Shevchenko preparing children for school. Book, I readiness of children with mental retardation for schooling

1. Boryakova N.Yu. Steps of development. Early diagnosis and correction of mental retardation. - M., 1999.

2. Boryakova N.Yu. Formation of prerequisites for schooling in children with mental retardation. - M., 2003.

3. Vlasova T.A. Every child receives proper conditions of upbringing and education. - In the book: Children with temporary developmental delays. - M., 1971.

4. Children with mental retardation / Ed. G.A. Vlasova, V.I. Lubovsky, N.A. Tsypina. - M., 1973.

5. Diagnosis and correction of mental retardation in children / Ed. S.G. Shevchenko. - M., 2001.

6. Ekzhanova E.A. Mental retardation in children and ways of its psychological and pedagogical correction in a preschool setting // Education and training of children with developmental disorders, 2002, No. 1.

7. "Origins". The concept of a basic development program for a preschool child. Novoselova S.L., Obukhova L.F., Paramonova L.A., Tarasova T.V. - M., 1995.

8. Mamaichuk I. I. Psychocorrectional technologies for children with developmental problems. - St. Petersburg, 2003.

9. “On the psychological, pedagogical and social rehabilitation of persons with disabilities in the education system. The concept of reforming the special education system.” Decision of the Board of the Ministry of General and Professional Education of the Russian Federation of February 9, 1999 No. 3/1.

10. On hygienic requirements for the maximum load of preschool children in organizational forms of education. Instructional and methodological letter of the Ministry of Defense of the Russian Federation dated March 14, 2000 No. 65/23-16.

11. On introducing amendments and additions to the Standard Regulations on a Special (Correctional) Educational Institution for Students and Pupils with Developmental Disabilities. Letter of the Ministry of Defense of the Russian Federation dated March 10, 2000 No. 212.

12. Ulienkova U.V., Lebedeva O.V. Organization and maintenance of special psychological assistance to children with developmental problems. - M., 2002.

13. Shevchenko S.G. Correctional and developmental training: organizational and pedagogical aspects. Method, manual for teachers of correctional and developmental education classes. - M.: VLADOS, 1999.

The textbook reveals at the modern level the basic psychological concepts, the leading patterns of mental development of children and methods of studying the child’s psyche. Basic ideas about deviations in the mental development of a child are outlined. The main methods of psychological prevention and psychological correction of mental and behavioral disorders in children are presented. The book will be indispensable as a teaching aid for students of pedagogical and medical educational institutions studying psychological disciplines, students of educational institutions of the postgraduate education system.

It is of undoubted interest for practical psychologists, social educators, teachers of preschool institutions and schools, doctors - child psychiatrists, psychotherapists, pediatricians and everyone who is concerned about the psychological well-being and harmonious personal development of children.

The guidelines for conducting a psychological examination of preschool children to determine readiness for school present methods for diagnosing the main components of a child’s school maturity. Particular attention is paid to the methodology for drawing up a psychological report based on the results of the examination, and some recommendations are given to increase the child’s level of readiness for school.

PREPARATION

TO CHILDREN'S SCHOOL

WITH DELAY

MENTAL

DEVELOPMENT

Approved by the Ministry of Education of the Russian Federation

Readiness of children with mental retardation to study at school

Organization of correctional and developmental education and preparation for school for children with mental retardation

Programs for correctional and developmental education and preparation for school for children with mental retardation

Moscow _________

"School Press"

“Raising and teaching children with developmental disorders. Journal Library"

II half of 2003

Cand. ped. sciences; , Ph.D. psychol. sciences; , Ph.D. ped sciences; , teacher-defectologist, preschool educational institution

Reviewers:

Cand. psychol. sciences; ML. Kasitsina, methodologist of the State Educational Institution “Compensatory Kindergarten”.

Preparing children with mental retardation for school. Book 1/Under the general editorship. . - M.: School Press, 2003. - 96 p. (“Education and education of children with developmental disorders. Journal library.” Issue 12).

The manual was developed by order of the Ministry of Education of the Russian Federation.

The first book reveals the issues of organizing correctional and developmental education and training of older preschoolers with mental retardation, presents programs for introducing children to the world around them and developing speech, familiarizing them with fiction, developing speech (phonemic) perception and preparing for learning to read and write, development of elementary mathematical concepts. The programs are built on the basis of successive connections between the preschool and primary levels of the continuous education system and have been tested for many years.

The second book contains thematic lesson planning.

Approved by the Ministry of Education of the Russian Federation.

Introduction

Methodological manual “Preparation for school of children with mental retardation”, developed by order of the Ministry of Education of the Russian Federation within the framework of the scientific sectoral program “Scientific, methodological, material, technical and information support of the education system” by a team of scientists from the Institute of Correctional Pedagogy of the Russian Academy of Education and practical defectologists GOU No. 000, No. 000 in Moscow, is intended for the work of defectologists in special (correctional) groups of preschool educational institutions of compensatory and combined types.

The manual contains methodological recommendations for organizing correctional and developmental education and preparation for school for children with mental retardation (MDD), original school preparation programs for children with mental retardation (5-6 and 6-7 years old), as well as classes for the year (thematic planning ) indicating the equipment, didactic and role-playing games, and techniques used.

The content of correctional and developmental work with preschoolers, presented in the manual, has been widely and many years tested in preschool institutions in Moscow and many regions of the Russian Federation: in Samara and the Samara region, in Ryazan, Veliky Novgorod, Penza, Tyumen, Noyabrsk, Kurgan, Novy Urengoy, Megion, etc.

Programs and teaching materials for preparing children with mental retardation for school are based on modern approaches to organizing continuous connections between the preschool and primary levels of the lifelong education system. The authors of preschool training programs for children with mental retardation are the authors of stable standard programs for the initial stage of correctional and developmental education for children with mental retardation, operating in the country since 1982.

Programs for preschool training of children with mental retardation contain propaedeutic courses that promote successful mastery of subject programs for primary school.

As noted by the author of the program for the formation of elementary mathematical concepts (preschool training in mathematics for children of the fifth to seventh year of life), candidate of pedagogy. Sciences in the explanatory note to the program, the main goal of the course is the comprehensive development of the child: the development of curiosity, mental operations. The main means of intellectual education of a child and his personal qualities is the organization of subject-related practical activities. Educational material is not given in a ready-made form, but is introduced on the basis of an activity-based approach, i.e., children “discover” connections and relationships between subjects through analysis, comparison, and identification of significant relationships.

The program for the development of speech (phonemic) perception and preparation for learning to read and write (the author) sets the following tasks: developing interest and attention to the word, to speech (your own and those around you); vocabulary enrichment; development of the grammatical structure of speech, coherent speech skills based on the speech experience of a child who is a native speaker. The author of the program uses the method of sound analysis of words, as well as speech therapy techniques for differentiating sounds, helps to prevent errors in reading and writing. This program for children of the sixth-seventh year of life is the initial link of a continuous course of the so-called end-to-end program “Teaching literacy - Russian language - reading - literature for [-IX grades", created in the system of correctional and developmental education.

The author of the program for preschoolers “Familiarization with the outside world and development of speech” () sees the most important goal of the course in expanding and systematizing the knowledge and ideas of children with mental retardation about the world around them, based on the child’s life experience. The child gets acquainted with a holistic picture of the world (this course presents the content of two educational areas - natural sciences and social studies). Children accumulate knowledge and ideas about natural and social objects and phenomena in the process of direct observations and practical activities, and expand them in didactic and role-playing games. In the course of discussing observed objects and phenomena, children learn to analyze, compare, generalize, and come to certain judgments and conclusions. During classes on familiarization with the outside world and speech development, children's vocabulary is activated and coherent speech skills are formed.

A significant place in preparing children with mental retardation for school is occupied by the program “Acquaintance with fiction (author), aimed at developing the child’s perception skills of works of various genres. The program promotes the development of children's creative activity through various types of productive activities.

