Publication date: 05/19/17
Report of the instructor in physical culture N.V. Vereshchagina
"An approximate individual educational route for the development of a child with disabilities in the NGO "Physical Development""
Dear colleagues, I would like to present you an exemplary Individual Educational Route (IEM) for the development of a child with disabilities in the NGO "Physical Development".
Considering that the main general educational program of a preschool organization (BEP DO) is focused on the average pupil, it is possible that the weaker ones may not learn it well enough, and the most capable of losing motivation to learn, the Federal State Standard for Preschool Education (FGOS DO) determines the planning of individual educational route (IOM) of a preschooler as a new approach to preschool education.
IOM is being developed:
- for children who have not mastered the basic educational program of preschool education
– for children with disabilities
– for children with a high level of physical development
Compiling an IEM implies the effective use of all pedagogical resources to achieve maximum results in the upbringing and development of a preschooler.
Target development and implementation of an educational route in the curriculum is the formation of factors in kindergarten that will be aimed at positive socialization and social and personal development of children with disabilities.
The procedure for developing an individual route of the NGO "Physical Development"
After monitoring the quality of mastering the BEP DO, the results are discussed at the pedagogical council. The Pedagogical Council recommends that children who have shown a low (high) result in mastering the OOP DO in the educational field "Physical Development" recommends considering the psychological, medical and pedagogical commission, which forms a list of children who need an individual educational trajectory.
In terms of physical development, the instructor, together with medical workers, educators, other specialists of the preschool educational institution, parents (legal representatives), develop an IOM (content component), then the developed method of its implementation is fixed in the calendar plan (technology for organizing the educational process).
IOM structure
The structure of the educational route should include such components as:
- target, which involves setting specific goals that meet new standards;
- technological, causing the use of certain pedagogical technologies, methods and techniques;
- diagnostic, defining a set of diagnostic tools;
- organizational - pedagogical, determining the conditions and ways to achieve the goals;
- productive, containing the final results of the child's development at the time of transition to schooling.
- Introduction, which explains the reason for compiling an individual educational route for the child, general information about the child at the time of the development of the IEM, the purpose, tasks, number of IEM sessions, the form of the IEM.
- Diagnostic data per child. Diagnostics of the child's development is the basis for building IEM. Along with diagnostics, in the process of implementing IEM, monitoring is carried out in work with preschoolers - this is control with periodic monitoring of the level of development of the child with mandatory feedback. Monitoring allows not only to register the state of development of the child at the moment, but also provides materials for comparison, analysis and correction of violations and deviations in development. The purpose of pedagogical monitoring is to summarize and analyze information about the state of general development for the purpose of assessing, planning a correctional and developmental process (development of IEM) and predicting the final result.
- Wellness route child includes an individual motor regimen, tempering procedures, physical activity and therapeutic and preventive measures for the child.
- Child Employment Grid, which indicates the sequence of introducing the child into activities common with all children;
- A dynamic watchlist is maintained, where all changes are made. The purpose of such observation is the correction of the components of the educational process, the choice of optimal forms of its organization. Having an idea of the desired result in the form of specific performance criteria, depending on the results of the interim survey, it is possible to make timely changes to the IEM for better implementation of the educational process and its effectiveness for a child with disabilities.
- Ways to assess the success of the pupil - it is recommended to assess the success of the route development every three months or at the end of any educational block or stage.
Effective implementation of IEM will ensure positive dynamics in the personal development of the child. Undoubtedly, such work will require professional competence and interest in the process and result of their work from the teacher.
Form for registration of the IEM for a preschooler of the NGO "Physical Development"
Individual educational route
Name of the child ________________________________________________________________________________________________
Date of Birth_____________________________________________________________________________________________
IEM start date _________________________________________________________________________________
Reason for registration: _________________________________________________________________________________
___________________________________________________________________________________________________________
Age at the beginning of correctional and developmental work: ___________________________________________________________
Purpose (IOM): opening new perspectives in the assimilation of the OPP preschool educational institution in the educational field "Physical development"
Objectives: to identify the special educational needs of the child; provide individual pedagogical assistance to the child; to assist in adaptation to the team of children; to promote the child's assimilation of the educational program of preschool education; to develop in the child an awareness of their capabilities; ensure positive changes in the physical development of the child, stimulate the disclosure of individual capabilities; provide methodological assistance to parents of children with / disabilities / /gifted children in the field of "Physical development"/; involvement of parents in the educational process
Number of lessons per week:_________________________________________________________________________________
Form of conduct: organized educational activities, individual lessons, game activities, joint activities of preschool teachers, parents, children; independent motor activity, conversations, presentations, maintaining a health portfolio
___________________________________________________________________________________________________________
Expected Result:________________________________________________________________________________________ ____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Form of work with parents: consultations, workshop, interview, exchange of experience._________________________________
___________________________________________________________________________________________________________
Diagnosis of child development
The purpose of pedagogical monitoring is to summarize and analyze information about the state of general and physical development for the purpose of assessing, planning a correctional and developmental process (development of IEM) and predicting the final result.
Physical development
Assessment of psycho-physical qualities: speed of movement, strength, endurance, agility, flexibility
_________________________________________________________________________________________________________________________
Somatic development
Speech development
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Features of the development of cognitive processes
Memory___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Attention_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Perception_______________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Thinking_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Appendix 2
Calendar planning of an individual route
| Topic of the lesson, number of hours | Instructor activities (technologies, forms and methods used) | The activities of the educator | Opportunity to work with other professionals | Areas of work with parents |
||
An approximate individual route for the development of a child with disabilities educational area "Physical development"
Name of the child _________________________
Date of Birth ________________________
IOM start date _____________________
Age at the beginning of IOM ________________
Disease: Astigmatism II Macrosomatic
Astigmatism is a visual defect associated with a violation of the shape of the lens, cornea or eye, as a result of which a person loses the ability to see clearly.
Macrosomatic (somatic type, referring to a large physique) is a type of body constitution that is distinguished by a wide bone structure and large reserves of subcutaneous fat.
Level of development: does not correspond to age
Problem: Low physical activity, reluctantly takes part in p / and - there is no dynamics.
| Development of physical qualities | Mastering ATS | Individual work of the instructor, educators | Family work |
| A noticeable lag in the OFC indicators - Agility, speed, endurance. Does not know how to change directions of movement on a signal, lacks endurance, gets tired quickly, uncoordinated movements of arms and legs while walking and running | Slowness in the process of mastering and performing ATS (lagging behind the general pace of performing exercises, a separate demonstration of exercises and movements is necessary), impaired general motor skills, and balance functions. Put the dynamics traced in long jumps (jerk, landing), catches the ball without pressing it to the chest. Makes mistakes in the basic elements of physical exercise - gym climbing. wall (fears), advancing jump | Consolidation of the ability to walk and run, coordinating the movements of arms and legs, jump, moving forward pushing off with both legs at the same time, landing softly on half-bent legs. Develop dexterity change direction on a signal, climb the gym. stairs in a convenient way). The development of the eye - the ability to throw the bag in the horizon. goal. Create motivation for involvement in a mobile game, game exercises. | Don't skip classes. Stimulation of the child's motor activity with joint outdoor games, long walks in the park or forest; purchase of sports equipment for the child (ball, rope). Involve in joint activities, entertainment. |
Karabaeva Gulnara Ismagulovna
Deputy Director for UVR
boarding school them. Krupskaya
The East Kazakhstan region,
Ust-Kamenogorsk city
Mini case
"Individual educational route for children with disabilities"
Individual educational route - this is a movement in the educational space created for the child and his family in the implementation of educational and psychological and pedagogical support in order to realize individual developmental characteristics.
To solve this problem in the current education system, it is planned to draw up individual educational routes for children with disabilities.
The choice of one or another individual educational route is determined by a complex of factors:
the age of the child;
state of health;
the level of readiness for mastering the educational program;
the characteristics, interests and needs of the child and his family in achieving the necessary educational result;
professionalism of specialists of educational institutions.
In practice, the process of education and upbringing is mainly focused on the average level of development of the child, so not every pupil can fully realize their potential. This sets the task for educators, speech therapists, psychologists of a school educational institution to create optimal conditions for realizing the potential of each pupil. One of the solutions in this situation is the compilation and implementation of an individual educational route (hereinafter - IEM).
An individual educational route is a personal way of realizing the personal potential of a child (pupil) in education and training.
The main goal of compiling an individual educational route (IEM):
This is the creation in the school of conditions conducive to the positive socialization of schoolchildren, their social and personal development.
Tasks for the social and personal development of the child:
Create a favorable subject-developing environment for the social development of the child;
To organize a unified system of work of the administration, teaching staff, medical staff of the school and parents for the social and personal development of the child;
Improve the style of communication between the teacher and the child: adhere to a psychologically correct style of communication, achieve respect and trust of the pupil;
Create conditions for the development of a positive attitude of the child towards himself, other people, the world around him, the communicative and social competence of children;
To form a child's self-esteem, awareness of their rights and freedoms (the right to have their own opinion, choose friends, activities, have personal belongings, use personal time at their own discretion)
The individual educational route is determined by:
government order;
the needs and wishes of parents;
individual functional capabilities and the level of development of pupils;
opportunities of the educational institution;
Individual educational routes are developed:
For children who do not master the basic general educational program of school education;
For children with disabilities, children with disabilities.
