and individual psychophysical characteristics of children, the duration of individual lessons is 10-15 minutes.

Methods and techniques of working with pupils

Methods	tricks
visual	Subject visibility Subject and plot pictures The arrangement of objects according to the model Laying out sequences Classification and grouping according to a given property or attribute (restore the sequence, pattern) Laying out logical chains
Verbal	Question as a stimulus to speech activity Assessment of children's speech Story about the work done Model negotiation Commenting on your own actions Selection of objects for action, actions for an object, objects for signs. Allocation of 4-superfluous on the given sign. Analysis of the quality of the work performed (by the teacher, peers, the child himself) Reasoning conversations: what would happen if... Analyzing one’s own actions in a specific situation (“Who am I? - in transport - a passenger, at home - a son, brother, sister, daughter ...)
Practical	Adding missing elements (coloring) Guessing objects by touch Performing actions according to verbal instructions Memorization and execution of instructions. Laying out figures from sticks, ropes, mosaics drawing in the air
Game	Dramatization and theatricalization, fairy tales Use of toys and fairy tale characters Correction of "mistakes" of the teacher or character Transformation and performing appropriate actions
reproductive	Word pattern Simultaneous speaking Repetition, explanation, indication Word exercises

Organization of work with the family.

The personality of the child is formed, first of all, in the family and family relations, therefore, in preschool institutions, conditions are created that imitate home conditions, parents are involved in the educational process, participating in classes, sports events, quizzes, leisure evenings, theatrical performances. Teachers are working to create a single community that unites adults and children.

In the correctional group, the teacher-defectologist and other specialists conduct open and joint classes for parents, involve parents in correctional and developmental work through a system of methodological recommendations. Parents receive these recommendations orally at evening consultations, weekly in writing in individual notebooks and on the stands of the parent corner. Recommendations to parents and homework of parents with children are necessary in order to eliminate the backlog of children as soon as possible, both in speech and in general development. Tasks for parents are selected in accordance with the lexical topics studied in the group and the requirements of the program.For each child, his individual developmental characteristics are taken into account.

3. Organizational section.

The subject-spatial environment of the office.

Room type. Functional use	Equipment
Defectologist's office Individual counseling for parents and teachers Carrying out individual types of work with preschoolers (diagnostics, correction) Implementation of the organizational planning function	Work zone Library of special literature and practical aids Materials of consultations, seminars, schools of pedagogical excellence Correction zone Toys, game aids, attributes for correctional and developmental work Constructors of various types Puzzles, mosaics, board games Educational games Handouts and demonstration materials

The cabinet complies with the requirements of SanPiN, labor protection, fire safety, emergency protection, anti-terrorist safety of the preschool education institution, complies with the Rules for the protection of life and health of pupils

Interaction with specialists.

Consolidation of the efforts of various specialists in the field of psychology, medicine, pedagogy and correctional pedagogy allows you to provide a system of comprehensive psychological, medical and pedagogical support and effectively solve the problems of a child with developmental disabilities.

Psychological and pedagogical support of a child with mental retardation can be considered as a complex technology of psychological and pedagogical support and assistance to the child and parents in solving the problems of development, education, upbringing, socialization by specialists of various profiles acting in a coordinated manner.

The main areas of work of the escort service during the entire period of study in groups with mental retardation are:

1. Diagnostics of the cognitive, motivational and emotional-volitional spheres of the personality of pupils.

2. Analytical work.

3. Organizational work (creation of a single information field of the kindergarten, focused on all participants in the educational process - holding large and small teachers' councils, training meetings with representatives of the administration, teachers and parents).

4. Consultative work with teachers, pupils and parents.

5. Preventive work (implementation of programs aimed at solving the problems of interpersonal interaction).

6. Correctional and developmental work (individual and group classes with children with mental retardation).

Weekly schedule.

Day of the week	Working hours	Stages of work
Monday	8.00-9.00 9.00-10.10 10.10-11.00 11.00-12.00	Subgroup GCD Work with the documentation
Tuesday	8.00-9.00 9.00-10.00 10.10-11.00 11.00-12.00	Articulation, breathing exercises. The development of fine motor skills. Subgroup GCD Individual educational activities Working with specialists.
Wednesday	8.00-9.00 9.00-10.00 10.10-11.00 11.00-12.00	Articulation, breathing exercises. The development of fine motor skills. Subgroup GCD Individual educational activities Work in PMPK
Thursday	8.00-9.00 9.00-10.00 10.10-11.00 11.00-12.00	Subgroup GCD Individual educational activities Work with home notebooks.
Friday	8.00-9.00 9.00-10.00 10.10-11.00 11.00-12.00	Meetings with parents, consultations conversation. Articulation, breathing exercises. Subgroup GCD Individual educational activities Working with parents.

