An individual educational route for a child with disabilities example. Variants of individual educational routes for children with disabilities who have contraindications for inclusion in inclusive groups (combined groups). Individual work plan
In real life, educational programs are mostly aimed at the average level of development of the pupil, therefore, due to the uniqueness and originality, it is not easy for each child to try to reveal his inner potential and carry out the full development of the personality within the narrow framework of averaged patterns. The resulting contradiction poses a task for teachers to organize an individual learning route within the framework of the Federal State Educational Standard for the realization of the intellectual and creative potential of each preschooler.
An individual educational route for a preschooler as defined by the Federal State Educational Standard
An individual approach to the personality of a child is the basic principle of the Federal State Educational Standard. The principle of the priority of the interests of the child, the researchers designated the formula "to be on the side of the child." The cause of the difficulties experienced by the child in development should be sought both in the personality of the baby himself and in the adults around him, who are directly responsible for the social environment in which the little person grows. In real life, only he himself often acts on the side of the child. At the same time, he often turns out to be helpless and defenseless in the face of circumstances, therefore it is important to hear the child in any problem situation, understand and help him.
The foundation of the modern standard of preschool education was based on the principle of individual approach pedagogy and the developing concept of education. Mentioned in the following paragraphs:
- p. 1. 6. - the formulation of tasks that focus on creating optimal conditions for the formation and development of the child's personality, as well as the disclosure of his creative potential in accordance with his age, psycho-emotional and physiological characteristics, individual abilities and inclinations, the specifics of the social environment. The child is considered as an intrinsically valuable subject of relations with himself, the people around him and the outside world.
- paragraph 1. 4. - contains the principles of the Federal State Educational Standard, the key of which is the provision on the implementation of an individual approach to the educational needs of each child.
- item 2. 10. 2. - ways of organizing and coordinating children's initiative and spontaneous activity in the spirit of creative activity are specified.
- p. 3. 2. 1. - professional selection of forms and methods of pedagogical work relevant to the age and individual needs of the child.
- p. 3. 2. 3. - patronage of the child, development of an individual development roadmap, pedagogical and psychological correction of identified problems.
- p. 3. 2. 5. - a developing concept of education, aimed at the short-term development of the pupil.
The individual approach refers to the management of the development of the child, based on a deep, multifaceted study and understanding of the complexity of his inner world and social conditions of life.
Identification of capable children is carried out on the basis of observation, communication with parents, the study of individual characteristics.
The principle of pedagogy of an individual approach is not to change the content of education in the interests of a particular child, but to adapt pedagogical methods and techniques to his personal characteristics. In order for the educational process to be successful, it is necessary to take into account the difficulties experienced by the child, the pace of assimilation of knowledge, skills and abilities. In this case, a model of fruitful partnership between the child and the teacher is being implemented, since the child and parents have the right to choose the most appropriate educational methods from those that will be offered by specialists.
An individual educational route is a personal way of realizing the intellectual, emotional, spiritual potential of the personality of a pupil of a preschool institution. The goal is to create favorable conditions that stimulate activity, the disclosure of the creative and intellectual powers of the child. The task of the teacher is to provide a competent professional selection of the content of educational, psychological and physical activity, as well as forms and methods of work that meet the individual needs of the child.
Video: individualization of preschool education
Criteria that determine the objectives of an individual development strategy:
- the current level of development of the child's abilities;
- the degree of readiness for educational activities;
- individual educational goals and objectives for the near future.
IOM tasks, review and approval procedure
Individual educational routes are designed:
- for problem children who experience difficulties in the process of mastering the general educational program for preschoolers and need corrective help from specialists;
- for pupils with disabilities, children with disabilities;
- for gifted children with a level of ability that exceeds the average regulatory educational standards.
Leading tasks of the individual educational route:
- provide support and assistance in self-development and development of the preschool education program;
- to form in the child the initial level of the ability to learn, i.e. to teach him to be aware of the learning task, plan his learning activities, concentrate on the exercise, develop self-discipline and volitional qualities;
- develop and improve the skills of coordination of movement, the development of general and fine motor skills;
- to form and consolidate general cultural, household, hygienic, communicative foundations of behavior;
- accustom the child to manipulative-objective, sensory, practical, gaming activities, develop skills in the productive area (drawing, modeling, application);
- develop speech - emotional intonation, grammatical constructions, speech mechanisms;
- to form knowledge about the natural environment and the world of social relations;
- form ideas about spatio-temporal and quantitative categories.