For children with high intellectual development.
The individual educational route includes the main directions:
development of general and fine motor skills;
development of cultural and hygienic and communicative and social skills;
the formation of the child's activities (manipulative, sensory-perceptual, subject-practical, playful, productive) which include modeling, applications, drawing) and other types of productive activities.
speech development (formation of the sensory basis of speech, sensorimotor mechanism, speech functions);
formation of ideas about the environment (objective world and social relations);
formation of ideas about space, time
Methods used in the work:
Conversations, games, classes, reading fiction, sketches aimed at getting to know various emotions and feelings, with "magic" means of understanding;
Games, exercises and trainings that contribute to the development of emotional, personal and behavioral spheres (development of communication skills and improvement of relationships with others, removal of fears and increase of self-confidence, reduction of aggression and weakening of negative emotions)
Classes, games and exercises for the development of mental processes (memory, attention, perception, thinking, imagination);
Art therapy techniques (puppet therapy, isotherapy, fairy tale therapy);
Relaxation psycho-gymnastic exercises (relaxation of the muscles of the face, neck, torso, arms, legs, etc.)
When developing an individual route we rely on the followingprinciples :
The principle of reliance on the learning of the child,
The principle of correlating the level of actual development and the zone of proximal development.
The principle of respecting the interests of the child.
The principle of close interaction and coherence of the work of a "team" of specialists in the course of studying the level of development of the child (phenomena, situations);
The principle of continuity, when the child is guaranteed continuous support at all stages of assistance in solving the problem.
The principle of rejection of the average rationing. The implementation of this principle involves the avoidance of a direct evaluation approach in the diagnostic examination of the level of development of the child.
The principle of reliance on children's subculture.
Based on the analysis of the studied literature, several stages of designing an individual educational route were identified
1. Stage of observation.
2. Diagnostic stage.
3. Construction stage.
4. Implementation phase
5. Stage of final diagnostics.
Let's take a closer look at each step.
The first stage of observation.
1. Purpose of the stage : to identify a group of schoolchildren experiencing difficulties: personal, regulatory, cognitive, communicative, psychomotor or complex. Based on the results of the observation, the table "Identification of groups of schoolchildren by difficulties" is filled in
2.Diagnostic stage. At this stage, a number of diagnostics are carried out together with a teacher psychologist. The purpose of this stage is to identify the causes of the child's difficulties. Based on the results of the observation, the table "Identified difficulties of schoolchildren and their causes" is filled in
FI - Identified difficulties - causes - Result (at the end of support)
3. Construction phase . The purpose of the stage: building individual educational routes for preschoolers, based on the identified difficulties and the established causes of these difficulties.
4. The stage of implementation of individual educational routes in the process of life of schoolchildren .
An individual educational route can be implemented in all types of activities, at any time, it all depends on the desire of the child, on his choice, self-determination.!
On the Stage 5 is the final diagnostics.
The purpose of the stage: to identify the results of the route action (difficulty is preserved or not preserved.
Expected result:
development of social competence;
development of communication skills;
correction of anxiety, self-esteem (approaching adequate);
developing a sense of self-worth;
correction of the child's social and personal problems.
Thus, by building individual educational trajectories for the development of children, we provide our students with equal opportunities when studying at school.
Shatkina Irina Pavlovna
Position: educator
Educational institution: MBDOU "Child Development Center - Kindergarten No. 56"
Locality: Seversk, Tomsk region
Material name: methodical development
Topic:"INDIVIDUAL EDUCATIONAL ROUTE FOR CHILDREN WITH DISABILITIES (middle group)"
Publication date: 12.05.2018
Chapter: preschool education
MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION
"Child Development Center - Kindergarten No. 56"
INDIVIDUAL EDUCATIONAL ROUTE
FOR CHILDREN WITH DISABILITIES (middle group)
for 2017 - 2018 academic year
______________________________________________________________
FI child
Group No. 6
Compiled by the educator
Shatkina Irina Pavlovna
Individual work plan
for the 2017-2018 academic year.
Tasks:
Contribute to the development of communication skills;
Develop sound pronunciation, grammatically correct speech;
Develop memory, attention;
Develop
mental
involvement
observation,
didactic games;
Development of motor skills and volitional qualities by introducing the child to classes
Individual
Job held
corrective
pedagogical
interactions
specialists
preschool
institutions
basis
the results of the individual speech map of pupils, as well as in accordance with
an individual program developed by a speech therapist teacher.
September 2017
Week 1
cognitive
development
"Collect a pyramid": fix the name of the colors of the spectrum,
ordinal account.
Strengthen the ability to compare two objects in size,
indicate the results of the comparison in words.
development
Articulation gymnastics with mirrors: "smile",
"fence", "watch", "jam", "horse"
Repeat tongue twisters for the sound "s". Games with pictures on
these sounds (“Guess and name”, “Name the color and object”)
Artistic
aesthetic
development
Music game. instruments, with musical toys:
the ability to guess by ear which instrument sounds.
To consolidate the ability to sculpt objects of a round shape of different
quantities.
Physical
development
"The most accurate": train in throwing balls into a basket
Social
communicative
development
Learn to reproduce a chain of game actions with different
types of toys
2 weeks
cognitive
development
"Journey to the Green Country": pin
idea of green color, develop visual
attention, activate the dictionary.
development
Telling the nursery rhyme "Vodichka, Vodichka";
Accompany actions with spoken words.
Games for the development of phonemic hearing: "Clapperboard",
"Catch the sound."
Blow off the cotton wool (leaf, paper flower) from the hand.
Artistic
Repeat the rules for working with scissors; teach
aesthetic
development
hold them correctly, squeezing and unclenching the rings.
Physical
development
Learn to stand on one leg, maintaining balance;
jumping on two legs together.
Social
communicative
development
Strengthen the ability to participate in game activities.
Develop friendly relationships.
3 week
cognitive
development
"Geometric mosaic": to consolidate the ability to name
geometric shapes, promote
attention and imagination.
development
proverbs; improve knowledge of seasonal changes in
The game "Guess by the sound." The development of auditory perception,
ability to identify sounds in the environment
rain, leaves rustle, beetle buzzes).
Finger game "We are building a house": develop a small
motor skills and speech.
Artistic
aesthetic
development
Develop the ability to roll out the desired
shape, sculpt elongated objects,
tapering towards one end.
Physical
development
"Walk along the narrow path" - train in walking along
narrow path while maintaining balance.
Social
communicative
development
Develop friendships in the game
promote the development of communication skills.
4 week
cognitive
development
Learn to distinguish fruits, not confusing with vegetables. "Give
the same ""What grows on a tree"
“Each bead in its place”: develop small
motor skills, attention, logical thinking.
Strengthen the ability to compare two objects by
size.
development
"Let's stomp, pat": the development of auditory attention
through distinguishing the sounds of the surrounding reality.
"Ear-nose": the development of voluntary attention and
self-control.
"Tell a story": train in storytelling
familiar fairy tale based on visual material.
Artistic
aesthetic
development
Develop the ability to work with a brush, paint over as needed
fruit color.
plastic balls, develop motor
activity.
Social
communicative
development
October
Week 1
cognitive
development
Selection
sign
develop logical thinking, attention.
sensory
development
"Disassemble
mixed up
mittens ": teach children to carefully examine objects
and find similarities and differences between them.
development
D. exercise "Raise the ball" - develop speech
Exercise in the pronunciation of the sound "З" in syllables and words.
Learn to pronounce this sound firmly and softly.
Artistic
aesthetic
development
Development of flexibility and strength of the small muscles of the fingers
through modeling from plasticine (squeezing, flattening,
rolling).
Physical
development
"Nimble winders": the development of sensorimotor
coordination, learning to perform movements with two hands
simultaneously.
Social
communicative
development
form
use substitute items, continue to work on
development and enrichment of the plot of the game.
2 weeks
cognitive
development
"Collect the cubes" - develop attention, memory, figurative
thinking.
development
Teach children to write a story based on questions
educator and independently, include in the story
description of the characters, their actions.
Artistic
aesthetic
development
Learn to place two spruce trees side by side on a piece of paper: one
above the other. Continue to develop color
perception: the ability to find among 2 shades
green color dark green.
Physical
development
Learn to hit the ball with the right and left hand: develop
coordination of movements, agility.
Social
communicative
development
Games with a plastic constructor like "Lego":
develop creativity, imagination, intellectual
activity in constructive and play activities.
3 week
cognitive
development
D. game "What has changed?": the development of visual memory.
“Fold the picture” (seasons): learn to collect from
parts of the whole; consolidate knowledge about the seasons.
"An extra picture" on the development of thinking and
visual perception, the ability to generalize.
development
Continue to teach to listen carefully to the story,
answer questions in full; teach
retell, based on models, save
sequence of events. word game
"Tell me."
Artistic
aesthetic
development
Listening to the sounds of nature.