Psychological-medical-pedagogical examination

children with ADHD.

For the successful upbringing and education of children with mental retardation, it is necessary to correctly assess their capabilities and identify special educational needs with the consent of parents or legal representatives. In this regard, a special role is assigned to psychological, medical and pedagogical diagnostics, which allows:

To reveal individual psychological and pedagogical characteristics of a child with mental retardation;

Determine the optimal pedagogical route;

Plan corrective actions, develop corrective work programs;

Assess the dynamics of development and the effectiveness of corrective work;

Determine the conditions for the upbringing and education of the child;

Counsel the parents of a child with mental retardation.

One of the maindiagnostic principlesdevelopmental disorders is an integrated approach, which means a comprehensive examination and assessment of the developmental features of a child with mental retardation by all specialists, and covers cognitive activity, behavior, emotions, will, state of vision, hearing, motor sphere, somatic condition, neurological status. The study of the child includes a medical and psychological-pedagogical examination.

medical examinationbegins with an examination of the data of the anamnesis. The anamnesis is collected by a doctor and compiled on the basis of familiarization with the child's documentation and a conversation with the parents (persons replacing them).

Child's personal history contains the following information: features of the mother's pregnancy; the duration of taking medications and the impact of harmful factors on pregnancy; features of childbirth; nature of assistance during childbirth; the presence of congenital malformations, convulsions, etc. in a child; weight of the child at birth, time of feeding start, length of stay in the maternity hospital. The diseases transferred by the child, the features of treatment, the presence of complications are listed. It is indicated where, how and by whom the child was brought up until the moment of admission to preschool.

Family historydata on the child's family and heredity are analyzed; describes the composition of the family, the age and educational level of each of its members, the characterological features of the parents; mental, neurological, chronic somatic diseases of relatives, pathological features of their physical appearance are fixed. The family and living conditions in which the child is brought up, the place and nature of the work of parents are described; an assessment is given of relationships in the family, attitudes towards the child; cases of adherence of one or both parents to alcohol or drugs are recorded.

Teachers and educators get acquainted with the results of a medical examination according to the documentation: they study the history of the child's development, the conclusions of specialists. This helps to navigate the child's problems and create the necessary conditions for his development in a preschool institution.

Pedagogical examination is carried out by a teacher-defectologist. The pedagogical examination of a child with developmental problems should be systematic and include the study of all aspects of the psyche (cognitive activity, speech, emotional-volitional sphere, personal development).

As sourcesdiagnostic toolsscientific and practical developments can be usedS. D. Zabramnoy, I. Yu. Levchenko, E. A. Strebeleva, M. M. Semago and etc.

Qualitative analysis involves an assessment of the characteristics of the process of performing tasks by the child and the mistakes made on the basis of a system of qualitative indicators.

The following qualitative indicators characterizing the emotional sphere and behavior of the child are revealed:

Features of the child's contact;

Emotional reaction to the examination situation;

Reaction to approval;

Reaction to failures;

Emotional state during the execution of tasks;

Emotional mobility;

Features of communication;

response to the result.

Qualitative indicators characterizing the activity of the child:

The presence and persistence of interest in the task;

Understanding instructions;

Independence of the task;

The nature of the activity (purposefulness and activity);

The pace and dynamics of activity, features of the regulation of activity;

performance;

Help organization.

Qualitative indicators characterizing the features of the cognitive sphere and motor function of the child:

Features of attention, perception, memory, thinking, speech;

Features of motor function.

In a comprehensive assessment of mental development and identification of the potential of children with disabilities to determine the content of further education, a pedagogical examination is important.

Pedagogical studyprovides for obtaining information about the child, revealing the knowledge, abilities, skills that he should possess at a certain age stage, establishing the main problems in learning, the rate of assimilation of educational material, identifying the features of educational activities. Information of interest can be obtained using methods such as direct conversation with the child and parents, analysis of the child's work (drawings, crafts, etc.), and pedagogical observation.

Pedagogical observationshould be specially planned, precisely oriented and systematic. It allows you to assess the degree of formation of the activity as a whole - its purposefulness, organization, arbitrariness, ability to plan actions. It is especially important to observe the leading activity of the child, his cognitive activity, during which the motivational aspect of the activity is noted, indicating the personal maturity of the preschooler.

During pedagogical observation, the child is offered:

Give your full name, surname, age, home address;

Tell about the family, name the name and patronymic of mom, dad, place of work of parents;

Name the name and patronymic of close adults, the names of peers;

Tell about the basic rules of behavior on the street, in public places, about your favorite pastime at home, etc.