The main task of preparing children with mental retardation for school is to increase the level of mental development of the child: intellectual, emotional, social.

Preparing a child with mental retardation for school is carried out with the goal of helping him at the initial stage of education to master the necessary knowledge, skills, methods of educational work and adapt to the traditional education system. The formation of preschool knowledge and ideas, as well as methods of activity, is considered not as an end in itself, but as one of the means of mental development of the child and the cultivation of positive personality traits.

When preparing children with mental retardation for school, general tasks are set:

Creating opportunities for a child with mental retardation to carry out meaningful activities in conditions that are optimal for his comprehensive and timely mental development;

Ensuring the protection and promotion of child health;

Correction (correction or weakening) of negative development trends;

Stimulating and enriching development in all types of activities (cognitive, play, productive, labor);

Prevention (prevention) of secondary developmental disorders and learning difficulties at the initial stage.

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

READINESS OF CHILDREN WITH MENTAL DEVELOPMENT RETARDS FOR STUDYING IN SCHOOL

According to the Ministry of Education of the Russian Federation, among children entering first grade, over 60% are at risk of school, somatic and psychophysical maladjustment. Of these, about 35% show obvious neuropsychiatric disorders even in the junior group of kindergarten. The number of primary school students who cannot cope with the requirements of the standard school curriculum has increased by 2-2.5 times over the past 20 years, reaching 30% or more. A special place among such children is occupied by children with mental retardation (MDD).

The causes of mental retardation in children have now been studied quite deeply and comprehensively, and are well known to a wide range of specialists in various fields: neurologists, child psychiatrists, physiologists, psychologists, and speech pathologists. The poor somatic and neuropsychic health of preschool children (in 2000, 10% of children were considered healthy) becomes one of the reasons for their difficulties in adapting to school stress. A characteristic feature of such children is their lack of readiness for schooling.

Reasons for reduced readiness of children with mental retardation for schooling

During preschool childhood, intensive mental development of the child occurs. During the first 6-7 years of life, a child masters all basic types of human actions, masters detailed coherent speech, and establishes relationships with peers and adults. His cognitive activity is formed: voluntary attention improves, various types of memory develop, and he gradually masters verbal and logical thinking.

An important feature of the mental development of a preschooler is that the knowledge, actions, and abilities he acquires are of great importance for his future development, including for successful schooling.

Forming readiness for learning at school is an important task of all educational work with preschoolers, aimed at their comprehensive development - physical, mental, moral, aesthetic.

It should be noted that the level of readiness for schooling of children raised in the same conditions of a preschool institution is not the same. With great variability in the individual indicators of the psychological readiness of preschoolers to begin systematic education, a category of children characterized by an insufficient level of so-called school maturity is distinguished. Among them, children with mental retardation especially stand out.

Psychological and pedagogical observations of five- to six-year-old children with mental retardation and their clinical study (G. M. Kapustina, etc.) revealed a number of features of the mental development of such children.

The variety of development options for a preschool child depends on a number of conditions and reasons, among which the most prominent are:

1. Social situation of the child’s development (circle of communication and the nature of the relationship “adult - child”, “child - child” in the family, society as a whole, etc.)

The following factors have a negative impact on the development of a child:

Lack of communication with surrounding adults, as a result of which stimulation of the development of emotional, cognitive processes, and speech is not provided during periods when communication is the leading activity for the child;

The traumatic effect of the social microenvironment, causing a state of increased anxiety, developing passive-defensive properties in the child’s character (timidity, lack of initiative, tearfulness, isolation, etc.) or, conversely, defensive-aggressive properties (cruelty, stubbornness, negativism, rudeness);

Lack of adequate (qualified) pedagogical conditions that ensure the full development of the child and the correction of unfavorable options for his development.

2. Development of leading, as well as other types of activity typical for a given age (games, learning, elements of work, etc.)

A child’s development is negatively affected by the lack of full-fledged, age-appropriate activities that ensure “assignment” and change of the leading type of activity in each calendar period of the child’s development.

3. State of health (somatic and neuropsychic)

The presence of mild disorders of the central nervous system (residual organic failure of the central nervous system) interferes with the normal functioning of certain brain systems and delays its timely development. Mild disorders of the central nervous system can manifest themselves in the form of partial deficiencies in the development of the emotional, personal and cognitive spheres.

A severe somatic illness in the first years of life or chronic forms of diseases with frequent exacerbations can have a negative impact on the development of a child. In severe forms, somatogeny can lead to more significant disturbances in the metabolic processes of the brain, more persistent developmental delays, mainly due to persistent asthenia, which sharply reduces the mental and physical tone of the child.

A slowdown in the rate of normal development and insufficient formation of the ability to assimilate knowledge can be caused by both the action of a separate unfavorable factor (cause) and their combination.

The presence of mild CNS disorders, even under favorable socio-pedagogical conditions, will limit the child’s development and learning opportunities. At the same time, in a child who was healthy from birth, general microsocial and pedagogical deprivation, the negative and often traumatic influence of the family, and the lack of individualization in upbringing and training can cause individual underdevelopment of certain functions.

Thus, the realization of the potential opportunities for the development of a child’s psyche depends, on the one hand, on the general social well-being, the attention of surrounding adults to the child’s development, and on the other hand, on the organization of pedagogically appropriate influence, taking into account the peculiarities and deficiencies in the development of certain functions, skills and abilities. Timely identification and qualification of certain unfavorable development options are necessary in order to prevent and correct difficulties in the education and upbringing of children.

In correctional pedagogy, in recent years, a fundamental position has been established on the possibilities of compensating for the lag in the mental development of children by creating pedagogical conditions adequate to the child’s condition. The effectiveness of early correctional work is confirmed by the experience of organizing preschool senior and preparatory groups for children with mental retardation in general developmental kindergartens.

Preschool groups for children with mental retardation accept children who have difficulty mastering the preschool curriculum. This causes untimely formation of school-significant functions and elements of educational activity and prevents the achievement of a certain level of readiness for schooling. This category includes somatically weakened children, children with functional insufficiency of the nervous system, including those from an unfavorable microsocial environment, children with immaturity of the emotional-volitional sphere (harmonic and disharmonious infantilism), as well as those who, along with immaturity of the emotional-volitional sphere, have insufficient development cognitive activity (development of attention, memory, speech).

Features of cognitive

and speech activity of children with mental retardation

upon entering school

The central place in situations that create increased stress on the nervous system and mental sphere is occupied by the initial stage of a child’s education at school. This is due to a significant change in his usual living conditions and more complex requirements for the level of development of the cognitive and emotional-personal spheres.

As is known, a child’s readiness to start school is determined by the level of development of various mental functions, among which the leading place is occupied by perception, memory, verbal-logical thinking, speech, and attention.

In domestic psychology, a detailed study of the problem of readiness for schooling, contained in the works, is contained in the works (1968), (1981, 1989), (1988), (1991), (1993), etc.

Traditionally, there are three aspects of school maturity: intellectual, emotional and social. Intellectual maturity refers to differentiated perception; concentration of attention; analytical thinking, expressed in the ability to comprehend the basic connections between phenomena; possibility of logical memorization; the ability to reproduce a pattern, as well as the development of fine hand movements and sensorimotor coordination. Intellectual maturity, according to neuropsychologists, significantly reflects the functional maturation of brain structures.

Emotional maturity is generally understood as the absence of impulsive reactions and the ability to perform a not very attractive task for a long time.

Social maturity includes the child’s need to communicate with peers and the ability to subordinate his behavior to the laws of children’s groups, as well as the ability to play the role of a student in a school learning situation.

The main criterion of readiness for school in the works is the new formation “internal position of the student,” which is a fusion of cognitive needs and the need for communication at a new level.