Physical
development
"Penguins" - jumping on two legs with a bag between
Social
communicative
development
S. p game "Kindergarten". Develop friendships in the game
relationships, promote
communication skills, select attributes for the game.
4 week
cognitive
development
D. game "Whose kids?": to consolidate knowledge about home and
wild animals, find their cubs.
"Find where it is hidden": learn to navigate in
space; develop attention.
development
Reading fiction: learn to listen,
evaluate the actions of heroes, develop memory,
thinking, attention.
"Describe your favorite animal": keep learning
make up short stories, develop speech.
Artistic
aesthetic
development
Musical exercise "Who sings how?": to develop
creativity of children, to teach to convey personal
images using well-known means of expression
Physical
development
"Find a mate": exercise in running, develop
endurance, agility. Throwing the ball vertically
Social
communicative
development
express them.
November
Week 1
cognitive
Introduce pets, body parts, what
"Find a place for the figure": the development of visual perception and
voluntary attention, learning to work according to the model.
development
Learning tongue twisters -
Purpose: to fix the sound pronunciation of the set sounds.
Artistic
aesthetic
development
Work on the formation of fine motor skills of the fingers
(hatching, work with small material)
Purpose: development of fine motor skills, as well as
the formation of artistic and aesthetic skills and
Physical
development
P / and "Ball" Purpose: development of general motor skills, feelings
rhythm, the ability to jump on toes. Coordination of speech with
movement
Social
communicative
development
"Help a friend get dressed for a walk" Purpose: formation
socio-communicative skills, activation
2 weeks
cognitive
development
D / and “Assemble from parts”, “Where did the toy hide?”,
"One is many"
development
Look at the pictures and memorize them: the development of visual
memory and the ability to name what he saw.
D. exercise "Raise the ball" - to develop speech
Artistic
aesthetic
development
Listening to musical works.
Purpose: development of auditory perception
"Make a bouquet": exercise in composing a beautiful
parts compositions.
Physical
development
Mobile game "Rainbow-arc".
Goal: development of general motor skills, coordination of speech with
movement. Consolidation of the skill of running with high
raised knees
Social
communicative
development
D / game "True or not."
Purpose: the formation of moral ideas,
rules of conduct with adults.
3 week
cognitive
development
Didactic game "What first, what then", "When
This happens". Purpose: expansion of cognitive
activity.
D. game "What color is gone?": teach children to identify
and accurately name the color of objects, their shades.
development
Writing a story on the theme "Autumn". Purpose: development
communication skills, the formation of vocabulary -
grammatical structure of the word, consolidation of skills
sound pronunciation.
Artistic
aesthetic
development
To consolidate the ability to roll objects round and
oval shape, work out the details with your fingers.
Listening to the sounds of nature.
Physical
development
Exercise with a massage ball. Purpose: development
tactile sensitivity, sense of rhythm.
Social
communicative
development
S.r. game "Family": to consolidate the ability to act
according to the chosen role, clarify knowledge about the family, about
responsibilities in the family of each member.
4 week
cognitive
development
D / and "Find the extra", "Find the differences", "Collect from
parts”, “Help the artist” on lexical topics.
Purpose: enrichment of knowledge on lexical topics,
activation of the dictionary and its expansion, speech memory.
development
Reading fiction. R. Minnullin "Oh
these adults." Purpose: to teach to listen to the rhythm
poetic text, determine its theme, main
idea; encourage them to talk about their perceptions
specific behavior of a character.
Artistic
aesthetic
development
Art activities. Continue
learn to draw on the theme "Autumn". Purpose: to educate
children's emotional attitude to the created image
Physical
development
Finger gymnast "If anything."
Purpose: coordination of speech with movement, development of fine
motor skills, attention and memory.
Social
communicative
development
Learn how to resolve conflict situations peacefully
through, be aware of your feelings, desires and understand
express them. Soap bubble games: create
cheerful, cheerful mood, develop air
jet, learn to play together without quarreling.
December
Week 1
cognitive
development
Pin
"High Low".
Domino inserts.
Fine motor skills.
D. game on the classification of objects. "Whose baby." Target:
fixing the names of animals and their cubs
development
"Signs of winter" - consolidation and replenishment of knowledge about
winter signs.
D. Game "Riddle" - learn to make riddles about winter
Artistic
aesthetic
development
Arouse interest in the topic of the image, learn to draw
poke, apply a pattern over the entire surface.
distinguish animals by sound
Physical
development
movement in throwing
Social
communicative
Game-dramatization "What is good, what is bad"
Purpose: consolidation and analysis of the actions of one's own and comrades.
development
2 weeks
cognitive
development
Repeat the concepts "Big, smaller, most
little"
D. game "Count the birds and name" - consolidate the skill
“Remember the names and post the pictures in the same
all right."
development
Exercises in the speech zone. Purpose: to teach clear
pronunciation of sounds, the ability to find the place of a sound in
Artistic
aesthetic
development
“The birds are flying”: develop the ability to hear the shift
parts of the melody, respond to changes by changing
movement.
Physical
development
Exercise in running and squatting, building in a circle and
walking in circles.
Social
communicative
development
3 week
cognitive
development
Showing the construction, fixing attention
sequences.
Repeat "Circle, oval." Correlation of color and form.
development
in a series of sounds, syllables, words.
Artistic
aesthetic
development
Learn to draw vertical and horizontal lines
using the technique of applying strokes in one
direction, without going beyond the contours, drawing
Physical
development
"Be the smartest": continue to develop
dexterity, endurance.
Social
communicative
development
"What is friendship": to form the concept of "friend",
"friendship"; teach children to see, understand, evaluate
feelings and actions of others, motivate and explain
their judgments.
4 week
cognitive
development
Expand knowledge about holidays. "Decorate the Christmas Tree"
"Gift to Santa Claus" The concepts of "long-short",
“equal in length”, “far-near-near-near”.
“What shape does the object resemble”: repeat with
children names of geometric shapes
development
"Call it affectionately": cultivate the desire to use in
sweet words
Artistic
aesthetic
development
To consolidate the ability to roll circles between the palms and
connect them.
"Magic brush": learn how to use it correctly
Physical
development
moving forward. Mobile game "Two frosts".
Social
communicative
development
The game "How I act" (actualization of behavior
child in specific situations).
January
2 weeks
cognitive
development
To consolidate knowledge about the signs of winter and winter fun.
“What sign of the season is superfluous?”
Left-middle-right. Comparison, establishment
patterns. "Patches". Color lotto. small
motility
development
"Monkeys in the circus" - repeat sounds, syllables on solid
consonants. Learn to pronounce by imitation "s", "z",
D. game "Where is the bird?" (use
prepositions about, over, under, in, to)
Artistic
aesthetic
development
"Let's draw winter" .Suggest coloring "Sorceress-
Physical
development
"Funny ball" - hitting the ball with one hand on the floor
Social
communicative
development
Psycho-gymnastic studies for the expression of different
emotional states
3 week
cognitive
development
Expand your understanding of animals, learn to distinguish
wild animals from domestic ones. “Show the animals”, “Where
whose house"
Orientation in space: up, down, behind,
D. game "What is missing?" - child development
holistic perception of the subject.
development
To have a dialog. Learn to answer questions in 2-4 words,
using scene pictures. "Remember, name."
Continue to exercise in the correct and clear
pronouncing the sound "g", identify words with this
Artistic
aesthetic
development
Learn to cut out cones and different shapes according to the show,
stick.
Isotherapy "Berries for the Bear". Suggest
stencils depicting wild animals for
drawing and coloring.
Physical
development
Psychogymnastics "Sleeping Kitten" gaming
exercise "Jumping up from a place."
Social
communicative
development
"Communication with adults": consolidate knowledge of how
we appeal to adults, teach to show respect,
do not interrupt adults during a conversation.
4 week
cognitive
development
Correlating the shape of an object with geometric
figures. Domino inserts.
Classification according to one or two characteristics (color and
value).
development
“What did the artist forget to draw?”
D. game "Tell me what fairy tale?" Purpose: activation
vocabulary through the selection of epithets. Interview "I love
winter because...
Artistic
aesthetic
development
Learn to transfer objects of the same shape, but different
quantities. Develop span regulation skills
movements. "Draw"
"Make a pattern" - drawing up a pattern from counting sticks
Physical
development
"Come - do not touch" - walking between the cubes,
"Run and don't hurt" - the development of dexterity of movement.
Social
communicative
development
"How to reconcile?" - find ways to reconcile and
exit from the conflict without a fight.
February
Week 1
cognitive
development
Comparison
acquaintances
items
geometric
figures. "Patches". Fine motor skills.
Introduce the classification of dishes.
Development of the ability to navigate in space according to the scheme
"How to get to the bunny?"
development
The game "Who do I look like?" (comparison with a plant, animal,
subject). The game "Guess by the sound." Hearing development
perception, the ability to identify sounds in the environment
reality (knocking with a pencil, playing with a ball).
Artistic
aesthetic
development
Learn to draw objects of a rectangular shape,
placing them all over the paper. Fix the reception
painting.
Physical
development
Throw various objects and balls at a distance from a place from
various provisions. Do the basics correctly
movement in throwing
Social
communicative
development
solution!"