Methodological tools that are used in the passage of an individual development trajectory:
- role-playing and outdoor games, classes in the form of conversation and dialogue, reading and discussion of literary works, small sketches-improvisations that enhance the emotional component of information perception;
- psychological trainings and game exercises that help relaxation, neutralize fears, lower the level of anxiety and aggression, improve the behavioral sphere, as well as social and communication skills;
- exercises for the development of thinking, imagination, speech, memory;
- the use of art therapy techniques (treatment with art, a fairy tale, making dolls).
Development and adoption of IOM
To create an individual educational route, first of all, it is necessary to conduct a diagnostic study to find out the level of psycho-emotional, intellectual, communicative-social and physical development of the child. The results of the diagnosis are submitted to the teachers' council, which then recommends that the children be examined by specialists of the PMPK (Psychological-Medical-Pedagogical Council).
The council draws up a list of children for whom the development of an individual educational work plan is relevant.
Main stages, structure and content of IOM
The team of educators, in cooperation with narrow specialists, thinks over the content component of the plan. A calendar plan is filled in with an indication of the elements of pedagogical technology and a list of methodological techniques for the implementation of the educational goals set.
Basic principles for designing an individual plan:
- Development of the child's ability to learn.
- Continuity and Consistency. A team of specialists accompanies the baby throughout the entire project of an individual route until the problem is resolved.
- Rejection of average assessment templates, development of an individual assessment scale for each child based on the results of diagnosing the level of his abilities. In ordinary life, this means that the teacher tries not to apply the practice of straightforward “sentencing” or “labeling”, comparing the child’s achievements with the generally accepted “norm”. The very concept of “norm” is not perceived as a correspondence to the average or standard level that is mandatory for all children, but is interpreted as the best level that a particular child can show in a particular situation. The result, which for one child will be regarded as a success, for another, based on his personal level of ability, will be considered a defeat. Such a humane approach will allow you to “save face” and self-esteem, develop self-confidence.
- Favorable influence of children's subculture, enrichment of the child's inner world with informal traditions of the children's environment, which form and strengthen their own experience of a full-fledged childhood. It is important to create an atmosphere of positive emotions that will help overcome tension, anxiety and wariness.
Educational games are used in individual work by a defectologist teacher, educators in order to correct emotional and volitional disorders, develop logic, perception, substitution actions, motor skills and perception of colors, ideas about the world around
Stages of educational activities according to an individual plan
- Observation, identification of the level of formation of the psychological, social and intellectual qualities of the personality of a preschooler, necessary for his productive activity in any educational field. The stage of observation involves the indifferent approach of the teacher, the position of non-interference when observing the child.
- Diagnostics of the starting volume and qualitative characteristics of specific subject knowledge, skills and abilities. Specialists conduct tests, during which problem areas and "zones of success" are identified.
- Building a personal plan of correctional work for the near future (up to 1 year with mandatory intermediate monitoring every 3 months) based on the "zones of success", individual selection of effective methods and techniques of pedagogical work.
- Active activities for the implementation of an individual route: conducting classes, talking with parents, homework.
- Analytical stage - summing up, evaluating the results: demonstrating the results of the student's work in the form of a presentation or exhibition of crafts, speaking to children and adults. Thus, the feedback mechanism with others is turned on, the problem of socialization of pupils is solved. The results achieved, whether it be reproductive knowledge or creative projects, are compared with the planned tasks indicated in the individual schedule or general education curricula.
For the development of harmonious relations with other people, solving problems of socialization, the following methods will be useful:
- didactic and role-playing games that will introduce the baby to the traditions of other peoples and will contribute to the formation of a respectful attitude towards people of other nationalities and cultures;
- reading fairy tales of the peoples of the world, acquaintance with the folklore (songs, dances, games, holidays) of the peoples of Russia;
- collective outdoor games in the fresh air, holidays and concerts, exhibitions of handicrafts;
- discussion in a confidential conversation of situations that occur in real life and cause difficulties for children in understanding or contain a moral context;
- arbitrary creation of situations that will put before the baby the question of choice and the need to commit an act;
- holding photo exhibitions in which there is a place for a photograph of each baby.
Predicted result:
- achieving social comfort and awareness;
- improvement of communication skills;
- lowering the level of emotional instability, aggressiveness, increased self-control;
- development of self-awareness, a sense of significance and value of one's own personality;
- the formation of self-esteem close to adequate.