Considering the problem of readiness for school, I put the formation of prerequisites for educational activities in the first place. He considered the most important prerequisites to be the child’s ability to focus on a system of rules in work, the ability to listen and follow instructions from an adult, the ability to work according to a model, etc. All these prerequisites are based on the characteristics of the mental development of children in the transition period from preschool to primary school age, namely : loss of spontaneity in social relationships, generalization of experiences associated with assessment, formation of self-control.

Assessing the intellectual readiness of children experiencing persistent learning difficulties, researchers note the main feature - low cognitive activity, which manifests itself, although unevenly, in all types of mental activity. This determines the characteristics of perception, attention, memory, thinking and the emotional-volitional sphere of children with mental retardation.

Researchers note the insufficiency of the process of processing sensory information (,). Often, children cannot holistically perceive observed objects; they perceive them fragmentarily, highlighting only individual features. Such children may not even recognize familiar objects if they are depicted from an unusual angle or are poorly lit. The process of perceiving objects takes them longer than normally developing seven-year-old children.

Thus, the efficiency of perception in children with low psychological readiness for schooling is reduced compared to their normally developing peers, and the images are not sufficiently differentiated and complete. This limits the possibilities of visual thinking, which is manifested in the results and methods of performing tasks such as completing drawings of objects, composing a whole from parts, etc.

Psychological studies emphasize that such children at the age of seven do not reach the level of development of attention, perception, memory, and mental activity necessary to begin learning. The attention of children of the described category is characterized by low concentration; Any type of their activity is characterized by increased distractibility and fragmented completion of educational and extracurricular tasks.

In all types of mental activity, children show a lag. In general, solving age-appropriate mental problems at a visual and practical level is accessible to them, but children may find it difficult to explain cause-and-effect relationships. An analysis of the characteristics of their verbal and logical thinking is important for understanding the uniqueness of the mental activity of children with learning difficulties. They are characterized by an insufficiently high level of formation of all basic intellectual operations: analysis, generalization, abstraction, transfer. The weak formation of the generalizing function of a word causes difficulties in children’s mastery of generic concepts - indicators of the stock of specific specific concepts and the ability to independently identify the essential features of a homogeneous group of objects. Children exhibit insufficient flexibility of thinking, a tendency to make stereotypical decisions, and use inappropriate methods of action.

Thus, when performing tasks to “eliminate unnecessary things” on subject and verbal material, children with mental retardation show different levels of success (productivity in completing tasks): at a higher level (II-III level) there are 20-30% of children who correctly complete the subject version of tasks , but needing leading questions and repetition to complete the verbal version of the task. For children with mental retardation (III-IV level), making up 50-60%, repeated repetition and explanation are required, and only 5-7% do not cope with the task (V level). As a rule, normally developing preschoolers are distributed at levels I-III of productivity in performing intellectual tasks. Simple short stories and fairy tales are listened to with attention, retold with the help of questions, but are soon forgotten; understand the general meaning of what they read.

According to the data, children of the seventh year of life have some mathematical concepts and skills: they correctly indicate a larger or smaller group of objects, reproduce a number series within five (further often with errors), and have difficulty counting backwards; They count a small number of items (within five), but often cannot name the result.

A decrease in cognitive activity is manifested in a limited supply of knowledge and ideas about the world around us and practical skills appropriate to age and necessary for starting school ().

Low differentiation of hand movements, difficulties in forming complex serial movements and actions negatively affect productive activities - modeling, drawing, designing (,).

Insufficient readiness for school is manifested in the delayed formation of age-appropriate elements of educational activity. The child accepts and understands the task, but needs the help of an adult to master the method of action and transfer what has been learned to other objects and actions when performing subsequent tasks. The ability to accept help, assimilate the principle of action and transfer it to similar tasks allows you to more highly evaluate the potential capabilities of children’s mental development.

Children's play activities are characterized by their inability to develop a joint game without the help of an adult in accordance with a common plan, underestimation of common interests, and inability to control their behavior. They usually prefer active play without rules. According to Netsova (1984), by the time they enter school, gaming motives dominate in one third of children with mental retardation. The predominance of a play motive in a child does not necessarily predetermine the appearance of difficulties in school education. At the same time, for all children with a negative attitude towards school, play motives occupy a dominant position in the structure of the motivational sphere. The personality of such children, due to their immaturity, has not yet become the personality of a schoolchild. Thus, the level of development of gaming activity by the time of entering school does not provide a smooth and natural transition to a new type of leading activity - educational. The child has not yet outgrown the peak of play activity, so it is difficult for him to adapt to school life.

Severe underdevelopment of speech can manifest itself in violations of sound pronunciation, poverty and insufficient differentiation of the dictionary, and difficulties in mastering logical and grammatical structures. A significant proportion of children have insufficient phonetic-phonemic perception and a decrease in auditory-verbal memory. Even with the external well-being of oral speech, verbosity or, conversely, a sharply insufficient development of the statement is often noted.

A speech therapy study of speech in preschoolers with mental retardation showed that the phonetic side of their speech suffers from various disorders: unclear pronunciation of a number of sounds, instability in the use of impaired sounds in speech, replacement of some sounds with others that are simpler in articulation. In addition, there is a general sluggishness of articulation, which, as a rule, is due to the manifestation of neurological pathology - a decrease in the tone of the articulatory muscles.

Work to overcome such shortcomings must be carried out before children enter school, since it is known that when mixing sounds in oral speech, schoolchildren experience similar errors in writing.

The relationship between speech and general development of children is traced. Along with general somatic weakness and slow development of locomotor functions, they are also characterized by some lag in the development of the motor sphere, which is characterized by poor coordination of movements, uncertainty in performing measured movements, and a decrease in speed and dexterity of movement.

The study and assessment of non-speech processes, necessary to identify patterns of general development of children and determine their compensatory reserves, show that the greatest difficulties are observed when performing movements according to verbal instructions. When tasked with reproducing a movement or a series of movements, children violate the sequence of action elements and omit its components. This is clearly manifested when performing Head tests, rolling a ball from one hand to another, catching a ball from a short distance, jumping on the right and left leg, rhythmic movements to music, etc. (,).

Children experience difficulties in orienting themselves in space. Therefore, tasks related to directions of movement (for example: “Take the toy that lies to your right, walk a little forward and put it also on your right”), children, as a rule, do not understand or perform incorrectly. Having made one action, they stop, as if expecting positive reinforcement and further clarification from the adult. If no explanation is received, some children ask the task again, others begin to go about their business: twirl the toy in their hands, leave the place, sit down and engage in conversation with someone, without realizing that they have not completed the task.

There is insufficient coordination of the fingers, hands, and underdevelopment of fine motor skills. Children of the study group completed dynamic coordination tasks in 84.4% of cases, static coordination tasks in 88.8% of cases, and switchability tasks in only 66.6% of cases. *

If special correctional work is not organized, violations of motor skills of spatial perception and visual-motor coordination will affect when teaching children to write, primarily on the external picture of writing, in calligraphy.

In the preschool period, a delay in the development of motor functions manifests itself in everyday life, play activities, and actions with objects. Thus, these children, according to parents and teachers, do not like to tie their shoelaces or fasten buttons. This “dislike” is associated with difficulties in mastering precise differentiated movements. Children 5-6 years of age are reluctant to complete modeling tasks using mosaics, construction sets, and when drawing they produce stereotypical stereotyped images; They are not good at working with natural materials, sculpting, or cutting out paper.

It is characteristic that greater preservation of motor functions is observed in children with mental retardation who do not have a history of cerebral-organic disorders, however, due to long-term somatic diseases in early childhood, turning into chronic diseases, and an unfavorable social development situation, they also do not have age-appropriate skills.

It should be emphasized that, despite a certain lag in speech development from the age norm (violation of phonetics, decrease in the active vocabulary of words with a fairly good passive vocabulary, low linear length of a phrase of 3-4 words, errors in the unification of endings of the genitive plural - such as “eyes” ", "chairs"), the speech of these children gives the impression of being quite prosperous, but for preschoolers of a younger age period.