(education
make your own decision).
2 weeks
cognitive
development
Get to know the vehicle. "Automobile"
"Find the same car"
Repeat the concepts “Wide, narrower, even narrower, most
development
“Lay out a series of plot pictures and make up a story”;
Artistic
aesthetic
development
Continue learning to draw different shapes on a sheet
paper (oval, circle, rectangle).
Learn to connect the ends of the column to get a ring,
learn to connect all the shapes together. Art therapy
"snowflakes" (plasticine).
Physical
development
The game "My arms-legs-nose".
Social
communicative
development
The game "I like myself" (comprehension by the child
their positive and negative qualities).
3 week
cognitive
development
Expand your horizons about the classification of tools.
“Who does what”, “Tools”.
Repeat "Left, middle, right." Development
visual attention. Correlation of color and form.
Fine motor skills.
development
"Clap on the sound" c ". Continue to learn to distinguish sounds
in a series of sounds, syllables, words.
Learn to answer questions from a picture
Artistic
aesthetic
development
Continue to learn to sculpt from several parts,
fixing the techniques of rolling, pressing,
stretching..
Physical
development
Psychogymnastics "Cat with kittens and a dog."
Social
communicative
development
The game "Lotto of emotions" ("What happened to the mouse?").
4 week
cognitive
development
Expand knowledge about holidays - Defender's Day
Fatherland.
Identification of the redundant feature. "Guess what's gone"
development
Continue to learn to finish verses, fairy tales, nursery rhymes
for the teacher (books by Chukovsky, Barto, Mikhalkov).
Artistic
aesthetic
development
Learn to connect the parts correctly to get
image and paste. We continue to collect from parts one
whole. To consolidate the ability to draw the torso, legs, arms,
learn to paint in the right direction.
Physical
development
Jumping on one leg, on two in place. Jumping from
moving forward. Mobile game "Two frosts"
Social
communicative
development
The game "How I act" (actualization of behavior
child in specific situations).
March
Week 1
cognitive
development
D / and "My family". Purpose: to consolidate knowledge of the home address,
names of parents and their place of work.
develop
imagination
submit
items
schematic representations
development
Description of the painting from the series "At Grandma's Visiting". Target:
expand the horizons of the child, name the essential details.
Didactic game "Tell me which one?" Purpose: to fix
the ability to select words signs about mom.
Artistic
aesthetic
development
"Hide the mouse" Purpose: to consolidate children's ideas about
six colors.
Construction
the buildings
build according to the plan.
Strengthen the ability to cut corners at the square.
Goal: skill
use scissors correctly.
Physical
development
Exercise
rolling
objects,
pushing him with both hands from below and not letting go far from
Social
communicative
development
form
readiness
joint
activities,
develop
d o d v a r i v a t s i,
independently resolve conflicts with peers
2 weeks
cognitive
development
D / ex. "Name the activities that take place in the spring."
Tasks: to know the signs of spring, to be able to finish
sentence, naming the appropriate action.
D. game "What it looks like." Goal: develop imagination
children, to teach to imagine objects according to their
schematic representations
Continue learning to identify and name
location of the object (left, right, etc.).
development
Conversation with Artem and Andrey about the signs of spring (according to
pictures) - develop speech activity, teach
make sentences with pictures. Didactic
game "Tell me which one?" Purpose: to consolidate skills
pick up words signs about spring.
Work with Artem, Rita, Andrey on
sound pronunciation: to learn to pronounce the tongue twister.
Artistic
aesthetic
development
Looking at spring illustrations and photos,
listening to a piece of music by P.I. Tchaikovsky
"Seasons. Spring".
Continue to reinforce the ability to hold pencils and
draw broken lines.
Physical
development
"Come - do not touch" - walking between the cubes.
Roll the ball ”- rolling the ball in a straight line.
Social
communicative
development
Situational conversation "Communication with adults." Target:
consolidate knowledge of how we address adults,
teach to show respect, not to interrupt adults during
talk time
3 week
cognitive
development
D. game "The fourth extra" - repeat home and
wild animals.
Fix the ordinal account, the concept is longer - shorter
development
Compose
descriptive
animal
using a blueprint.
"Name an animal affectionately »
- continue to educate
love to the animals .
sound "sh".
Artistic
aesthetic
development
Continue
fix
the pencils
draw broken lines.
Physical
development
Carry - do not drop "- exercise: carry the ball or
cube to basket
Social
communicative
development
in different situations.
4 week
cognitive
development
built
Strengthen knowledge about geometric shapes.
Remember and repeat "Profession of my parents."
development
"Recognize the bird by description" To consolidate the skill
recognize a bird by its characteristic features.
"Name the bird
affectionately »
- continue
bring up
love for birds.
With Artem, Rita, Andrey, learn a tongue twister with
sound "sh" Game "Angry Goose". Purpose: fixing
sound "sh".
Artistic
aesthetic
development
Ind.work on drawing "Circle on the dots" Purpose: to teach
draw a drawing point by point, bring your plan to
Suggest
coloring by
"Migratory
improve
pencils.
Physical
development
Learn to crawl, crawl, crawl, climb over
items.
Social
communicative
development
“Do not laugh at someone else’s misfortune” - introduce behavior
in different situations.
April
Week 1
cognitive
development
D / and "Useful-harmful" - consolidating children's knowledge about
environmental factors affecting health.
development
Articulation gymnastics "Brushing teeth" - development
articulation apparatus.
"Learn the story from the illustrations." Purpose: to fix
imagination, thinking, speech
Artistic
aesthetic
development
"Let's listen to the silence." Purpose: development of speech
creativity, concentration of children's attention.
Productive activity: modeling from plasticine
"Pills for dolls".
Physical
development
Jumping up from a place. Purpose: to develop jumping ability,
the ability to concentrate muscle efforts, combining
strength with speed.
Social
communicative
development
Role-playing game "At the doctor's appointment" Purpose:
continue to form ideas about the profession
2 weeks
cognitive
development
"Count the animals, find the right rocket."
Examination of images of various space
objects
Didactic game: tangram "Rocket"
Purpose: to teach
fold the picture according to the pattern
development
Articulation gymnastics: exercise "Start
rocket engine
Goal: educating the right
sound pronunciation. "Say with the word" space "
Purpose: development of thinking, ingenuity,
educating the ability to select the words that are necessary in meaning.
Artistic
aesthetic
development
Coloring pictures about space according to the model. Ind.
work in laying out a rocket from counting sticks.
Purpose: development of fine motor skills.
Physical
development
Game exercise "Hoops of Saturn"
to form the ability to roll hoops to each other.
Social
communicative
development
Role-playing game "Space Journey"
Purpose: to encourage children to be more broad and creative
use knowledge of space in the game, continue
develop independence in creating a play environment.
3 week
cognitive
development
Examination and comparison of tree leaves (in form,
size, color)
"Compare trees by height" (exercise in comparison
two objects in height, denoting the words: high -
short; higher lower)
development
Repetition of proverbs about trees and shrubs.
Fix the names of the trees, their structure, external
signs; teach children to distinguish trees by external
signs; develop vocabulary on the topic.
Artistic
aesthetic
development
Exercise “Let's trace the maple leaf in dots and
colorize"
Making homemade books about trees and
shrubs.
Physical
development
Throwing the ball up and catching (at least 3-4 times).
Social
communicative
development
Remind children to help each other
how to politely ask and thank.
Story games for the choice of children.
4 week
cognitive
development
"Compose a plant with Gyenesh blocks."
development
D / and "What are the flowers?". Purpose: to teach to recognize objects
by description.
Pronunciation of the phrase "Zy-zy-zy- we have grown
Artistic
aesthetic
development
D / and "Collect a flower." Purpose: development of fine motor skills,
imagination.
"Flowers of unprecedented beauty." Purpose: to teach children to draw
dandelions using the poke method.
Physical
development
Run "snake" between pins placed in
row; walk along a log, carrying a bag of sand on your head.
Social
communicative
development
"Gardener" Purpose: to form children's ability
organize the game, act as a leader and
leading, the beginning of leisure competencies.
Week 1
cognitive
development
To expand children's understanding of military equipment,
develop design skills
creating plans for future buildings. "Name the shapes
of which the military structure consists. Consolidate knowledge
about geometric shapes.
development
Repeat poems and proverbs about the world. Develop
thinking of children, the ability to argue their
statements.
Artistic
aesthetic
development
Ind. slave. on drawing "Circle on the dots" Purpose: to teach
draw a drawing point by point, bring your plan to
Offer children coloring pages on the topic “Military
technique". Improve skills in working with
pencils and crayons.
Physical
development
Exercise in walking with stepping over the cords,
throwing the ball to each other, climbing over
Social
communicative
development
To form the ability to perform with the help of an adult
several game actions united by the storyline
canvas; act independently in improvisation.
Cultivate friendships, feelings
collectivism.
2 weeks
cognitive
development
D / and “What shape is the part of the machine?”. Consolidate knowledge
children about the parts of the machine, their shape. Didactic game
profession"
governs
by plane,
by train, ship, etc.)