The obtained information allows in the future to purposefully make adjustments to the organization of the process of educating and educating children with mental retardation.

METHODOLOGICAL SUPPORT OF THE PROGRAM.

List of programs:

1) From birth to school. The main general educational program of preschool education / ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. - M.: Mosaic-Synthesis, 2014.-304 p.

2) Preparation for school of children with mental retardation / ed. S. G. Shevchenko. - Prince. 1. - M.: School press, 2005. - 96 p.

3) Preparation for school of children with mental retardation / under total. ed. S. G. Shevchenko. - Prince. 2. - M.: School press, 2005. - 112 p.

4) Nishcheva N. V. Project of an exemplary adapted program correctional and developmental work in speech therapy group kindergarten for children with severe speech disorders (general underdevelopment of speech) from 3 to 7 years.

5) Filicheva, T. B. Programs of preschool educational institutions of a compensatory type for children with speech disorders / T. B. Filicheva, G. V. Chirkina, T. V. Tumanova. - M.: Enlightenment, 2008. - 272 p.

6) V. V. Kolesnikova, T. M. Neretina et al. The system of work with older preschoolers ZPR. Program-methodical manual.

List of allowances.

1. Boryakova, N. Yu. Workshop on the development of mental activity in preschoolers / N. Yu. Boryakova, A. V. Soboleva, V. V. Tkacheva. - M. : Gnom-Press, 1999.-63 p.

2. Vakhrushev, A. A. Hello world! The world for preschoolers: method. recommendations for educators, teachers and parents / A. A. Vakhrushev [and others]. - M. : Belass, 2003. - 304 p.

3. Wenger, L. A. Education of the sensory culture of the child / JI. A. Wenger, E. G. Pilyugina, N. B. Wenger. - M. : Education, 1988. - 144 p.

4. Danilova, E. A. Finger games / E. A. Danilova. - M.: Rosmen-Press, 2010. - 95 p.

5. Kasitsyna, M. A. Preschool mathematics: textbook and practice. manual for teachers and parents / M. A. Kasitsyna, V. D. Smirnova. - M.: Gnom i D, 2001. - 96 p.

6. Kolesnikova, E. V. Development of the sound culture of speech in children aged 3-4 years. Scenarios of educational games / E. V. Kolesnikova. - 2nd ed., Rev., add. - M. : Gnom-Press, 1999. - 80 p.

7. Markovskaya, I. F. Mental retardation. Clinical and neuropsychological diagnostics / I. F. Markovskaya. - M. : Profi, 1993. - 198 p.

9. Peterson, L. G. Igrolochka. Practical course of mathematics for preschoolers: method, recommendations / L. G. Peterson, E. E. Kochemasova. - M.: Belass, 1998.- 160 p.

10. Pozhelenko, E. A. Articulation gymnastics: method, recommendations

11. Strebeleva, E. A. Psychological and pedagogical diagnostics of the development of children of early and preschool age: method, manual / E. A. Strebeleva. - 3rd ed. - M.: Enlightenment, 2007. - 164 p.

12. Tkachenko, T. A. Speech and motor skills / T. A. Tkachenko. - M.: Eksmo, 2007. - 224 p.

13. Ul'enkova, U. V. Children with mental retardation / U. V. Ul'enkova. - N. Novgorod, 1994. - 228 p.

14. Fotekova, T. A. Test method for diagnosing oral speech of younger schoolchildren / T. A. Fotekova. - M.: ARKTI, 2000. - 56 p.

15. Chumakova, I. V. Formation of pre-numerical quantitative representations in preschool children with intellectual disabilities. A book for a teacher-defectologist / I. V. Chumakova. - M.: VLADOS, 2001. - 88 p.

16. Yanushko, E. A. The development of fine motor skills in the hand of young children (1 year old): a method, a guide for educators and parents / E. A. Yanushko. - M.: Mosaic-Synthesis, 2007. - 56 p.

17. Overcoming the delay in psychoverbal development in children 4-7 years old: a system of work with parents, planning, master class / ed. O.A. Romanovich. - Volgograd: Teacher, 2013

18. Shevchenko S.G., Kapustina G.M. objects around us. Notebooks No. 1, No. 2. - Smolensk, Association XXI century, 1998, 2000.

19. Shevchenko S.G. Nature and us. - Smolensk, Association XXI century, 1998, 2000.

20. Rudenko ED., Ostanina EL. A practical guide to the development of speech. -M., "Russico", 1994.

21. Belova I.K., Shevchenko ST. Games and game exercises with older preschoolers with mental retardation. - Education and training of children with developmental disorders, 2004.