Corrective frontal work aimed at activating cognitive activity, enriching the vocabulary and developing coherent speech, strengthening general movements and fine motor skills, individual speech therapy work to correct speech disorders make it possible to compensate for the lag in the speech development of children and prepare them for entering a comprehensive school.

Speech disorders in children with mental retardation are diverse in their manifestations, mechanisms, and level and require a differentiated approach to analysis. Even phonetic defects have a number of specific causes. They may be due to unformed speech-auditory differentiation, speech motor disorders, anomalies in the structure of the articulatory apparatus, etc.

The largest group consists of preschoolers who have a combination of defects in sound mixing and substitution or confusion and distorted pronunciation of sounds. Such disorders, as a rule, reveal local pathology on the part of systems directly related to speech, which further complicates the picture of speech disorders in preschool children with mental retardation.

Moreover, all cases of mixing sounds were noted in the speech stream, sentences given to children for repetition. This was not observed in other types of speech (syllables, words). This confusion of sounds may be due, firstly, to a violation of phonemic perception, which, as is known from the literature (, etc.), is observed in the majority of primary school students with mental retardation. The immaturity of phonemic perception negatively affects the process of sound formation in children.<*

Of no small importance is the insufficient analytical activity of children with mental retardation, which does not allow them to fully observe the sounds of speech and compare them. This leads to a slower introduction of sounds into active speech.

In addition, the confusion of sounds can be caused by a weakening of the child’s control over the articulation of sounds, when his main attention is focused on the semantic side of the utterance. Carrying out simultaneous control over several actions, complex inter-analyzer activity of the auditory and tactile analyzers for children with mental retardation present significant difficulties.

Along with deviations in the differentiation of phonemes, these children experience difficulties in maintaining the sequence and number of syllabic series, as well as sentences of four to five words ((? G. Shevchenko, 1998).

Changing the nature of the presentation of experimental material (additional presentation, slowing down the pace of presentation) does not improve the quality of reproduction. Children repeat two syllables instead of three (DA-TA-DA - "DA-TA) or change their order.

The number of correct answers when reproducing a series of two syllables was 66.6%, and the children were able to repeat a series of three syllables after the speech therapist only in 23.8% of cases. The following data are also interesting: children were able to identify the sound under study among the words named by the speech therapist in 66.6% of cases, and independently come up with a word with the same sound in 44.4% of cases. Children cope even worse with selecting pictures for a given sound (38.8%).

In sentences, when they were reproduced, individual words were missed, or children generally found it difficult to repeat them

(“In the spring, flowers bloomed: lilies of the valley, daffodils, tulips. - In the spring... lilies of the valley... tulips bloomed. Flowers bloomed, tulips bloomed, flowers...", etc.). Such errors among the subjects were frequent and persistent.

A low level of proficiency in the sound analysis of words by children with mental retardation and speech defects was revealed. According to the data, not all children can even cope with isolating a vowel sound from the beginning of a word. Isolating a sequence of sounds, determining the number of sounds in a word, naming vowels and consonants at the end of a word - all this causes significant difficulties for children, and they often fail to complete the tasks.

Speech disorders associated with phonetic-phonemic underdevelopment will manifest themselves in the replacement of sounds and letters when learning to read and write, therefore, long-term work is required to develop phonemic perception and the formation of sound analysis in the preschool period when preparing the child for school.

Correction of sound pronunciation disorders in children with mental retardation should be carried out with the correction of speech as a whole, i.e., include the development of the phonemic aspect of speech, vocabulary, and grammatical structure of the language.

ORGANIZATION OF CORRECTIONAL AND DEVELOPMENTAL EDUCATION AND PREPARATION FOR SCHOOL OF CHILDREN WITH MENTAL DELAYS

With significant heterogeneity in the clinical and psychological structure of mental retardation in preschool age, along with more immature mental functions, there is a fund of preserved mental functions that can be relied upon when planning corrective measures.

Experimental work carried out since 1982 at the Research Institute of Defectology of the Academy of Sciences of the USSR (since 1992 - Institute of Correctional Pedagogy of the Russian Academy of Education) in various regions of the country, made it possible to develop and test the content of training that contributes to the activation of the cognitive activity of children with mental retardation and the strengthening of their physical and psychoneurological health, correction of negative characteristics of the emotional and personal sphere, which ultimately ensures the full preparation of children for school.

The technology for organizing special correctional and developmental education and training of children with mental retardation in a compensatory and combined type preschool educational institution requires compliance with the following conditions:

The presence in the institution of a diagnostic and advisory service operating on an interdisciplinary basis;

Construction of an educational process (taking into account the individual age, psychophysiological, personal characteristics and capabilities of children), ensuring the correction of disorders of mental, speech and emotional development and stimulation, enrichment of development in all types of children's activities (cognitive, play, productive, labor, communicative) ;

The use of adequate technologies, characterized by emotional and playful overtones, applied orientation (tactile-effective examination, experimentation, transformation) and the value significance for the child of what he does, learns, plays with and interacts with;

Interaction with the family (active inclusion of parents in the life of the institution, education of parents, explanation of the goals and objectives of raising and preparing children with mental retardation for school);

Event-based nature in the organization of children’s life activities;

Carrying out medical and health work that creates a favorable basis for organizing classes, games, and other activities for children.

The diagnostic-consulsative direction of work is based on the fundamental principle of defectology - the principle of unity of diagnosis and correction. The implementation of this principle is ensured by a comprehensive interdisciplinary study and dynamic observation of the child’s development by specialists of the psychological, medical and pedagogical council (PMPk): an educational institution that is created in the institution by order of the head, consisting of a psychologist, speech therapist, defectologist, senior educator, and doctor. The tasks of the consultation include studying the state of the child’s health (medical), identifying the level of development of the leading type of activity, features of the development of the cognitive and emotional-personal spheres (psychological study), studying the features of the development of speech activity (speech therapy study), the social situation of the child’s development (family relationships , kindergarten), the stock of knowledge and ideas developed in the preschool period of life (pre-grammatical, elementary mathematical, about surrounding objects and phenomena of reality) - pedagogical study.

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Ekzhanova E.A. “Mental development delay in children and ways of its psychological and pedagogical correction in a preschool setting.” // Education and training of children with developmental disorders, 2002, No. 1.

Ulienkova U.V., Lebedeva O.V. “Organization and content of special psychological assistance to children with developmental problems” M., 2002.

Boryakova N.Yu., Kasitsina M.A. “Correctional pedagogical work in kindergarten for children with mental retardation”, M: V. Sekachev, TV “Sfera”, 2007.

Morozova I.A., Pushkareva N.A. “Development of elementary mathematical concepts. For working with children 5–6 years old with mental retardation”, M. “Mosaic – Synthesis”, 2007.

Morozova I.A., Pushkareva N.A. “Development of elementary mathematical concepts. For working with children 6-7 years old with mental retardation", M. "Mosaic - Synthesis", 2007.

Morozova I.A., Pushkareva N.A. "Acquaintance with the surrounding world." For working with children 5-6 years old with mental retardation, M. “Mosaic - synthesis”, 2007

Morozova I.A., Pushkareva N.A. "Acquaintance with the surrounding world." For working with children 6-7 years old with mental retardation, M. “Mosaic - synthesis”, 2007.

Morozova I.A., Pushkareva M.A. “Preparation for learning to read and write” For working with children 5-6 years old with mental retardation, M. “Mosaic - Synthesis”, 2007.

Morozova I.A., Pushkareva M.A. “Preparation for learning to read and write” For working with children 6–7 years old with mental retardation, M. “Mosaic - synthesis”, 2007.