"Paper Orientation"
Purpose: Fixing
middle.
development
man
Goal: Improve
children's knowledge about the need for machines in human life;
the ability to reason, to express one's opinion, to exercise
in writing a story.
Artistic
aesthetic
development
Strengthening the skills of drawing ovals and circles, lines.
"Modeling a car" Purpose: Formation of modeling skills
ball machines. Tasks: continue
learn to sculpt an object consisting of several parts
same shape but different size.
Physical
development
Game exercise: "Traveling with the ball" Purpose:
develop the technique of dribbling and receiving the ball in compliance with
safety rules: exercise in throwing each
Social
communicative
development
"Rules of conduct in public transport"
form
cultural
behavior
public transport.
3 week
cognitive
development
"Count
insects"
to fix
ordinal
the ability to correlate the number with the number of objects.
picture"
exercise
compiling
the whole picture from separate parts.
development
Logorhythm "Like an ant is the house of the sun
searched" Purpose: correction of speech disorders by
development of the motor sphere in combination with music and
word. Pronunciation of tongue twisters with the sound "Zh".
Artistic
aesthetic
development
"Draw a butterfly" - develop hand motor skills.
Physical
development
To consolidate the ability to walk on a log, while maintaining
equilibrium.
Social
communicative
development
small
develop
the ability to sympathize and empathize, educate
respect for insects.
Municipal budgetary special (correctional) educational institution for students, pupils with disabilities "Special (correctional) general education schoolVIII kind"
Individual educational route of the pupil
Full name of the child …………………..
Date of Birth……………….. . Class 6 Program VIII kind
Organization of correctional and developmental work carried out earlier: has been studying at this school since the second half of the 5th grade (second year).
Features of physical development has the status of "disabled child" until July 2020, is registered with an ophthalmologist "D" (squint), has a preparatory health group for physical education.
Features of mental development
Cognitive sphere: does not master the program material in mathematics and labor training. Geometric material does not assimilate. Experiencing difficulties in learning new exercises, poorly oriented in space. The girl learns the subjects of the humanitarian cycle better: she reads correctly, consciously, in whole words. He is good at memorizing poetry. Self-control is low. Working capacity and fatigue is average.
Emotional-volitional sphere: non-conflict, listens to the opinion of the teacher, not whiny, can laugh on a minimal occasion and without a reason. Cannot prepare himself for the lesson. Follows instructions and instructions for action from the teacher.
Behavioral sphere: Very low social orientation. The girl forgets where and what of the things she has.She cannot independently monitor her appearance, put her hair in order, and observe the girl’s personal hygiene. The girl has an obsessive nose-to-mouth habit, and the girl is not shy about it. Actively participates in competitions.
Initiator of an individual educational route:
Administration of an educational institution (justification - IPR).
Purpose, tasks: social adaptation of a child with disabilities in society.
* Formation of ZUN in subjects, taking into account the capabilities of the child;
* HMF correction: development of visual-figurative thinking and speech, formation of visual and auditory perception, training of memory processes.
* Adjustment of the VET program - psychological correction of motivation to work.
Timing 2014 -2015 academic year.
Forms of interaction with parents:
Individual conversations and consultations:On the need for training in an individual program in mathematics and VET; on the need to form social and everyday skills in the family and on the specifics of raising a disabled child.
Open classes;
Joint activities of parents and child:Doing homework. Consolidation of the acquired knowledge in the lessons of SBO at home.
Laboratory work with parents;
Thematic parent meetings:"To Parents on Punishing Children"
Trainings;
Other ___________________________________________________________
Forms of work of a parent with a child
|
№ p/p |
Content |
Timing |
|
Orientation in the yard |
2014-2015 academic year |
|
|
Formation of hygiene skills |
2014-2015 academic year |
|
|
Developing the ability to occupy oneself in the absence of adults Houses |
2014-2015 academic year |
|
|
Ability to shop in the store |
2014-2015 academic year |
Circle of specialists
|
Specialist |
Content |
Deadline / result |
|
Teacher - psychologist |
||
|
Teacher speech therapist |
Classes for the correction of violations writing and reading by: Development of phonemic processes; Development of language analysis and synthesis skills; Clarifications and expansions of the lexical dictionary; Development of the grammatical structure of speech; Development of coherent speech, communication skills; Development of motor functions. |
2014-2015 academic year Since September 2014 years to May 2015 group classes 2 times in Week: Wednesday Friday. 26.12.2014 - dynamics positive. 27.04.2015 - dynamics positive. |
|
teacher-defectologist |
Individualized remedial training development of the WPF. Correction of cognitive activity. |
2014-2015 academic year The individual form of work gave positive results. Filling gaps in ZUN - in mathematics has a positive result. I learned how to solve problems for movement, mastered tabular multiplication and division. |
|
VET teacher ("sewing business") |
Development of orientation and planning activities; Development of fine motor skills, coordination of movements; Formation of emotional-volitional qualities and positive motivation to work. Ability to transfer working methods to new working conditions. |
2014-2015 academic year I coped with the program material for the 5th grade, the debt for the 5th grade was liquidated for the grade "satisfactory". Completed independent and practical work on "3". A small positive trend in all indicators and criteria for correctional and developmental activities. Orientation and planning activity at the middle level; Fine motor skills and coordination of movements at an average level; Ability to transfer working methods to new working conditions at a low level |
|
Mathematic teacher |
Development of learning skills; - the formation of elementary mathematical concepts, reading skills, taking into account the psychophysiological characteristics of the student; - clarification and enrichmentideas about oneself and the world around; - development of space-time representations;- increasing the level of general and speech development;- formation of moral qualities; - protective mode of life. |
Positive dynamics. With control works for the 5th grade I coped with "4" and "3". With control work for the 6th grade I coped with "3". |
|
additional teacher education |
Basic PC skills. ("Smiley"); Knowledge of the necessary traffic rules "Road alphabet" Development of fine motor skills of hands ("Creativity") |
2014-2015 academic year Positive dynamics when using a PC The results of testing according to traffic rules: "average level". Positive dynamics |
|
Social teacher |
Formation of a culture of behavior in society |
Positive dynamics |
Evaluation of results: "sewing business": slight positive trend.
For parents: a tolerant attitude towards the child and the creation of a positive psychological microclimate in the family.
For teachers ________________________________________________________________
For narrow specialists: a speech therapist teacher - to continue work on correcting writing and reading disorders.
Deputy director. for UVR:
VET teacher:
Mathematic teacher:
Teacher-defectologist:
Teacher speech therapist:
An exemplary individually-oriented educational route developed by specialists of the preschool educational institution for a child with OHP (III level of speech development, senior group, 1 year of study). Reflects the specifics and content of the complex work of specialists of preschool educational institutions.
Download:
Preview:
Individual educational route for a child with disabilities
for 2017-2018 academic year
F.I. child: __________________________
Date of Birth: ___________
Age at the time of the program: _________
Group : GBOU School ____, building "_____", group _______
Reasons: conclusion of TsPMPC Moscow No. _______ dated _______
Individual educational route in accordance with the Federal State Educational Standard of preschool education, in accordance with paragraph 6 of part 1 of Article 6 of the Federal Law of December 29, 2012 No. 273 - Federal Law “On Education in the Russian Federation, 2012, No. 53, Art. 7598; 2013. No. 19, art. 2326, No. 30, art. 4036, subparagraph 5.2.41 of the Regulations on the Ministry of Education and Science of the Russian Federation, approved by the Decree of the Government of the Russian Federation of June 3, 2013 No. No. 446 (Collected Legislation of the Russian Federation, 2013, No. 23, Article 2923; No. 33, Article 4386; No. 37, Article 4702), paragraph 7 of the Rules for the Development, Approval of Federal State Educational Standards and Amendments to them, approved by the Decree of the Government of the Russian Federation, 2013, No. 33, art. 4377)
The IOM takes into account:
- individual needs of the child related to his life situation and state of health, defining special educational needs;
- Cooperation of the Organization with the family;
Purpose of IOM:
- Providing a system of means and conditions for eliminating speech deficiencies in children with SPD (with severe speech disorders) and for the implementation of timely and full-fledged personal development, ensuring emotional well-being through the integration of the content of education and the organization of interaction between the subjects of the educational process. Prevention of possible difficulties in mastering the mass school program due to the underdevelopment of the speech system of older preschoolers.
- Providing psychological and pedagogical support for the family and increasing the competence of parents (legal representatives) in matters of development, upbringing, education, protection and strengthening of the child's health
The main tasks of remedial education
1. Elimination of defects in sound pronunciation (education of articulation skills, sound pronunciation, syllabic structure) and the development of phonemic hearing (the ability to perform operations of distinguishing and recognizing the phonemes that make up the sound shell of a word).
2. Development of sound analysis skills (special mental actions to differentiate phonemes and establish the sound structure of a word)
3. Refinement, expansion and enrichment of the lexical stock of older preschoolers with TNR.
4. Formation of the grammatical structure of speech.
5. Development of coherent speech of older preschoolers.
6. Development of communication skills, success in communication.
IOM implementation period- 1 year.