22. Triger R.D., Vladimirova E.V. UMK: textbook "Sounds of speech, words, sentences - what is it?" Part I. - Smolensk, 1998, 2000.

23. Triger R.D. TMC: methodological manual "Preparation for teaching literacy". - Smolensk, 2000.

24. Erofeeva T.I., Pavlova L.N., Novikova V.P. Mathematics for preschoolers. - M., Enlightenment. 1992.

25. T.B. Filicheva, G.V. Chirkin "Correctional education and upbringing of children with OHP"

26.T.Yu.Bardysheva, E.N. Monosov "Notebook of speech therapy tasks in the second junior group". M., 2010

27. E.A. Pozhilenko “Articulation gymnastics”. Guidelines on the development of motor skills, breathing and voice in preschool children - St. Petersburg: KARO. 2006

28. Morozova I.A., Pushkareva M.A. Development of elementary mathematical concepts. Abstracts of classes. For work with children 5-6/6-7 years old with ZPR-M.: 2010.

29. Morozova I.A., Pushkareva M.A. Acquaintance with the surrounding world. Summaries of classes for working with children 6-7 years old with ZPR-MOSAIC-SYNTHESIS, M .: 2005.

Introduction

1.2 Classification of forms of mental retardation

1.3 Features of the psychophysical state of children with mental retardation

Chapter 2. Organization and methods of research

2.1 Organization of the study

2.2 Research methods

3Analysis of the results of the ascertaining stage of the study

Chapter 3

1 Physical rehabilitation program for preschool children with mental retardation

2 Results of experimental verification of the effectiveness of the program of physical rehabilitation of preschool children with mental retardation

2.1 Analysis and synthesis of research results

Bibliography

mental retardation physical rehabilitation

INTRODUCTION

The relevance of research. On the present stage in Russia there is a tendency to increase the number of children with deviations in mental and physical development. A significant part of them are children with mental retardation.

Scientists have proved that in children of this category there is a violation of the cognitive and emotional-volitional spheres, an insufficient level of development of coordination abilities, flexibility, and general endurance. According to medical statistics, the number of healthy children with mental retardation is only 15%, which becomes the main reason for the difficulties in their adaptation to the school load. They have prolonged somatic insufficiency of various origins, severe somatic diseases (numerous pneumonia, tonsillitis, etc.). Taking place already in the first years of life.

The activity of special preschool institutions in modern conditions is impossible without qualified and interconnected correctional and rehabilitation assistance based on the results of complex diagnostics for children with mental retardation, taking into account their somatic and psychophysical characteristics and capabilities. In this regard, an important step in improving the correctional and rehabilitation process in special preschool institutions for children of this category is the use of physical rehabilitation means in practice.

The study of the experience of work of special preschool institutions, the analysis of literary sources made it possible to conclude that there are significant shortcomings in the organization and content of the physical rehabilitation process, the uncertainty of the means of physical rehabilitation available for children of this category and, in general, the lack of development of a special comprehensive program of physical rehabilitation for preschoolers with mental retardation, based on their specific features and capabilities.

So, the relevance of the problem, its socio-pedagogical significance and insufficient development in the field of correctional pedagogy and physical rehabilitation determined the choice of the thesis topic and motivated the course of the corresponding research.

Object of research: the process of physical rehabilitation of preschool children with mental retardation in the conditions of special preschool institutions.

Subject of research: correctional and rehabilitation orientation of means of physical rehabilitation.

Purpose: to develop and experimentally test a comprehensive program of physical rehabilitation for preschool children with mental retardation, taking into account their somatic and psychophysical characteristics and capabilities.

Research hypothesis. The development of a comprehensive program of physical rehabilitation, including the definition of general and corrective tasks and means of physical rehabilitation, will help improve the health status and correct shortcomings in the psychophysical development of children with mental retardation at the age of 6-8 years.

Research objectives:

1. To identify deviations in the state of health and psychophysical development of children with mental retardation at the age of 6-8 years.

2. Determine the means of physical rehabilitation aimed at improving the somatic condition and restoring and correcting secondary shortcomings in the psychophysical development of children with mental retardation.

Use a comprehensive physical rehabilitation program for preschool children (6-8 years old) with mental retardation.

The practical significance of the study lies in the development and use of a comprehensive program of physical rehabilitation, taking into account the somatic and psychophysical characteristics and capabilities of preschoolers with mental retardation.

experimental base of the research - Municipal preschool educational institution Kindergarten combined view No. 43 Gnezdyshko of the urban district of Tolyatti.