Ekzhanova E.A., Strebeleva E.A. Program of preschool educational institutions of a compensatory type for children with intellectual disabilities “Correctional and developmental education and upbringing.” M. "Enlightenment", 2005

Chirkina G.Ya., Filicheva T.B. “Elimination of general speech underdevelopment in preschool children.” M. "Iris - press", 2007

Chirkina G.Ya., Filicheva T.B. “Program for corrective education of children with general speech underdevelopment.” M. 1988

Filicheva T.B. , Chirkina G.Ya. “Preparation for school of children with general speech underdevelopment in a special kindergarten.” First year of study, M., "Alpha", 1993

Filicheva T.B. , Chirkina G.Ya. “Preparation for school of children with general speech underdevelopment in a special kindergarten.” Second year of study, M., "Alpha", 1993

Zhukova S.N., Mastyukova E.M., Filicheva T.B. “Overcoming speech delay in preschool children,” M., “Prosveshcheniye,” 1973.

Filicheva T.B., Cheveleva N.A. “Speech therapy work in a special kindergarten”, M., “Prosveshchenie”, 1987.

Organization of the stay of children in an educational institution

2.1 Description of the daily organization of children’s lives and activities, depending on their age and individual characteristics and the social order of their parents, providing for personality-oriented approaches to the organization of all types of children’s activities.

The daily routine corresponds to the age characteristics of children and contributes to their harmonious development. The maximum duration of continuous wakefulness for children 3-7 years old is 5.5-6 hours, up to 3 years old - in accordance with medical recommendations.

1. The daily duration of children’s walks is at least 4 – 4.5 hours. The walk is organized 2 times a day: in the first half - before lunch and in the second half of the day - after a nap or before the children go home. When the air temperature is below minus 15 0 C and the wind speed is more than 7 m/s, the duration of the walk is reduced. The walk is not carried out at an air temperature below minus 15 0 C and a wind speed of more than 15 m/s for children under 4 years old, for children 5-7 years old at an air temperature below minus 20 0 C and a wind speed of more than 15 m/s.

2. The total duration of daily sleep for preschool children is 12 - 12.5 hours, of which 2.0 - 2.5 are allocated to daytime sleep.

For children from 1.5 to 3 years old, daytime sleep is organized once for at least 3 hours. For children from 3 to 7 years old, daytime sleep is organized once for 2.5 hours.

3. When implementing the educational program of a preschool educational institution for toddlers from 1 year to 3 years old, no more than 10 lessons per week are planned (speech development, didactic games, movement development, music classes) lasting no more than 8-10 minutes. Educational activities are carried out in the first and second half of the day (8-10 minutes each). In the warm season, educational activities are carried out on the site during a walk.

The maximum permissible volume of a weekly educational load, including additional education activities, for preschool children is: in the younger group (children of the fourth year of life) - 11 lessons, in the middle group (children of the fifth year of life) - 12, in the senior group (children of the sixth year of life) year of life) - 15, in preparatory (children of the seventh year of life) - 17 lessons.

The maximum permissible number of classes in the first half of the day in the junior and middle groups does not exceed two classes, and in the senior and preparatory groups - three. The duration of GCD for children of the 4th year of life is no more than 15 minutes, for children of the 5th year of life – no more than 20 minutes, for children of the 6th year of life – no more than 25 minutes, and for children of the 7th year of life – no more than 30 minutes. In the middle there is a physical training session. Breaks between NODs are at least 10 minutes.

ECD for children of middle and senior preschool age can be held in the afternoon, but not more than 2-3 times a week. The duration of the NOD is no more than 20-30 minutes, depending on the age of the children. In the middle of a static activity, a physical education session is carried out.

ECD for additional education (studios, clubs, sections, etc.) for preschool children is carried out in the afternoon:

for children 4 years of age - no more than once a week for no more than 15 minutes;
for children 5 years of age - no more than 2 times a week for no more than 25 minutes;
for children 6 years of age - no more than 2 times a week for no more than 25 minutes;
for children 7 years of age - no more than 3 times a week for no more than 30 minutes.

The scope of medical and health work and correctional assistance for children (physical therapy, massage, classes with a speech therapist, a psychologist, and others) is regulated individually in accordance with medical and pedagogical recommendations.

In the middle of the year (January), vacations are organized for pupils of preschool groups, during which educational activities are carried out only in the aesthetic and health cycle (music, sports, fine arts).

Approximate total permissible volume of educational load and the ratio of parts of joint educational activities of adults and children (invariant part)

AGE GROUP OF CHILDREN FROM 3 TO 4 YEARS OLD

Physical development

Educational area	Educational activities carried out during restricted periods (in accordance with SanPiN),in minutes			in minutes
Physical Culture	Morning exercises	5	25		40 per week or 8 minutes a day
		20
Health		5	5	Formation of cultural and hygienic skills, self-care skills during the day	10 per week or 2 minutes a day
Duration	25 minutes a day			50 minutes per week or 10 minutes a day
	Total: 25 minutes + 10 minutes = 40 minutes per day

Educational area	in minutes		Direct educational activities (instead of the traditional educational block, in accordance with SanPiN), in minutes
Communication	In all types of activities
	Reading while walking	5	Reading to children thin. literature, conversations about what has been read, memorization, etc.	30 per week or 6 minutes a day
Cognition	Observation on a walk	5	Observation, educational and didactic games, guessing riddles, etc.	15 per week or 3 minutes a day
		5
	Total:	10
Horizon	Observation while walking	5	Conversations, observations, looking at albums and paintings, reading to children, didactic and role-playing games, etc.	15 per week or 3 minutes a day
	Conversation on a walk	5
	Total:	10
Duration	25 minutes a day		60 minutes per week or 12 minutes a day
	Total: 25 minutes + 12 minutes = 37 minutes a day

Educational area	Educational activities carried out during restricted periods (in accordance with SanPiN),in minutes		Direct educational activities (instead of the traditional educational block, in accordance with SanPiN), in minutes
Music		5	Traditional types of musical activities, theatrical games in the music hall and group room, holidays, etc.	30 minutes per week or 6 minutes a day
Artistic creativity		5		55 minutes per week or 11 minutes a day
Duration	10 minutes a day		85 minutes per week or 17 minutes a day
	Total: 10 minutes + 17 minutes = 27 minutes a day

Social and personal development

Educational area	Educational activities carried out during restricted periods (in accordance with SanPiN),in minutes		Direct educational activities (instead of the traditional educational block, in accordance with SanPiN), in minutes
Socialization	Role-playing games on a walk	5	Role-playing games, conversations, reading to children. literature, observation, conversations, excursions, etc.	15 minutes per week or 3 minutes a day
Work	Work while walking	5	Observation of adult labor, work in nature, household work, etc.	15 minutes per week or 3 minutes a day
Safety			Conversation, reading to children, observation, practical activities, games-situations, etc.	5 minutes a week or 1 minute a day
Duration	10 minutes a day		35 minutes a week or 7 minutes a day
Duration	Total: 10 minutes +7 minutes = 17 minutes a day

Physical development (40 minutes) + Artistic and aesthetic development (27 minutes) = 67 minutes = 55% of the total educational load.

Cognitive and speech development (37 minutes) + Social and personal development (17 minutes) = 54 minutes = 45% of the total educational load.

The total amount of time is 121 minutes = 2 hours.