Criteria that allow assessing the degree of success of a preschooler in social and personal growth:
- the ability for self-esteem is formed, the “little man” tries to speak honestly about himself, admit his shortcomings;
- ideas about moral and ethical values have been developed, the baby shares and understands “what is good and what is bad”;
- the conscious need to adhere to moral norms of behavior has strengthened, the child has a desire to “be good” and see the positive reaction of people around him to his behavior;
- the child is able to easily and naturally communicate with other children or adults;
- a feeling of empathy, compassion awakens, a sincere desire arises to help elders, peers or kids;
- the pupil builds relationships with surrounding children on the basis of mutual understanding and respect, adequately resolves conflict situations;
- formed ideas about safe behavior at home, on the street, in the game.
- The introductory part, which records general information about the child and his family, the reasons for developing an individual plan, the goals and objectives of educational work, the schedule and form of classes.
- Registration of data from a diagnostic study of a preschooler, materials of planned monitoring, which allow for a deep analysis of the symptoms and causes of developmental disorders, to give an objective assessment of the level of development of the baby and plan remedial classes to overcome difficulties.
- The schedule of medical and recreational activities, which includes the distribution of physical activity, the implementation of procedures for hardening the body.
- An individual lesson plan that includes mandatory integration with educational activities common to all children.
- A report on the implementation of an individual roadmap indicating the topic, content, the result of the lesson and conclusions about the necessary improvement.
- An observation sheet is filled in, which displays the dynamics of the educational process and helps to make timely changes depending on the results of intermediate control, as well as determine the choice of optimal forms of pedagogical work to increase the effectiveness of the child's educational activities.
- Evaluation of the student's achievements in the implementation of an individual route. It is recommended to conduct control tests at the end of each thematic block, i.e. with a regularity of three months.
- Advice and advice to parents.
The general developmental elements of gymnastics, as well as various outdoor games, are very popular with children and contribute to the mental, psychomotor and emotional development of preschoolers.
Sections of the educational route
There are several important sections for developing an individual educational route for a preschooler, which will be discussed below.
General information about the child and family
It is indicated where he came from (family or transferred from another preschool), whether he constantly visited the preschool, if there were long breaks, then indicate the reason. Mark the level of adaptation of the pupil in the new conditions on a five-point scale.
Family composition: indicate all family members with whom the pupil lives.
Describe the type of family:
- prosperous - a stable, strong family with a decent cultural level of education;
- dysfunctional - has a low level of pedagogical awareness, the baby is deprived of parental care and attention, the conflict emotional atmosphere in the family injures the child, gives rise to psychological complexes, physical methods of influence are used on the child.
Which adult is raising the child?
The style of the child's relationship with adult family members:
- authoritarian - harsh dictate and suppression of freedom, humiliation of the dignity of the child;
- control and guardianship - restriction of independence, protection from worries and problems, "hothouse conditions";
- connivance - indulging the desires of the child, spoiling the child with the passivity of adults;
- respect and cooperation - help and support, joint experience of difficulties.
Appearance. It is necessary to note manners, gestures, describe the features of facial expressions, gait and posture, the degree of accuracy and grooming.
"Puppet therapy" is a correction of children's problems by means of a puppet theater: children play sketches with puppets according to specially designed scenarios that reflect the individual problems of a particular child
Somatic health
Health group, the presence of chronic diseases, appetite characteristics, whether the habit of daytime sleep has been developed, whether the baby suffers from enuresis.
Motor skills:
- general motor skills correspond to the age norm or there are violations of coordination of movement;
- the range of possibilities of fine motor skills is indicated with the characteristics of coordination, tempo and volume of motor functions of the hand, left-handed or right-handed.
Cognitive skills and abilities
Attention - the ability to concentrate and hold attention, qualitative characteristics (voluntary, involuntary).
Memory - the speed of memorization, the amount of material that the child is able to reproduce by heart or retell independently from memory, which type of memory (auditory or visual) is dominant.
Thinking:
- the degree of understanding of spatial landmarks (top, bottom, left, right, etc.);
- the ability to choose a generalizing word for several homogeneous objects (furniture, vegetables, fruits, animals, etc.);
- the ability to highlight the main thing;
- skills to identify the simplest cause-and-effect relationships (summer - hot, snow - winter, etc.);
- orientation in time parameters (day, night, year, month, etc.).
Scope of knowledge:
- primary knowledge about himself and the world around him: knows his name, age, members of his family, address of residence, names the signs of the seasons, has general knowledge about the animal and plant world according to program requirements;
- development of skills in design, drawing, modeling;
- level of knowledge of elementary mathematical concepts - ordinal counting skills, solving simple examples;
- skills of definition and distinction of a form, color.