Chapter 1. Literature review on the research topic

1 The essence and content of the concept of mental retardation

The problem of mild deviations in mental development arose and gained particular importance, both in foreign and domestic science, only in the middle of the 20th century, when, due to the rapid development of various branches of science and technology and the complication of programs in general education schools, a large number of children appeared who had difficulties in learning.

Comprehensive clinical-psychological-pedagogical

Material studsell.com

The specifics of the educational needs of children of early and preschool age with mental retardation.

Complexity and polymorphism of mental retardation in children

determine the diversity and versatility of the educational needs of children in this category.

Undoubtedly, their educational needs will be greatly

degree is determined by the degree of underdevelopment of cognitive activity, the age of the child, the depth of the existing violation, the presence of conditions that aggravate the child's well-being, the social conditions of his life and upbringing.

It is known that the child develops heterochronously: unevenly

maturation of various morphological structures, functional systems.

Heterochrony determines the development of the child in ontogeny. Knowledge of this pattern, discovered by L. S. Vygotsky, makes it possible, through increased exposure to the child during sensitive periods of his life, to control the neuropsychic development of the child, creating conditions for stimulating the development or correcting a particular function.

Child development does not occur spontaneously. It depends on the conditions in

which his life activity takes place. Initially, the child has a very small margin of behavioral responses. However, rather quickly, through his active actions, communication with loved ones, through actions with objects that are products of human labor, he begins to assimilate “social heritage, human abilities and achievements” (L. S. Vygotsky).

The driving force at the earliest stage of a child's life is

the need to overcome the contradiction between the presence of vital, vital needs in a newborn and the lack of ways to satisfy them. In order to satisfy first innate and then acquired needs, the child is forced to constantly master more and more new ways of acting. This provides the basis for the entire mental development of the child.

Its internal determinants of development, primarily inherited morphological and physiological data, and in particular the functional state of the central nervous system do not provide him with the means of action necessary to satisfy his vital needs. As a result, the formation of orienting reactions, primarily visual-auditory and visual-tactile, is delayed. And on this basis, the change in the biological motivation of communication with social needs begins to lag behind sharply. Such a child, much longer than his physiologically mature peer, will see his mother as a nurse rather than a partner for communication. Thus, the formation of a child's need for communication is one of the first special educational tasks.

In the first year of life, emotions and social behavior, hand movements and actions with objects, general movements, and preparatory stages in the development of speech understanding are also significant for the development of the child.

In the second year, the following main lines of development are distinguished: the development of general movements, the sensory development of the baby, the development of actions with objects and games, the formation of independence skills, the development of understanding and active speech of the child.

The third year of life is characterized by slightly different main lines of development: general movements, object-playing actions, the formation of a plot game, active speech (the appearance of a common phrase, subordinate clauses, a greater variety of questions), prerequisites for constructive and visual activity, self-service skills in eating and eating dressing.

The selection of lines of development is rather conditional. All of them are closely interconnected and their development is uneven. However, this unevenness ensures the dynamics of the development of the child. So, for example, mastering walking at the beginning of the second year of life, on the one hand, as if muffles the development of other skills, and on the other hand, ensures the formation of the sensory and cognitive abilities of the child, contributes to the development of the child's understanding of adult speech. However, it is known that the lag in the development of one line or another is associated with a lag in other lines of development. Largest number connections can be traced in indicators reflecting the development of the game and movements. In addition, it is known that development indicators reflecting the formation of the game, actions with objects, understanding of speech,

are pivotal, more stable and less susceptible to adverse environmental factors. The indicator of active speech has the least connections, since this is a complex emerging function and at the early stages of development it cannot yet influence other lines of development. But in the second year of life, active speech, as a psychological neoplasm of a given age, is especially sensitive to the effects of adverse factors. In the third year of life, a delay in the development of perception and active speech is most often noted.

Identification of the degree of retardation makes it possible already at an early age

timely diagnosis of borderline conditions and pathology.

Minor deviations, if neglected by parents and specialists, quickly worsen and turn into more pronounced and persistent deviations, which are more difficult to correct and compensate.

Thus, the basic educational and upbringing need

early age is the timely qualified detection of retardations in the neuropsychic development of the child and their complete elimination by all available medical, social and psychological and pedagogical means is possible.

Currently, defectologists involved in correctional and pedagogical work with young children with developmental disabilities have proven that early and targeted pedagogical work contributes to the correction of violations and the prevention of secondary deviations in the development of these children.

However, in most cases, the practical identification of children with mental retardation

starts at age 3 or 5 or even in the early stages of schooling.