AGE GROUP OF CHILDREN FROM 4 TO 5 YEARS OLD

Physical development

Educational area	Educational activities carried out during restricted periods (in accordance with SanPiN),in minutes			Direct educational activities (instead of the traditional educational block, in accordance with SanPiN), in minutes
Physical Culture	Morning exercises	8	28	Outdoor games, physical exercises, sports games and other types of physical activity in the gym and outdoors	50 per week or 10 minutes a day
	Outdoor games and exercise while walking	20
Health	Hardening after a nap	7	7	Conversations about a healthy lifestyle, hardening activities, the formation of cultural and hygienic skills, self-care skills during the day	10 per week or 2 minutes a day
Duration	35 minutes a day			60 per week or 12 minutes a day
	Total: 35 minutes + 12 minutes = 47 minutes per day

Cognitive and speech development

Educational area	Educational activities carried out during restricted periods (in accordance with SanPiN),in minutes		Direct educational activities (instead of the traditional educational block, in accordance with SanPiN), in minutes
Communication	In all types of activities
Reading fiction to children	Reading while walking	7	Reading to children thin. literature, conversations about what they read, memorization, etc.	40 per week or 8 minutes a day
Cognition	Observation on a walk	7	Cognitive and research activities of children (experimentation, observation, educational and didactic games, guessing riddles, etc.)	20 per week or 4 minutes a day
	Didactic games for a walk	7
	Total:	14
Horizon	Observation while walking	7	Conversations, observations, looking at albums and paintings, reading encyclopedic literature to children, didactic and role-playing games, etc.	20 per week or 4 minutes a day
	Didactic games for a walk	7
	Total:	14
Duration	35 minutes a day		80 minutes per week or 16 minutes a day
	Total: 35 minutes + 16 minutes = 51 minute a day

Artistic and aesthetic development

Educational area	Educational activities carried out during restricted periods (in accordance with SanPiN),in minutes		Direct educational activities (instead of the traditional educational block, in accordance with SanPiN), in minutes
Music	Musical activities while walking	5	Traditional types of musical activities, theatrical games in the music hall and group room, holidays, etc.	40 minutes per week or 8 minutes a day
Artistic creativity	Fine art activities, construction while walking	10	Workshop (drawing, modeling, applique, manual labor, design)	70 minutes per week or 14 minutes a day
Duration	15 minutes a day		110 minutes per week or 22 minutes per day
	Total: 15 minutes + 22 minutes = 3 7 minutes a day

Doctors note an alarming trend of increasing incidence of mental retardation among children in Russia. , however, this does not negate the fact that the problem must be dealt with. Drug intervention alone will not be enough.

A comprehensive work of a teacher and other specialists is needed to help fill gaps in knowledge, correct speech, teach and read. Many teachers who specialize in correctional work with children with illnesses create their own methods.

Some programs really work and help children with mental retardation overcome their symptoms.

Program options for children with mental retardation

Despite the fact that the disease is directly related to learning, programs for mental retardation have little to do with it. In correctional institutions there are special methods, the length of classes, and it is possible to devote time to each child in the amount that is needed. A special emphasis is placed on repeating material and mastering those skills that are not given time in school, since they are considered obvious (for example, to cut paper with scissors, you first need to learn how to hold them). The measured pace of classes and intensive workload on problem areas helps to quickly catch up with students of the same age and transfer to regular schools.

This result is achieved by several options for programs for children with mental retardation, the choice of which depends on the parents. They, seeing an obvious problem with one function (for example, articulation) turn to a highly specialized specialist (for example, a speech therapist). A professional creates an individual work schedule. In addition, there are proven methods of working with children with mental retardation, which are based on a set of work programs for children with mental retardation.

General principles of development programs

The main thing in working with children is to maintain balance in other areas (memory, attention, emotions, intelligence, reading, etc.). Despite the fact that the patient may have pronounced problems in one area, due to their interconnection, it is necessary to combine exercises, covering all areas. In addition, the programs have common areas of work:

Physical direction - classes should be structured in such a way that the child has the opportunity for active recreation and exercise. In addition to classes, a proper diet and sleep schedule are built. Parents should pay attention to physical health and psychological peace, as this is the key to successful learning.
Psychological – teaching social and other skills. This includes communication, the ability to answer questions, and behave in a team.
Sensory-motor - delayed development affects not only intellectual and emotional characteristics. In cases where there is dysfunction of the motor and sensory system, work in this direction is also necessary.
Cognitive – a patient with mental retardation has a lack of factual knowledge and experience due to poor memory. This gap can be easily filled if children are properly motivated and not limited in their knowledge of the world around them.
Emotional – developmental delay is also reflected in emotional reactions, which are often delayed by several years. Expressed in increased emotionality, love of games and dislike of intellectual stress. Requires learning to control emotions and understand the emotions of others.

Which children can participate in the programs?

All children diagnosed with mental retardation have the right to receive specialist help. Moreover, there are different techniques to cope with deviations of any severity.

Work with a child is structured according to an individual algorithm, which depends on the actual age, development of skills and abilities. In addition, the diagnosis implies a developmental delay, and not a disorder or pathology, which means that any problems are correctable.

Educational and correctional program for children with mental retardation

The educational and correctional program for children with mental retardation is carried out by specially trained people. It is intended for preschoolers and primary school students.

The technique will allow you to achieve several goals at once, among which are:

communication skills training;
preparation for life in society;
filling gaps in knowledge about the world around us;
stimulation of cognition and intellectual activity;
speech development;
teaching basic skills (reading, counting).

For this purpose, exercises have been developed that allow children to express themselves:

Kind of activity	Examples of tasks
Gaming:	Role-playing games; Games according to the rules; Group games.
Communicative and social:	Conversation and maintaining a dialogue about the work of parents, their city. Tell us about yourself: first name, last name, age, names of family members. Teaching the names of transport, days of the week, seasons, geometric shapes. Spatial orientation: left, right, down, up. Comparison of objects by colors, sizes, etc.
Research:	Study of the environment: plants, animals, weather, society.
Education:	Composition of numbers 1-10, arithmetic. Counting objects, answering the questions: “How many?”, “Which one?”. Understanding the meaning of general words (transport, fruit, furniture) and directional words (between, ahead, before, before).
Speech development:	Find the sound in a word articulation exercises, division of sounds into vowels and consonants, recognize letters draw up proposal outlines.
Literature:	Introduction to children's fairy tales, proverbs, riddles. Ability to retell what you read and answer questions. Learning to listen to others. Memorizing poetry by heart is the development of memory. Theatricalization of what was read.
Independence:	Teaching everyday skills at home and outdoors.
Art:	Modeling, drawing, applique – development of fine motor skills of hands
Musical:	Singing and understanding the meaning of music
Motor:	Exercise: children are taught to throw a ball, catch objects, line up, jump in place and run in a circle.

In addition, speech therapy exercises are required, which include breathing and voice exercises. Warm-up of the hands - finger gymnastics. The child goes through tasks assigned by a speech pathologist, speech therapist and other specialists.
Educational and correctional work with children is closely related to the developmental program due to the similarity of goals. Conducted both individually and in small groups.

Features of the psychocorrection program

The psychocorrectional program for children with mental retardation is aimed at the formation and correction of the general level of emotional and mental development. The technique allows you to form basic algorithms of mental processes and behavior in different situations. The emotional background is corrected, the child becomes calmer and becomes familiar with will and determination. The psychocorrectional program teaches planning and self-control.
The course consists of exercises and games:

Partial programs are also closely related to psychocorrectional work. They imply separate work with each defect: understanding of language, clarity of speech, fine motor skills, etc. The partial program serves as a supplement to the main one and cannot replace complex work.

Adapted program

The adapted program is aimed at the group of children with mental retardation who were sent to regular schools. Sample programs are created for them to help in the school learning process.

Help from specialists for children with mental retardation

An important role in working with children with mental retardation is played by the assistance of specialists such as a defectologist, psychologist and speech therapist. Their programs are developed individually for each case, focusing on the problems of a particular patient. Specialists practice the production of sounds and syllable structure. They provide motivation to learn to speak correctly, because the baby will not just repeat it.

In addition to producing sounds, the speech therapist’s program is aimed at developing live communication. Therefore, vocabulary, vocabulary and grammar are expanding. All this is brought to automaticity, that is, schemes are created that will be used in everyday life.

Psychologist programs for mental retardation are designed to provide emotional support. Art therapy is often used to provide indirect developmental interventions.

In addition to specialists, teachers in preschool institutions also participate in the development of the patient. They follow already developed methods approved by the Ministry of Education of the Russian Federation.

Baryaeva’s program is very popular among preschool workers who work with children with mental retardation. It is divided into weeks and each contains a lexical topic that will be developed. A vocabulary of 10-20 words to be worked on is determined in advance. An event (celebration or game) is also allocated for emotional and high-quality assimilation of the topic.