A problem child especially needs positive emotions, adult support and understanding, and it is precisely games with water that provide invaluable assistance in this.
Behavior during learning activities
Development of self-control, discipline, organization, purposefulness and awareness of actions in the classroom.
Speech development
Sound characteristics, quality of pronunciation, vocabulary, grammatical organization and structure of speech.
Characteristics of the child's activity
- level of self-service skills;
- interest and personal activity demonstrated in gaming activities.
Features of character and behavior
- emotional portrait of the child - cheerfulness, depression, tearfulness, positivity, depression, calm or hyperactive, etc.;
- character traits, temperamental features - activity or passivity, aggressiveness or poise, confidence or timidity, prefers individual or collective forms of work;
- development of moral guidelines, culture of behavior and communication.
It is necessary to note personal preferences, the sphere of creative or intellectual endowment of the baby.
Sample for filling in general and diagnostic data in IOM - table
| Full name of the pupil | |
| Date of Birth | |
| Last name, first name, patronymic of mother, age, education | |
| Surname, name, patronymic of the father, age, education | |
| IOM start date | |
| Reason for registration | Persistent failure to assimilate the OOP DOW due to illness |
| Age at the beginning of correctional and developmental work | 4 years |
| Objectives of IOM |
|
| Tasks |
|
| Number of lessons per week | 5 lessons. |
| Forms of holding | Game activity, joint activity, conversations, observations, individual work. |
| Expected Result | |
| Form of work with parents | Consultations, workshop, interview, exchange of experience. |
| Diagnosis of child development | |
| Purpose of pedagogical monitoring | Generalization and analysis of information on the state of general development for the purpose of assessing, planning the correctional and developmental process (development of IEM) and predicting the final result. |
| Types, causes of difficulties (pedagogical symptoms) | Types of difficulties (pedagogical symptoms): |
| Reasons for difficulties: | |
| Physical development | |
| Somatic development | |
| Speech development | |
| Features of the development of cognitive processes | Memory: |
| Attention: | |
| Perception: | |
| Thinking: | |
| The content of correctional work (the activities of the educator) | |
After diagnosing and determining the goals and objectives of the compiled route, the educator and specialists determine which games, exercises and other activities will be used when working with the baby. This is also reflected in the text of the IOM.
An example of the selection of forms of work with a preschooler on an individual route - table
| Periodicity | Recommendations, forms of work with the pupil | The result of the work |
| Daily | Cleanliness. Finger gymnastics. Breathing exercises according to Strelnikova. |
|
| In one day daily | Didactic games of choice. Drawing with chalk on the board, fingers, foam rubber. Modeling from clay, plasticine, layer. masses. |
|
| 2 times per week | Games to overcome broncho-pulmonary diseases "Train", "Chickens". | |
| 2 times per week | Mathematical game "Fold the leaf", "Dots", "Dress the doll", "Assemble a square of 5 parts", "Pick up the key to the lock", "Who will pass the maze faster", "What is superfluous", "Fold the square", "Close house door”, “Geometric figures”, “Cats”, “Geom. forms”, “Collect a flower”, “Dress up a Christmas tree”, “Pick up a belt for a dress”, “Solving examples”, “Bee's score”, “How much”, “Samples for laying out”, “Guess”, “Voskobovich's Square” , "Counting material of the squirrel". | |
| 2 times per week | Throwing exercises (game "Ring toss"), "Reach for the flag", "Gymnastic wall", etc. | |
| Daily | Lego construction. | |
| Daily | Outdoor games ("Snowball", "Cunning Fox"). Situational conversations, conversations on speech therapy topics, any collective games of your choice. |
Productive joint activities of the pupil and the teacher, aimed at the successful implementation of an individual educational route, will achieve positive dynamics in the personal growth of the child. Such work will require a high level of professional competence and efficiency from the educator, as well as personal interest in obtaining a good result.
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.
Individual educational route
1st grade student
1.1 Explanatory note
The school has 3 children with disabilities (musculoskeletal system). These students are socially adapted, intellectually developed. Such children are recommended an individual approach in physical education lessons. Children with disabilities (HIA) - children whose health condition prevents the development of educational programs of general education outside the special conditions of training and education, i.e. these are children with disabilities, or children with temporary or permanent deviations in physical and (or) mental development. Of particular difficulty are children who are recommended to study in classes.VIIof the type given by students in the primary grades of our school - 2 people.