One of the main reasons is the incompetence of parents who are not familiar with the laws of the child's mental development; lack of social responsibility and awareness among family members. These factors are especially significant for children with mental retardation. It is parental incompetence that can cause the mechanism of maladjustment processes to start in a child. Along with this, in some cases, pediatricians do not always correctly orient parents when talking about the prospects for the development of their baby.

Consequently, targeted and timely diagnostics and corrective

pedagogical assistance is the basic need of every problem child.

In cases where the child is already in the third year of life, the parents

determine in a preschool institution, there is a need to coordinate the educational efforts of the family and teachers of the educational institution.

The unity of requirements and the focus of education on the formation of the main lines of development serve as the basis both for stimulating the normal course of development and for correcting the deviations that the child has. However, in many cases, parents are not ready to cooperate with educators and believe that a preschool educational institution should resolve all issues of upbringing, education and correction of deviations in the development of their child without their active participation. Therefore, explaining to parents their role and including them in the correctional and pedagogical process is the most important task of a specialist.

a defectologist and other specialists of a preschool institution.

Currently, the organization of correctional assistance to young children with developmental disabilities and families raising a problem child is only at the stage of formation.

Naturally, with the age of children, the number of lines also increases.

development; all of them are closely related to mental neoplasms and to varying degrees influence the process of formation of both individual functions and the formation of their coordinated interaction.

In child psychology, preschool age is usually divided into younger, middle and older. However, in a child with a disturbed rate of mental development, all the main mental neoplasms of age are formed with a delay and have a qualitative originality. As a result, the main lines of development that are significant for a child with mental retardation are considered in two age periods: younger preschool age - from

3 to 5 years and senior preschool age - from 5 to 7 years.

In a child of younger preschool age, the following lines of development are revealed: the development of general movements;

development of perception as an indicative activity aimed at studying the properties and qualities of objects;

formation of sensory standards; accumulation of emotional images;

improvement of visual-effective and development of visual-figurative thinking; development of arbitrary memory; formation of ideas about the environment; expanding understanding of the meaning of the speech addressed to him; mastery

phonetic, lexical and grammatical sides of speech, communication function of speech; development of a role-playing game, communication with peers, design, drawing; development of self-awareness.

The main lines of development of a child of senior preschool age:

improvement of general motor skills;

development of fine manual motor skills and hand-eye coordination;

arbitrary attention; formation of systems of sensory standards;

spheres of images-representations;

mediated memorization; visual orientation in space;

imagination;

emotional control; improvement of visual-figurative thinking;

mental operations of the verbal-logical level; inner speech;

development of coherent speech; verbal communication; productive activity;

elements of labor activity; norms of behavior; subordination of motives;

will; independence; the ability to make friends; cognitive activity;

readiness for learning activities.

Of course, the above lines of development are not the same, both in their

nature, and in its role in the psychophysical and social development

child. Each of them is included at different time stages of the development of the child and each has its own psychological meaning. Some of these lines are combined into more complex types of activity characteristic of the further development of the child, some diverge, becoming links that create the basis for various complex inter-analyzer processes. However, they all set the tone for the psychophysical, personal and social development of the child.

preschooler. Their consideration is important in the organization of educational and correctional development work with children of preschool age, both with normally developing children and those with mental retardation.

Knowing these lines of development allows you to more clearly define

educational needs of a child with mental retardation at the preschool stage of education.

Since ZPR has a different degree of severity, not all children with this disorder need specially organized conditions for education and training.

In milder cases, when competent training of parents is carried out in a timely manner, there is outpatient and psychological and pedagogical support for the child, contact with a preschool institution is established, and it is possible to raise a child in a general educational preschool institution. However, in this case, it is necessary to pay attention to the specific educational needs of the child.

First, it must be taken into account that a child with developmental disabilities cannot develop productively without a situation of success specially created and constantly supported by an adult. It is for a child with mental retardation that this situation is vital. An adult needs to constantly create pedagogical conditions under which the child will be able to transfer the acquired methods and skills to a new or newly meaningful situation. This remark refers not only to the subject-practical world of the child, but to the skills of interpersonal interaction that are being formed.

Secondly, it is necessary to take into account the needs of a preschool child with mental retardation in communication with peers. These psychological needs can be realized in a peer group environment. Therefore, when working with children of this category individual work should be carried out in parallel with collective activities.

The immaturity of the emotional sphere of a preschooler with mental retardation allows us to talk about the specific needs of a child of this category in emotional and moral education, for which special programs should be developed. It is known that at present the main attention is paid to the correction of the cognitive sphere of a preschooler with developmental disabilities. However, for children with mental retardation, the accumulation of emotional images, and in older preschool age - the development of emotional control is the most important prerequisite.

compensation for their deviations. Even L. S. Vygotsky, referring to the studies of A. Adler, emphasized that emotion is one of the moments that form the character, that “a person’s general views on life, the structure of his character, on the one hand, are reflected in a certain circle of emotional life, on the other hand, they are determined by these emotional experiences. Therefore, the emotional development and upbringing of children with mental retardation should be the main goal of the psychologist's activity, both in a specialized and in a general educational preschool institution.