Shevchenko's program is aimed at working with preschoolers and is often used by defectologists. The goal of the program is early correction of mental development. Children learn to write, read, count, and train self-control and independence. They learn the basics of personal hygiene and speech culture.

Boryakova’s program includes several areas of work:

primary research of skills and knowledge, from which a forecast for further work is made;
motivation;
subsequent work of specialists aimed at correcting problems, ensuring comprehensive development, not only mental, but also physical;
formation of higher mental functions.

Neretina’s program for children with mental retardation is focused on cognitive and speech development in the process of exploring the world around them. The emphasis is on speech and school readiness.

“Little Steps” is a program for children with mental retardation, which is represented by a series of books. For example, one of them is dedicated to the development of self-service. The child will gradually learn to eat, drink, dress and wash himself.

In some correctional kindergartens, special attention is paid to music, which has a positive effect on the emotional state. Therefore, a solfeggio program was developed that teaches how to perceive music, sing, sense rhythm and play musical instruments.

conclusions

After a diagnosis of mental retardation has been made, it is necessary to select a suitable development program. It is important to remember that violations with mental retardation can be corrected, which means that all that remains is to choose only suitable specialists. Depending on age and abilities, the learning approach is formed. It can be built around games, exercise, art or music.

PREPARATION

TO CHILDREN'S SCHOOL

WITH DELAY

MENTAL

DEVELOPMENT

Approved by the Ministry of Education of the Russian Federation

Book, I

Readiness of children with mental retardation to study at school
Organization of correctional and developmental education and preparation for school for children with mental retardation
Programs for correctional and developmental education and preparation for school for children with mental retardation

Moscow

"School Press"
“Raising and teaching children with developmental disorders. Journal Library"

S.G. Shevchenko, Ph.D. ped. sciences; R.D. Trigger, Ph.D. psychol. sciences; G.M. Kapustina, Ph.D. ped sciences; I.N. Volkova, teacher-defectologist preschool educational institution

Reviewers:

N.Yu. Boryakova, Ph.D. psychol. sciences; ML.Kasitsina, methodologist of the state educational institution "Kindergarten of compensatory type".

Preparing children with mental retardation for school. Book 1/Under the general editorship. S.G. Shevchenko. - M.: School Press, 2003. - 96 p. (“Education and education of children with developmental disorders. Journal library.” Issue 12).
The manual was developed by order of the Ministry of Education of the Russian Federation.

The first book reveals the issues of organizing correctional and developmental education and training of older preschoolers with mental retardation, presents programs for introducing children to the world around them and developing speech, familiarizing them with fiction, developing speech (phonemic) perception and preparing for literacy, development elementary mathematical concepts. The programs are built on the basis of successive connections between the preschool and primary levels of the continuous education system and have been tested for many years.

The second book contains thematic lesson planning.

Approved by the Ministry of Education of the Russian Federation.

IN conducting
Methodological manual “Preparation for school of children with mental retardation”, developed by order of the Ministry of Education of the Russian Federation within the framework of the scientific sectoral program “Scientific, methodological, material, technical and information support of the education system” by a team of scientists from the Institute of Correctional Pedagogy of the Russian Academy of Education and practical defectologists GOU No. 1371, No. 1703, Moscow, is intended for the work of defectologists in special (correctional) groups of preschool educational institutions of compensatory and combined types.

Programs for preschool training of children with mental retardation contain propaedeutic courses that promote successful mastery of subject programs for primary school.

As noted by the author of the program for the formation of elementary mathematical concepts (preschool training in mathematics for children of the fifth to seventh year of life), candidate of pedagogy. Sciences G.M. Kapustin in the explanatory note to the program, the main goal of the course is the comprehensive development of the child: the development of curiosity, mental operations. The main means of intellectual education of a child and his personal qualities is the organization of subject-related practical activities. The educational material is not given in a ready-made form, but is introduced on the basis of an activity-based approach, i.e. Children “discover” connections and relationships between objects through analysis, comparison, and identification of significant relationships.

The program for the development of speech (phonemic) perception and preparation for learning to read and write (author R.D. Triger) poses the following tasks: developing interest and attention to the word, to speech (your own and those around you); vocabulary enrichment; development of the grammatical structure of speech, coherent speech skills based on the speech experience of a child who is a native speaker. The author of the program uses the method of sound analysis of words, as well as speech therapy techniques for differentiating sounds, helps to prevent errors in reading and writing. This program for children of the sixth-seventh year of life is the initial link of a continuous course of the so-called end-to-end program “Teaching literacy - Russian language - reading - literature for [-IX grades", created in the system of correctional and developmental education.

The author of the program for preschoolers “Acquaintance with the outside world and development of speech” (S.G. Shevchenko) sees the most important goal of the course in expanding and systematizing the knowledge and ideas of children with mental retardation about the world around them, based on the child’s life experience. The child gets acquainted with a holistic picture of the world (this course presents the content of two educational areas - natural sciences and social studies). Children accumulate knowledge and ideas about natural and social objects and phenomena in the process of direct observations and practical activities, and expand them in didactic and role-playing games. In the course of discussing observed objects and phenomena, children learn to analyze, compare, generalize, and come to certain judgments and conclusions. During classes on familiarization with the outside world and speech development, children's vocabulary is activated and coherent speech skills are formed.

A significant place in preparing children with mental retardation for school is occupied by the program “Acquaintance with fiction (author I.N. Volkova), aimed 4 at developing the child’s perception skills of works of various genres. The program promotes the development of children's creative activity through various types of productive activities.

The main task of preparing children with mental retardation for school is to increase the level of mental development of the child: intellectual, emotional, social.

When preparing children with mental retardation for school, general tasks are set:

creating opportunities for a child with mental retardation to carry out meaningful activities in conditions that are optimal for his comprehensive and timely mental development;
ensuring the protection and promotion of child health;
correction (correction or weakening) of negative development trends;
stimulation and enrichment of development in all types of activities (cognitive, play, productive, labor);
prevention (prevention) of secondary developmental disorders and learning difficulties at the initial stage.

The unity of these areas will ensure the effectiveness of correctional and developmental education and preparation for school of children with mental retardation.
READINESS OF CHILDREN WITH MENTAL DEVELOPMENT RETARDS FOR STUDYING IN SCHOOL

Reasons for reduced readiness of children with zpr to schooling

Forming readiness for learning at school is an important task of all educational work with preschoolers, aimed at their comprehensive development - physical, mental, moral, aesthetic.

Psychological and pedagogical observations of five- to six-year-old children with mental retardation and their clinical study (V.A. Avotinsh, U.V. Ulienkova, V.I. Lubovsky, E.M. Mastyukova S.G. Shevchenko, G. M. Kapustina, R.D. Triger, N.A. Zharenkova, N.Yu. Slepovich, etc.) identified a number of features of the mental development of such children.

The variety of development options for a preschool child depends on a number of conditions and reasons, among which the most prominent are:

1. Social situation of child development(circle of communication and the nature of the relationship “adult - child”, “child - child” in the family, society as a whole, etc.)

The following factors have a negative impact on the development of a child:

lack of communication with surrounding adults, as a result of which stimulation of the development of emotional, cognitive processes, and speech is not provided during periods when communication is the leading activity for the child;
the traumatic effect of the social microenvironment, causing a state of increased anxiety, developing passive-defensive properties in the child’s character (timidity, lack of initiative, tearfulness, isolation, etc.) or, conversely, defensive-aggressive properties (cruelty, stubbornness, negativism, rudeness);

lack of adequate (qualified) pedagogical conditions that ensure the full development of the child and the correction of unfavorable options for his development.

Development of leading, as well as other types of activities typical for a given age(games, exercises, elements of work, etc.)