Kindergarten attendance schedule:The child attends the general education senior group No. 11. Monday - Friday - 7.00 - 19.00 with catering.
The program sets the target guidelines and the main content of the preschool level of education, which ensures the versatile and holistic formation of the physical, intellectual and personal qualities of the child. It presents the basic principles of organizing the life and activities of children in a preschool organization, the content of the educational process, development indicators and basic characteristics of the child's personality, the necessary conditions for the implementation of the program. |
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Distribution of duties of teachers and specialists During the implementation of the individual educational route of the child |
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teachers | ||
Group tutors | Implement An exemplary general developmental, basic program for the development of a preschool child"Origins". - T.I.Aliyeva, T.V.Antonova, E.P.Arnautova in the following educational areas: SOCIO-COMMUNICATIONAL DEVELOPMENT COGNITIVE DEVELOPMENT SPEECH DEVELOPMENT ARTISTIC AND AESTHETIC DEVELOPMENT Artistic design paper construction Fiction and folklore PHYSICAL DEVELOPMENT Plans to work with children with disabilities:
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Teacher speech therapist | Diagnostic work includes: Timely identification of children with disabilities; Comprehensive collection of information about the child based on diagnostic information from specialists in various fields; Determining the level of actual and zone of proximal development of a pupil with OHP, identifying his reserve capabilities; Studying the development of the emotional-volitional sphere and personal characteristics of pupils; Study of the social situation of development and conditions of family education of children with disabilities; The study of adaptive capabilities and the level of socialization of a child with disabilities; Systemic versatile control of specialists over the level and dynamics of the development of the child; Analysis of the success of correctional and developmental work. Correctional and developmental work includes: - selection of corrective programs / methods and teaching methods that are optimal for the development of a child with disabilities in accordance with his special needs; Organization and conduct by specialists of individual and group correctional and developmental classes necessary to overcome developmental disorders and learning difficulties; Correction and development of higher mental functions; Development of the emotional-volitional sphere and personal spheres of the child and psycho-correction of his behavior; Social protection of the child in cases of unfavorable living conditions under psychotraumatic circumstances. Advisory work includes: - development of joint informed recommendations on the main areas of work with children with OHP; uniform for all participants in the educational process; Consulting specialists of teachers on the choice of individually oriented methods and techniques of working with pupils with OHP; Consultative assistance in the family in matters of choosing an upbringing strategy and methods of corrective education for a child with OHP. Information and educational work includes: - various forms of educational activities (lectures, individual conversations, counseling, questionnaires, individual workshops, information stands, printed materials, media, presentations, open events). Aimed at explaining to the participants of the educational process - children with OHP, their parents (legal representatives), teachers - issues related to the peculiarities of the educational process and support. Direction of work: Development of understanding of reversed speech and the formation of communicative functions of the language Formation of productive interaction with adults. Stimulation of speech activity. Formation of verbal and non-verbal ways of communication. correction of speech disorders in combination with stimulationdevelopment of all its aspects (vocabulary, grammar, phonetics), sensory and mental functions; normalization of the prosodic system of speech; formation of articulatory praxis at the stage of staging, automation and differentiation of speech sounds; development of phonemic perception and sound analysis; development of the functionality of the hands and fingers; normalization of lexical and grammatical skills; Satisfying the need to communicate with others; The development of cognitive activity. |
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Educational psychologist |
Areas of work Diagnostic work: Diagnostics of the level of psychophysical development and individual characteristics of the child (examination of the affective-emotional and social-personal spheres, the formation of communication and gaming skills, the level of cognitive activity and motor development); Repeated examinations of the child during the year (January, May); Correction of an individual program of work with a child based on the results of diagnostic examinations. Correctional and developmental work: Carrying out corrective and developing game classes (subgroup, group and individual); Solving the problems of interaction in the parent-child dyad, teaching the parent effective techniques for interacting with the child. Advisory work: Conducting individual consultations with parents on the development and upbringing of the child; optimization of interaction with the child in the family, the child with other children and adults; organization of a developing environment for a child at home; Conducting consultations at the request of parents, incl. on issues of personal psychological difficulties of parents; Ensuring the participation of the parent in group consultations, workshops, trainings. Psychoprophylactic work: Assistance to the child and family during the period of adaptation to the conditions of stay in kindergarten; Examination of medical records for a child; Creation of an adequate representation of parents about the diagnosis, the capabilities of the child and possible ways to correct violations; |
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Musical director | In the classroom, mostly traditional tasks are implemented. The child learns to listen to music, perform musical and rhythmic movements, sing, learn musical and didactic games and play musical instruments. The educational content is adapted on the basis of diagnostic data and enriched with correctional and developmental tasks aimed at developing auditory perception, orientation in space, a sense of rhythm, motor qualities (fluency of movements, their coordination, etc.) Forms of organization of correctional and developmental activities:
|
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swimming instructor | Formation and development of a full-fledged physical, including motor, development, as well as targeted health effects and the formation of the foundations of a healthy lifestyle. Plans to work with children with disabilities. Draws up plans for the improvement of children, plans for monitoring the strengthening and protection of children's health. Organizes rehabilitation and hardening of children, teaches swimming. Develops the musculoskeletal system, cardiovascular and respiratory system. Forms and maintains correct posture. Develops physical qualities Cultivate a sense of self-confidence. Advises teachers and families of pupils on issues of working with children with disabilities |
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physical education teacher | I. Working with children II. Interaction with preschool teachers III. Interaction with parents IV. Social interaction V. Creation of a subject-developing environment Within each of the directions, various forms of work are used. The main task of the educational field in physical culture is to stimulate positive changes in the body, forming the necessary motor skills, physical qualities and abilities aimed at life support, development and improvement of the body. In the process of physical education, along with educational and recreational tasks, special correctional tasks are solved: |
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Psychological and pedagogical characteristics of the child
Emotional-volitional sphere:
Varya's facial expressions are sedentary, she does not understand humor well, she distinguishes the emotional states of others (sad, cheerful, etc.). Shows empathy for others on his own. The general emotional background is even and positive. Adequately respond to the ban. Varya basically follows the generally accepted rules of behavior. It does not always follow the teacher's verbal instructions in the performance of tasks, clarification and / or repeated repetition is required. Working capacity is average, interest is unstable, game motive prevails. There is no criticality to the results of their work.
Social and communicative sphere:
Varya is a little tense in communication with adults, she maintains several cycles of communication. Independently observes the sequence and simple rules in joint games, to fulfill more complex rules, the guiding assistance of the teacher is needed. In general games with other children, she is mobile, takes the initiative. In communication with her peers, Varya has little conflict, does not always share toys, and has strong friendly attachments. The level of development of gaming activity in a girl is within the age norm. The variability of the game is small, the plots are little developed, there is a tendency to reproduce familiar game “routes”. Understands and accepts a simple role in the game, understands more complex social roles poorly and does not hold until the end of the game. With the prompt of the teacher, he acts in an imaginary situation of the game, uses little substitute objects in the game, uses game paraphernalia. Able to agree on the distribution of roles in the game.
Cognitive development:
The level of general awareness, orientation in the phenomena of the surrounding world in Varya is below the age norm. Few supports communication on personal topics, on topics not presented in the immediate situation, discusses various events; answers are monosyllabic, confused, not always on the topic, speech is fuzzy. He gets confused in answers to some questions about himself and his family, etc. The girl has insufficiently formed figurative and space-time representations. The level of development of perception, the volume of arbitrary memorization is reduced. Also, the level of development of visual-figurative thinking does not correspond to the age norm. Varya's ability to establish cause-and-effect relationships is not sufficiently formed. Within the age norm, the level of development of voluntary attention.
Speech development:
Vocabulary is significantly below the age norm. Inflectional skills and abilities in the formation stage (explanations of an adult, demonstration, sample). Word-building skills and abilities in the formation stage (adult's explanations, demonstration, sample).
Syntactic skills and abilities in the formative stage (adult's explanations, demonstration, sample). The level of formation of phonetic-phonological competence: at the stage of formation. Phonemic hearing is significantly reduced.
Skills of sound analysis and synthesis in the formative stage. The syllabic structure of words is broken (omission and rearrangement of syllables);
Sound pronunciation: L, R, R.
Connected speech: The phrase is simple, agrammatic. The listened text understands partially, remembers fragmentarily, retells briefly, in monosyllables. It is difficult to compose a story on a series of plot pictures on your own. Lays out pictures with the help of an adult, verbal and logical thinking is not sufficiently formed, visual-figurative thinking prevails. The mobility of the muscles of the articulatory apparatus is normal. The amount of movement of the lips and tongue - all movements are available, the pace and switchability are somewhat slow. The voice is normal, the volume of speech breathing is insufficient.
The child's passive vocabulary is more developed than the active one. Leading hand is right. Varya has OHP Level III.