The educational needs of children with severe forms of cerebral-organic mental retardation are met by a specialized preschool institution of a compensating or combined type. It is in it that comprehensive psychological, pedagogical and medical and social assistance can be implemented, as well as targeted correctional and educational work carried out by specialists in individually oriented programs.

Thus, the constant concern for the improvement of the content and

development of variable forms of organization of the educational process is very important. It is aimed at meeting the urgent needs of children and serves to correct their deviations, laying the foundation for the harmonious socialization of children in society.

On this topic:

Source nsportal.ru

Correctional and developmental program for preschoolers with disabilities

Correctional work in preschool children with mental retardation is based on the following theoretical regulations and principles.

1. Integrity- taking into account the interconnection and interdependence of various aspects of the child's mental organization: intellectual, emotional-volitional, motivational.
2. Structural-dynamic approach- identification and accounting of primary and secondary deviations in development, factors that have a dominant effect on the development of the child, which makes it possible to determine the compensation mechanisms that affect the learning process.
3. ontogenetic approach- taking into account the individual characteristics of the child.
4. Anthropological approach- taking into account the age characteristics of the child.
5. Activity- wide use in the course of practical activities of the child.
6. Availability- selection of methods, techniques, means corresponding to the capabilities of the child.
7. Humanity– any decision should be made only in the interests of the child.
8. Optimism- belief in the possibility of development and education of the child, installation on a positive result of education and upbringing.
9. Unity of diagnostics and correction- monitoring the dynamics of development is important for determining the ways and methods of corrective work at various stages of training and education.
10. The principle of implementing an activity approach to education and training- success in correctional work can be achieved if you rely on the leading activity of age. For preschoolers, this is an objective-operational activity and a plot-role-playing game. Therefore, children with mental retardation should be taught and educated by playing with them.
11. Accounting for Leading Activities. For a preschool child, this activity is a game. During the game, he has a lot of questions, which means that he feels the need for verbal communication. The speech therapist joins the game and imperceptibly for the child helps him to overcome the speech disorder. For schoolchildren, the leading activity is educational. On this basis, the entire program of speech therapy work is built. However, game moments also remain. Everyone loves to play, even adults. In work with adults, we also use speech games. After all, everyone knows: “Study should be fun to study well”
12. Development principle, involving the analysis of the process of defect occurrence (according to L. S. Vygotsky)
13. Relationships development of speech and cognitive processes; mental operations (analysis, synthesis, comparison, generalization, classification) and other mental processes and functions;

The program is drawn up for one academic year, and approved by the psychological-medical-pedagogical council. For group classes, groups are formed into which children with similar problems are united.

Children who need individual lessons are identified. A schedule of individual and subgroup classes is drawn up.

Structure and content of the program

• is a single system consisting of several stages of work:
• diagnostic
• analytical.
• Each stage has its own tasks, content, methods of work.

Diagnostic stage is carried out in order to determine the most problematic qualities, the correction of which will form the basis for the preparation or adjustment of an individual program. This stage includes the following tasks:

• Getting to know your child
• Collection of information about the child, his family, parents, study of documents
• Introduction to medical examination
• Identification of unfavorable stages in the development of the child;
• The study of the child's society;
• Examination of all aspects of children's speech;

The diagnostic stage lasts 2 weeks and includes the following areas:

1. Diagnosis of speech development
2. Development of ways of support and correction.
3. Development of an individual program of speech therapy support
4. Filling out speech cards
5. Scheduling individual and subgroup work
6. Scheduling frontal classes

The ultimate goal of the diagnostic stage is the development of a program of speech therapy support for pupils of the MSCOU "Luchik", which indicates the actual problems of the child, the goal, tasks, desired results of the student's development. Drawing up an individual correctional and developmental development program will help the teacher to effectively implement the program content.

On the correctional-developing stage the implementation of the planned program and tasks is carried out. Each pupil receives help from a specialist, according to his individual plan. Corrective-developing stage lasts 7-8 months.

On the analytical stage the effectiveness of the classes is evaluated, the effectiveness of the methods and means used is analyzed, and the results of the work are summed up, the main directions of work for the next year are determined. The results of corrective and developmental work are reflected in the annual report. The analytical stage lasts 2 weeks and includes the study of the dynamics of the child's speech development in all areas of work.