These children are taught in the general education class. The main problem of underachievement of children with disabilities is the discrepancy between the intellectual system of the child and the system of education at school. At present, it is well known that children with mental retardation who did not receive special psychological and pedagogical assistance in preschool childhood become unsuccessful students at school from the first grade. Quantitatively, this group of children is the largest compared to any other group of children with developmental pathology. In addition, it tends to constantly grow, for which there are objective reasons.
In accordance with Part 1 of Art. 79 of the Federal Law "On Education in the Russian Federation" dated December 29, 2012 No. 273 (hereinafter referred to as the Federal Law "On Education in the Russian Federation") establishes: "... the content of education and the conditions for organizing the training and education of students with disabilities (hereinafter - HIA )determined by the adapted educational program, and for the disabled, also in accordance with the individual program for the rehabilitation of the disabled.” Concerning in OO developed an adapted basic educational program forchildren with disabilities studying in the form of full-time education.
Basic goal is the creation of a humane pedagogical environment in the school for the purpose of social and personal rehabilitation of children with disabilities and their subsequent integration in the modern socio-economic, cultural and moral space.
An individual educational route provides for the solution of the main tasks:
Providing conditions for the realization of the rights of students with disabilities to receive free education;
Organization of high-quality correctional and rehabilitation work with students with various forms of developmental disabilities;
Preservation and strengthening of the health of students with disabilities based on the improvement of the educational process;
Creation of a favorable psychological and pedagogical climate for the realization of the individual abilities of students with disabilities;
Expansion of the material base and resource support of the school to organize the education of children with disabilities.
Expected end results
Providing a basic level of education for students with disabilities.
Implemented at the first stage of education - 4 years:
The second stage - basic general education - 5 years.
1.2 Design and implementation principles
1. The principle of humanization - involves the implementation of a personality-oriented approach aimed at the overall development of a person with disabilities, his socialization, maximum integration into modern life.
2. The principle of individual approach - implies the need to determine the individual goal of education and training, the selection of content, the choice of forms and methods of education for each child with disabilities, taking into account his professional and educational needs, opportunities and conditions of education.
3. The principle of consistency - ensures the unity of education, diagnosis, correction and development of students with disabilities, i.e. a systematic approach to the analysis of the features of their development and correction of violations, as well as a comprehensive multi-level approach to solving the problems of the child;
4. The principle of an integrated approach - involves the integration of education and correction by including in the working curriculum a correctional component focused on primary defects presented in the structure of student developmental disorders.
5. Continuity principle - guarantees the continuity of pedagogical assistance to students with disabilities until the problem is completely solved or an approach to its solution is determined.
6. The principle of complex interaction of all participants in the educational process during the implementation of AEP - involves the constant cooperation of teachers, a psychologist, the administration of the educational institution, medical workers and other specialists for the most successful realization of the goal of teaching a student with disabilities in AEP.
7. The principle of priority of independent forms of educational activity - involves maximum activity and independence of the student in the course of learning.
1.3 Implementation conditions
Organizational conditions
This program provides for both variable forms of education and various options for special support for students with disabilities. These can be forms of education in a general education class according to a general educational program or according to an individual program; using home and (or) distance learning.
Psychological and pedagogical support includes:
Optimal mode of training loads;
Corrective orientation of the educational process;
Accounting for the individual characteristics of the child;
Compliance with a comfortable psycho-emotional regime;
Use of modern pedagogical technologies;
Health and safety regime;
Strengthening physical and mental health;
Prevention of physical, mental and psychological overload
students;
Compliance with sanitary and hygienic rules and regulations;
Participation of all children with disabilities, regardless of the severity of their developmental disorders, together with normally developing children in educational, cultural, recreational, sports, recreational and other leisure activities.
This work is provided by the interaction of the following specialists and teachers:
Educational psychologist;
Social teacher;
Subject teachers;
Classroom teacher;
Nurse.
Nurse monitors compliancerequirements of SanPin 2.4.2.2821-10.
The teacher-psychologist conducts diagnostics of the emotional sphere, aesthetic and cognitive needs and providesassistance to the child and parents (legal representatives) in solving complex social and emotional problems.
Together with a social pedagogue, a psychologist and a nurse, a class teacher and subject teachers provide comprehensive psychological, pedagogical and medical and social support for students in order to create conditions for their most complete self-organization and development of educational programs.
Software and methodological support:
Teaching materials and work programs on academic subjects;
Diagnostic and correctional and developmental tools necessary for the implementation of the professional activities of a teacher, teacher-psychologist, social pedagogue
Digital educational resources.