Proposed forms and conditions of work with a child(route sheet)
Direction of work (specialist) | Number of hours per week | Time spending | Used programs and technologies | Form of conducting classes | FULL NAME. Specialist |
Psychological assistance (teacher - psychologist) | NOD - 50 minutes SOPR. - 25 minutes | Tuesday 25 min - subgroups. occupation 25 minutes - accompaniment of NOD physical education Thursday 25 minutes - subgroup lesson |
| Subgroup lessons Accompanying classes | Pshechenko Oksana Vladimirovna |
Speech therapy assistance (teacher - speech therapist) | 2 hours 5 minutes | Monday subgroup lesson Tuesday subgroup lesson Wednesday subgroup lesson Thursday Individual lesson Friday Subgroup lesson | An exemplary program for the development of a preschool child "Origins". - T.I.Alieva, T.V.Antonova, E.P. Arnautova and others. Center "Preschool Childhood" named after A.V. Zaporozhets - M.: Karapuz, 1997 "Variable exemplary adapted basic educational program for children with severe speech disorders (general underdevelopment of speech) from 3 to 7 years." The third edition, revised and supplemented in accordance with GEF DO. Author teacher-speech therapist of the highest qualification category, excellent student of public education N. V. Nishcheva EXAMPLE ADAPTED BASIC EDUCATIONAL PROGRAM FOR PRESCHOOL CHILDREN WITH SEVERE SPEECH DISORDERS Edited by Professor L. V. Lopatina with speech disorders. Filicheva T.B., Chirkina G.V. | Individual lessons Subgroup lessons | Khalapova Anna Konstantinovna |
General developmental training in a group (tutor) | 3 hours 20 minutes | See group schedule | "Origins" Basic program for the development of a preschool child. It sets the standard for the preschool level of education, which ensures the full and holistic development of the child's personality. T.I.Alieva, T.V. Antonova, E.P. Arnautova and others. Center "Preschool Childhood" named after. A.V. Zaporozhets, M.: Karapuz, 1997. | Frontal, subgroup classes | Group educators |
wellness swimming (physical education instructor) | See group schedule | Osokin Teaching children to swim in kindergarten. Protchenko, Semenov "Simultaneous method of teaching swimming" | Subgroup lesson | Shelyashkova Tatyana Borisovna |
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Games in English | Working program ped. additional education Volokhova T.VS in English on the basis of the program Meshcheryakova V.N. "I love English". The program is designed for children from 5-7 years old. | Subgroup lessons | Glazova Yulia Sergeevna |
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IZO studio | The program "Color Carousel" The program was developed by the teacher add. Education Nikolaeva N.Yu. | Subgroup classes | Nikolaeva Natalya Yurievna |
clause 12.15. The volume of health-improving work and correctional assistance to children (classes with a speech therapist, with a psychologist, and others) is regulated individually in accordance with medical and pedagogical recommendations.Once a week, one integrated lesson is held. Activities of an organized nature during the day alternate with free activities or recreation for children.
Direct educational activities
in the senior group №11.
Days of the week | Educational area | Type of children's activity | Type of GCD | Time |
Monday | cognitive development | Nature and child. | 9.30-9.55 |
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Physical development | motor activity | Physical training | 10.50-11.10 |
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Artistic and aesthetic development | Visual activity | art studio | 15.10-15.35 15.45-16.10 |
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Tuesday | Physical development | motor activity | Swimming pool | 10.30-10.50 11.00-11.20 |
Artistic and aesthetic | Music | 12.00-12.25 |
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cognitive development | Cognitive research and productive (constructive) activities | Construction | 16.25-16.50 |
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Wednesday | cognitive | Cognitive research | Mathematics in d / s | 9.10-9.35 |
Cognitive Artistic and Aesthetic Development | Cognitive-research visual activity | Acquaintance with the surroundings / drawing (integrated. lesson) | 10.00-10.20 |
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Physical development | motor activity | Physical training | 16.10-16.35 |
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Thursday | Artistic and aesthetic | Musical and artistic activity | Music | 9.30-9.55 |
Speech development | Communicative activity | Development of speech / early. gr. | 10.20-10.45 |
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Physical development | motor activity | Recreational swimming by subgroups | 15.00-16.00 |
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Friday | cognitive development | Communicative, game, activity. | Games in English (by subgroups) | 10.20-10.45 10.45-11.05 |
Physical development | motor activity | Physical training On the street | ||
Artistic and aesthetic | Visual activity | Modeling / application | 16.25-16.50 |
The organization of directly educational activities is regulated by paragraphs. 11.10 - 11.13; 12.5; 12.7 SanPiN 2.4.1.3049-13.
One integrated lesson is held weekly.
Activities of an organized nature during the day alternate with free activities or recreation for children.
A certain part of educational activity is carried out in the process of regime moments, for example, observing objects and phenomena of the surrounding world while walking, developing elementary labor skills, etc. Every day, time is allotted in the daily routine for reading fiction.
Correctional and developmental classes of a speech therapist teacher, a psychologist teacher (individual correctional work in the morning and evening hours) are not included in the curriculum, because. a small correctional group is formed on the basis of monitoring, recommendations and conclusions of the CPMPC, PMPK and at the request of educators. The number of classes and the composition of groups is determined by the need. Classes are held in small subgroups or individually and are taken out of the curriculum. Correctional work in a preschool educational institution is built as an integral system that provides a comprehensive, differentiated, regulated process for managing the course of the psychophysical development of preschoolers. Corrective classes conducted by speech therapists are variable in relation to communication classes in the general educational process (for speech pathologist children). Such variability ensures the exclusion of exceeding the maximum allowable load on the child.
Correctional and developmental work carried out by a teacher-psychologist
Areas of work | Expected results |
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Social and communicative sphere | Gaming Skills | The development of the role-playing game: To develop the ability to link several actions in a game in their logical sequence, to conduct role-playing games according to a preliminary plan; To teach preliminary planning of the upcoming game, highlighting certain rules of the game; To learn how to enter the role and hold it until the end of the game in accordance with the content of the role and the plot of the game; Learn to accompany your game actions with speech (fix what is being done, plan the upcoming action). | He knows how to connect several actions in the game in their logical sequence, to conduct role-playing games according to a preliminary plan. Knows how to plan the upcoming game. Able to enter the role and hold it until the end of the game in accordance with the content of the role and the plot of the game. Able to highlight the rules of a joint game. Accompanies the game with a speech that has a regulatory and planning character. |
Communication activity | Activate the child's communicative speech. Develop the ability to take into account the emotional state and listen to another person when communicating. Develop the ability to choose a role in a group game. | Confidently expresses his basic needs and desires in speech form, referring to an adult. Knows how to take into account the emotional state and listen to another person when communicating. Knows how to choose a role in a group game. |
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Emotional-personal and volitional sphere | emotional development | To teach to distinguish the mood of a person by facial expressions (sad, cheerful, calm, angry, frightened), to convey the mood with the help of expressive means. The development of mimic expressiveness. Help the child to understand their experiences. Work on increasing the self-esteem of the child by means of play therapy and sand therapy. | Distinguishes several moods of a person by facial expressions, in pictures / photographs, is able to give an elementary analysis of the life situation in the picture. Recognizes the emotional state of the heroes of fairy tales. With the help of expressive movements conveys the emotional state of the characters. Expresses his emotional state in various ways. |
Development of voluntary regulation of behavior | Learn to follow the rules in games: in mobile and seated games with several rules, when performing written tasks, as well as when performing tasks with rules that operate in sequence. Teach auditory and visual instructions. Teaching self-regulation techniques. Developing the ability to control your breathing. | Complies with the rules in mobile and seated games with 2-3 rules. Complies with the rules when performing written tasks with 1-2 rules, as well as when performing tasks with 3 rules acting sequentially (holds the algorithm for performing actions). |
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Cognitive and intellectual spheres | Stimulation of research activity | Stimulation of the research activities of the child. Creation of problem situations in games specially organized by the teacher. Develop the ability to use aids to solve practical problems. Formation of search methods of orientation when performing game tasks. |
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Development of spatial representations | Contribute to the enrichment of sensory experience by highlighting and distinguishing spatial representations and relationships between objects: Consolidation of the distinction and naming of spatial relationships; orientation in the body scheme; Formation of active spatial orientation in the process of performing targeted actions with objects; Conduct games that promote the development of visual and auditory attention, speed of reaction, accuracy of movement. | Distinguishes and names spatial relationships: in, on, under, next to, near, between, here, there, in the middle, in front, behind, left, right, words, right, above, below. Correctly orientated in the body scheme. Performs movements with objects in given directions |
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Interaction of the teacher-psychologist with the parents of the child:
Obtaining anamnestic data about the child;
Providing parents with information about the content and effectiveness of ongoing correctional and developmental work with the child;
Conducting individual consultations with parents on the following issues: development and education of the child; optimization of interaction with the child in the family, the child with other children and adults; organization of a developing environment for a child at home;
Conducting individual consultations at the request of parents, incl. on issues of personal psychological difficulties of parents;
Ensuring the participation of the parent in group consultations, workshops, trainings;
Creation of an adequate representation of parents about the capabilities of the child and possible ways to correct existing disorders;
Selection of literature on the development and upbringing of the child at the request of the parent and if necessary.
Correctional and developmental work carried out by a teacher-speech therapist
Speech therapy classes are divided into:
Group;
Individual.