The main forms of work are:

1. Sub-group activity (duration 20 minutes)
2. Individual activity (duration 15-20 min.)

In addition, other forms of work are used to implement the tasks: conversation, game situations, speech situations, games with rules.

Correction of general underdevelopment of speech in children with mental retardation

The program of speech therapy work to overcome the general underdevelopment of speech with middle-aged preschoolers (4-5 years old) is part of a correctional and developing program for children with mental retardation.

Speech disorders in mental retardation are primarily due to the lack of inter-analyzer interaction, and not to local damage to the speech analyzer. Children with mental retardation are characterized by various speech disorders. The aim of the program is the correction of all components of the speech system in the middle speech therapy group of preschoolers with ONR. In addition to this goal, the program solves the following tasks:

1. The development of attention in children, perseverance
2. The development of auditory and visual memory.
3. Development of breath and voice.
4. Development of articulatory and general motor skills
5. The development of phonemic hearing and the syllabic structure of the word
6. The development of the grammatical structure of speech.
7. Enrichment vocabulary.

In modern speech therapy, 4 levels of speech development are distinguished in children with ONR. The program is designed for children with mental retardation at the age of 4-5 years with the first and second levels of speech development.

The first level of speech development is characterized by the almost complete absence of commonly used speech. Speech is presented in the form of sound complexes and onomatopoeia. The phonemic system is practically not formed.

The second level of speech development is characterized by the presence of a simple phrase, while there are gross errors in the use of grammatical structures, distortion of the sound-syllabic structure.

In this regard, the correction of systemic underdevelopment of speech is the main one in the structure of speech therapy work with this category of children.

Long-term planning of speech therapy work is presented in annex 1

Correction and development of cognitive activity.

Goals:

1. To carry out the relationship between familiarization with the outside world, the development of speech and the practical activities of children.
2. Correct and develop mental processes.
3. Develop mathematical thinking, form quantitative, spatial and temporal representations in preschoolers with mental retardation; Attach to the mathematical material, develop the imagination, intelligence, emotional sphere of the child.
4. Development of manual motor skills, visual-motor coordination.
5. Contribute to the timely and correct connection of the child's sensory experience with the word.
6. Develop orienting activity, strengthen the relationship between the main components of mental activity: action, word, image.

Tasks:

1. Clarification, expansion, enrichment of preschoolers' ideas about themselves, the surrounding objective and social world.
2. Carry out correction of deficiencies in the development of mental processes (perception, memory, thinking) and contribute to their further formation
3. Clarification and enrichment of vocabulary in the process of familiarization with the surrounding reality.
4. Formation of lexical and grammatical means of the language, development of coherent speech.
5. Development of individual qualities and capabilities of each child.
6. Formation of perception, hand-eye coordination.
7. Development of attention and memory when performing graphic and written tasks.
8. To form different types of grasping, the ability to operate with each hand, to form the consistency of the actions of both hands, to single out each finger separately.
9. Teaching the ability to compare, compare, establish a correspondence between different sets and elements of sets.
10. To form readiness for the assimilation of the social through the joint actions of an adult and a child, actions according to the model and speech instructions.

Prospective planning of a defectologist is presented in annex 2

Literature

1. E. A. Ekzhanova, E. A. Strebeleva Correctional and developmental education and upbringing. - M.: Enlightenment, 2003.
2. Filicheva T. B., Education and training of preschool children with OHP. Program-methodical recommendations. M.: 2009
3. Tkachenko T. A., Program "Development of coherent speech in preschoolers 4-7 years old." M., 2008
4. Nishcheva N.V., The system of correctional work in a speech therapy group for children with general underdevelopment of speech St. Petersburg, 2003
5. Markova L. S. Methodical manual “Construction of a correctional environment for preschoolers with mental retardation. M., 2005
6. Markova L. S., Organization of correctional and developmental education for preschoolers with mental retardation. Practical guide. M, 2005
7. The system of work with older preschoolers with mental retardation in a preschool educational institution. Program-methodical manual / Ed. Neretina T. G.. M., 2006
8. Zhukovskaya R.I., Penevskaya L.A. Reader for children of primary preschool age. – M.: P., 1983. 9. Russian folk tales - M .: Bustard - Plus, 2003.
9. Pearls of folk wisdom: Proverbs, riddles, sayings, tongue twisters, teasers, carols, nursery rhymes, counting rhymes - M .: OOO "AST Publishing House", 2000.
10. Knyazeva O. A., Makhaneva M. D. Introducing children to the origins of Russian folk culture: Program. Educational and methodical manual - St. Petersburg: Childhood - Press, 2006.

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