Staffing:
Education of children with disabilities is carried out by teachers and specialists of appropriate qualifications who have specialized education, who have completed compulsory coursework or other types of professional training. The level of qualification for each position held corresponds to the qualification characteristics for the corresponding position.
Logistics:
The presence of folding ramps and specially equipped training places;
Purchase of universal digital tablets for teaching children with disabilities;
Installation of floors without drops and thresholds;
Expansion of doorways and installation of handrails on traffic routes.
Information Support
Creation of an information educational environment for distance learning for children with mobility difficulties, using modern information and communication technologies.
Creation of a system of wide access for children with disabilities, parents (legal representatives), teachers to network sources of information, to information and methodological funds, suggesting the availability of methodological aids and recommendations in all areas and types of activities, visual aids, multimedia, audio and video materials .
The content of work programs in academic subjects
Work programs for students with disabilities are compiled on the basis of exemplary subject programs. They meet the requirements of the FKGOS and GEF. Programs define the goals and objectives of studying the subject, possible levels of mastering the educational material, criteria and methods for assessing educational results. The number of hours allotted for the study of program material is planned based on the individual curriculum.
Pedagogical technologies, forms and methods of teaching
and education of children with disabilities
1. Technologies of modern traditional education.
Traditional education provides for a class-lesson organization of education, which allows you to provide:
The systematic nature of training;
Logically correct study of educational material;
and optimize resource costs in training.
2. Technologies based on the personal orientation of the educational process.This group of pedagogical technologies is characterized by a focus on personality traits, its formation and development in accordance with the natural abilities of a person, and the maximum realization of the capabilities of children. It is represented by technologies of cooperation pedagogy that implement a humane-personal approach to the child, apply an activating and developing didactic complex, and pedagogize the environment. Working with the use of these technologies provides the most complete immersion of students in the pedagogical process, "living" in oneself the features of such interaction between the participants in the pedagogical process, which is characterized by a humane-personal and, moreover, an individual approach to the child.
3. Pedagogical technologies based on the activation and intensification of students' activities.The principle of the child's activity in the educational process is implemented, motivation is carried out, awareness of consumption in the assimilation of knowledge and skills, compliance with the social needs of students, their parents and the social environment is achieved.
The group of these technologies includes game technologies, problem-based learning, communicative technology, elements of which are implemented by school teachers.
4. Game technologies (mainly educational and business games)are widely used at all levels of education, since they are a universal way to transfer the experience of older generations, and the structure of the game as an activity organically includes goal setting, planning, goal realization, analysis of the results in which a person realizes himself as a subject of activity.
5. Problem based learning - such an organization of training sessions that involves the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them, as a result of which there is a creative mastery of knowledge, skills and abilities and the development of mental abilities of students. Problem-based learning is an important preparatory step towards achieving competence as a predictable level of education, preparing for solving educational and life problems.
6. Information (computer) technologiesprovide the development of skills to work with information, develop the communication skills of students, form research skills, the ability to make optimal decisions, allow everyone to work at the optimal pace and on the content that is optimal for him. Thus, students are being prepared for life in the information society and the development of professional educational programs.
Student attestation
Attestation of students with disabilities is carried out in the form of:
Current and intermediate certification in accordance with local regulations
State (final certification) in accordance withregulatory documents for the conduct of the GIA and the Unified State Examination.
Individual Curriculum Grade 1
| Items | Qty hour According to account plan | at home | In class | Name of the teacher | in absentia |
| Russian language | |||||
| Lit. Thu. | |||||
| Maths | |||||
| okr. world | |||||
| Music | 0,25 | 0,75 |
|||
| Fig. Claim. | 0,25 | 0,75 |
|||
| Technology | 0,25 | 0,75 |
|||
| Physical Culture | 0,25 | 0,75 |
2.1 Expected results of the program implementation:
Reducing the number of students with persistent problems in learning and personal development;
Formation of effective behavioral strategies and personal resources in children with disabilities;
Inclusion in the system of correctional work of the school of interaction with other organizations;
Raising the professional level of the teaching staff on the problems of correctional work with students with disabilities.
The educational institution has created comfortable and accessible environments for the education, development and upbringing of children with disabilities:
Promoting quality and affordable education;
Providing joint education for children with disabilities and children without developmental disabilities;
Providing social adaptation and integration in the society of children with disabilities.
Shatkina Irina Pavlovna
Job title: 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
Work 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; learn
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; learn
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
small"
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
introduce
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
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.