Classes are held (sub-group) of the following types:
- on the accumulation of the formation of lexical and grammatical categories - 1 lesson per week;
- for the development of coherent speech - 1 lesson per week
- on the formation of phonetic and phonemic categories - 2 lessons per week;
- the lesson lasts 25 minutes.
Direction of work | |
DEVELOPMENT SPEECH UNDERSTANDING | To develop understanding of speech, use visual situations of regime and game moments, using the words “show”, “put”, “bring”, “take”. Expand the phrases of the appeal: “Show me where the red pencil is”, “Come, if you tied a scarf.” Learn to differentiate: Words similar in sound (carries - lucky); Actions close to the situation (knitting - sewing); Actions and signs that are opposite in meaning (open - close); Actions expressed by personal and reflexive verbs (baths - bathes). Distinguish using paired pictures: Actions expressed by verbs (singular and plural. Numbers -floats-floats) M. and w. genus past. temp. units numbers (Valya sang - Valya sang); Case forms (where the baby puts on a fur coat - where the baby is put on a fur coat) Spatial relations of objects expressed by prepositions in, on, under. |
VOCABULARY DEVELOPMENT |
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FORMATION AND IMPROVEMENT GRAMMATICAL STRUCTURE OF SPEECH | Call: Names of close people, friends, dolls, consisting of 2 syllables, with emphasis on the first syllable (Valya, Vova); Monosyllabic words like: soup, juice; Two-syllable words with stress on the first syllable (paw, sled); Three-syllable words with stress on the first syllable (cubes, berries). To build up to the part of the word the same syllable (frog, coil). Mastering the initial skills of word formation (first by ear): Words with a diminutive meaning (house, spout). Learn to name:
Learn to master the skills of transferring word connections with the help of productive endings:
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DEVELOPMENT OF THE PHONETIC-PHONEMATIC SYSTEM OF THE LANGUAGE AND LANGUAGE ANALYSIS SKILLS | Development of the prosodic side of speech
Pronunciation correction
Work on the syllabic structure and sound filling of words
Improvement of phonemic perception, skills of sound and syllabic analysis and synthesis
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MOTOR |
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PRONUNCIATION | Teaching the correct pronunciation of sounds of early and middle ontogeny: evoking missing sounds, their automation and differentiation. 1. Articulation gymnastics. Purpose: formation and development of articulatory motor skills to the level of minimum sufficiency for sound production. for whistling : "Smile", "Fence", "Shovel", "Groove", "Brush", "Football", "Focus"; for the sizzling: "Tubochka", "Delicious jam", "Cup", "Fungus", "Let's warm our hands"; for R, R`: "Chatterbox", "Malyar", "Turkey", "Horse", "Fungus", "Drummer", "Accordion", "Machine gun; for L: “Smile”, “Shovel”, “We will punish the tongue”. 2. Breathing exercises. Purpose: normalization of the tone of the respiratory muscles, consolidation of the skill of proper breathing. Exercises: "Focus", "Football", "Blow out the candle", "Smell the flower", "Storm in a glass", etc. 3. Finger gymnastics. Purpose: activation of the speech zone by exposing the child's fingers to the methods of finger gymnastics and Su-jok massage. 4. Development of auditory attention, phonemic perception. Purpose: to develop the ability to distinguish sounds in pronunciation that are similar in articulation or in sound. It is carried out in parallel with the correction of sound pronunciation on the material worked out in pronunciation. 5. Sound setting. Purpose: Recall missing sound or correcting distorted sound. Setting soundsin this order: W, H; L; R, R Work on setting sounds is carried out only individually. When working with children who have a speech therapy conclusion, dysarthria, an erased form of dysarthria, the sequence of staging sounds is not observed. The method of setting is mixed. 6. Automation of delivered sound. Purpose: to consolidate the correct sound pronunciation in the independent speech of children.
7. Differentiation of sounds. Purpose: development of the ability to distinguish sounds similar in articulation and sound. |
DEVELOPMENT OF CONNECTED SPEECH AND FORMATION COMMUNICATION SKILLS |
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SENSOR DEVELOPMENT |
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DEVELOPMENT OF MENTAL FUNCTIONS |
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EXPECTED RESULT | The child's passive vocabulary corresponds to the age norm. The child understands various forms of inflection and does not make mistakes when performing test tasks; understands prepositional-case constructions with simple prepositions, diminutive suffixes of nouns, differentiates singular and plural forms of verbs, verbs with prefixes. The child understands the meaning of hotel sentences, understands coherent speech well. The child without errors differentiates both oppositional sounds that are not mixed in pronunciation, and mixed in pronunciation. The level of development of the expressive vocabulary corresponds to the age. The child unmistakably names the proposed objects, parts of the body and objects from the pictures; summarizes the objects and objects shown in the picture. The child does not make mistakes when naming the actions shown in the pictures. The child names the primary and tint colors, names the shape of these objects. The level of development of the grammatical structure of speech corresponds to the age norm. The child correctly uses nouns in the nominative singular and plural, nouns in oblique cases; plural nouns in the genitive case; agrees adjectives with singular nouns; uses prepositional-case constructions without errors; coordinates numerals 2 and 5 with nouns. The child forms nouns with diminutive suffixes and the names of baby animals. The level of development of coherent speech corresponds to the age norm. The child, without the help of an adult, retells a small text based on pictures. The child does not violate the sound filling and syllabic structure of words. The state of sound pronunciation corresponds to the age norm. |
Social and communicative developmentchildren are carried out in educationalactivities during regime moments, in joint and independent play activities, in the family.
Calendar - thematic planning in the senior group with children of the TNR (ONR)
Month | A week | Lexical topic | Phonetic-phonemic side of speech | The grammatical structure of speech |
September | Examination of children of senior groups No. 6, 9, 11 |
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October | Autumn. adult labor. | sound | Animate and inanimate nouns |
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Vegetables | Sound A | Education n. with diminutive suffixes -chik, -points, -echk. |
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Fruit | A-U sounds | Nominative plural nouns |
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Garden Garden | Sound And | 3rd person singular and plural present tense verbs |
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Garden Garden | Sound H | Nouns with diminutive meaning |
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November | Forest, mushrooms, berries, trees | Sound P | Possessive pronouns MY |
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Flight nye birds | T sound | Past tense singular verbs |
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Cloth | Sound K | Accusative singular noun. |
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Shoes, hats | Sound K-T | Genitive case of singular nouns without preposition and with preposition U |
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December | Studio | P-T sounds | Prefixed verbs |
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Winter. Winter fun | Sounds P-T-K | Preposition ON |
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Furniture. Furniture parts | Sound X | Prepositions ON, WITH |
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New Year's celebration Family. | Sounds of K-X | Compilation of the story "Winter" according to key words and pictures |
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January | ||||
wintering birds | Sound Oh | Prepositions OVER, UNDER |
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Animals in winter. | Xh sound | Genus. case pl. numbers. |
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February | Sound Pb | Retelling of the fairy tale "Three Bears" based on a series of pictures with elements of dramatization |
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Transport | SOUND | Retelling of an excerpt from the fairy tale "The Tale of the Goldfish" based on Seri. pictures |
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Houseplants | Sound KY | gender of nouns |
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Our defenders. Pancake week. | Sound Y | The concept of "SIGN" |
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March | Spring. spring birthday | Sounds I-Y | Retelling of the Russian folk tale "The Snow Maiden" based on a series of plot pictures |
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Celebration | Sound L | Possessive adjectives with the suffix -in- |
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Professions | Sounds L-Y | Compilation of the narrative story "The Birdhouse" |
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Our food | Sound B | Drawing up a descriptive story "Spring is coming" based on simple plot pictures. |
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April | Where did bread come from? | F sound | Relative adjectives |
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Tableware | Ph sound | Relative adjectives |
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My house | Sound and letter C | Possessive adjectives with the suffix -й- |
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Pets and their babies | Sounds S. Letter C | Comparative degree of qualitative adjectives |
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May | Our country. My native land. | Sound and letter Sh. | Memorizing a poem by A.K. Tolstoy "Bells". |
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Human | S-Sh sounds | Education app. from noun. (flag, anthem, coat of arms of Russia). Agreement of words in a sentence. |
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Insects | Xh sound | The formation of singular verbs. numbers in plural number. Give birth. case pl. numbers. |
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Summer | Z sound | Use of comparative adjectives. Formation of verbs past. time. |
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PMPK participant | Educational psychologist | |||
PMPK participant | swimming instructor | |||
Leading Specialist | Teacher speech therapist | |||
Parent (full name, signature) | ||||
Individual map of the speech development of the child Varvara A.
(Method of determining the level of speech development by O.A. Bezrukova)
Indicators | Maximum Points | Beginning of the year | the end of the year |
Ideas about the world around | |||
Lexical consistency (volume of the dictionary and variety of connections). Task 1-9 | 75 | 32 | |
Inflectional and derivational skills and abilities. Tasks 10-18 | 38 | 12 | |
Phonemic processes, sound analysis and synthesis skills, phonetic speech design. Tasks 19-25 | 27 | 6 | |
Understanding and independent production / reproduction of the text. Tasks 26-29 | 19 | 8 |