Health status(somatic and neuropsychic)

Features of cognitive

and speech activity of children with zpr

upon entering school

In Russian psychology, a detailed study of the problem of readiness for schooling, contained in the works of L.S. Vygotsky, contained in the works of L.I. Bozovic (1968), D.B. Elkonina (1981, 1989), N.G. Salmina (1988), E.E. Kravtsova (1991), N.I. Gutkina (1993) and others.

Emotional maturity is generally understood as the absence of impulsive reactions and the ability to perform a not very attractive task for a long time.

The main criterion of readiness for school in the works of L.I. Bozhovich advocates the new formation “internal position of the student,” which is a fusion of cognitive needs and the need for communication at a new level.

D.B. Elkonin, considering the problem of readiness for school, put the formation of prerequisites for educational activities in the first place. He considered the most important prerequisites to be the child’s ability to focus on a system of rules in work, the ability to listen and follow instructions from an adult, the ability to work according to a model, etc. All these prerequisites are based on the characteristics of the mental development of children in the transition period from preschool to primary school age, namely : loss of spontaneity in social relationships, generalization of experiences associated with assessment, formation of self-control.

Researchers note the insufficiency of the process of processing sensory information (L.I. Peresleni, U.V. Ulienkova, N.Yu. Borkova). Often, children cannot holistically perceive observed objects; they perceive them fragmentarily, highlighting only individual features. Such children may not even recognize familiar objects if they are depicted from an unusual angle or are poorly lit. The process of perceiving objects takes them longer than normally developing seven-year-old children.

According to G.M. Kapustina, children of the seventh year of life have some mathematical concepts and skills: they correctly indicate a larger or smaller group of objects, reproduce a number series within five (further often with errors), and have difficulty counting backwards; They count a small number of items (within five), but often cannot name the result.

A decrease in cognitive activity is manifested in a limited supply of knowledge and ideas about the world around us and practical skills appropriate to age and necessary for starting school (S.G. Shevchenko).

Low differentiation of hand movements, difficulties in forming complex serial movements and actions negatively affect productive activities - modeling, drawing, design (I.F. Markovskaya, E.A. Ekzhanova).

Children's play activities are characterized by their inability to develop a joint game without the help of an adult in accordance with a common plan, underestimation of common interests, and inability to control their behavior. They usually prefer active play without rules. According to L.V. Kuznetsova (1984), by the time they enter school, play motives dominate in one third of children with mental retardation. The predominance of a play motive in a child does not necessarily predetermine the appearance of difficulties in school education. At the same time, for all children with a negative attitude towards school, play motives occupy a dominant position in the structure of the motivational sphere. The personality of such children, due to their immaturity, has not yet become the personality of a schoolchild. Thus, the level of development of gaming activity by the time of entering school does not provide a smooth and natural transition to a new type of leading activity - educational. The child has not yet outgrown the peak of play activity, so it is difficult for him to adapt to school life.

Work to overcome such shortcomings must be carried out before children enter school, since it is known that when mixing sounds in oral speech, schoolchildren experience similar errors in writing.

It should be emphasized that, despite a certain lag in speech development from the age norm (violation of phonetics, decrease in the active vocabulary with a fairly good passive vocabulary, low linear length of a phrase of 3-4 words, errors in the unification of endings of the genitive plural - type "eyes", "chairs"), The speech of these children gives the impression of being quite prosperous, but for preschoolers of a younger age.

Moreover, all cases of mixing sounds were noted in the speech stream, sentences given to children for repetition. This was not observed in other types of speech (syllables, words). This confusion of sounds may be due, firstly, to a violation of phonemic perception, which, as is known from the literature (N.A. Nikashina, R.D. Triger, I.F. Markovskaya, etc.), is observed in the majority of primary school students with ZPR. The immaturity of phonemic perception negatively affects the process of sound formation in children.

In sentences, when they were reproduced, individual words were missed, or children generally found it difficult to repeat them

(“In the spring, flowers bloomed: lilies of the valley, daffodils, tulips. - In the spring... the lily of the valley... tulips bloomed. The flowers bloomed, the tulips bloomed, the flowers..." and so on.). Such errors among the subjects were frequent and persistent.

A low level of proficiency in the sound analysis of words by children with mental retardation and speech defects was revealed. According to R.D. Trigger, not all children even cope with isolating a vowel sound from the beginning of a word. Isolating a sequence of sounds, determining the number of sounds in a word, naming vowels and consonants at the end of a word - all this causes significant difficulties for children, and they often fail to complete the tasks.

Correction of sound pronunciation disorders in children with mental retardation should be carried out with correction of speech in general, i.e. include the development of the phonemic aspect of speech, vocabulary, and grammatical structure of the language.

ORGANIZATION OF CORRECTIONAL AND DEVELOPMENTAL EDUCATION AND PREPARATION FOR SCHOOL OF CHILDREN WITH MENTAL DELAYS
With significant heterogeneity in the clinical and psychological structure of mental retardation in preschool age, along with more immature mental functions, there is a fund of preserved mental functions that can be relied upon when planning corrective measures.

the presence in the institution of a diagnostic and advisory service operating on an interdisciplinary basis;
construction of an educational process (taking into account individual age, psychophysiological, personal characteristics and capabilities of children), ensuring the correction of mental, speech and emotional development disorders and stimulation, enrichment of development in all types of children's activities (cognitive, play, productive, labor, communicative) ;
the use of adequate technologies characterized by emotional and playful overtones, applied orientation (tactile-effective examination, experimentation, transformation) and the value significance for the child of what he does, learns, plays with and interacts with;

interaction with the family (active inclusion of parents in the life of the institution, education of parents, explanation of the goals and objectives of raising and preparing children with mental retardation for school);
event-based nature in the organization of children’s life activities;
carrying out medical and health work that creates a favorable basis for organizing classes, games, and other activities for children.

Diagnostic-consulsative line of work is based on the fundamental principle of defectology - the principle of unity of diagnosis and correction. The implementation of this principle is ensured by a comprehensive interdisciplinary study and dynamic observation of the child’s development by specialists of the psychological, medical and pedagogical council (PMPk): an educational institution that is created in the institution by order of the head, consisting of a psychologist, speech therapist, defectologist, senior educator, and doctor. The tasks of the consultation include studying the state of the child’s health (medical), identifying the level of development of the leading type of activity, features of the development of the cognitive and emotional-personal spheres (psychological study), studying the features of the development of speech activity (speech therapy study), the social situation of the child’s development (family relationships , kindergarten), the stock of knowledge and ideas developed in the preschool period of life (pre-grammatical, elementary mathematical, about surrounding objects and phenomena of reality) - pedagogical study.

Research in these areas is carried out systematically: in September, when the child enters the group for children with mental retardation, in January (interim study) and in May in order to identify qualitative changes in the child’s development as a result of the educational process organized by specialists from a preschool educational institution. Special time is allocated in programs to organize examinations of children. Thus, the most important principle of defectology science is being implemented - the principle of dynamic study of child development in the process of educational work.

Each participant in the PMPK of an educational institution prepares information on his or her profile. The result of the study of the child by the consultation’s specialists are recommendations that provide an individual approach: establishing clear goals for correctional and developmental work with the child, ways and deadlines for achieving it; developing an approach adequate to the child’s condition on the part of all adults; highlighting the child’s strengths that can be relied upon in correctional work; analysis of the child’s development and the results of pedagogical work.

Thus, in addition to the direction of the psychological-medical-pedagogical commission (PMPC), the child’s file should contain recommendations from specialists who ensure the positive dynamics of his development, based on step-by-step research. In the absence of positive dynamics, after identifying the causes and clarifying the mechanisms of developmental disorders, the child, with the consent of the parents, is transferred to the appropriate institution (based on the conclusion of the PMPC).

The second most important direction is correctional and developmental - involves a set of measures affecting the personality as a whole, normalization and improvement of the leading type (along with typical types) of activity, correction of individual developmental deficiencies. The correctional and developmental direction is implemented through the interaction in the work of a special education teacher, educators, speech therapist, psychologist and other specialists of the educational institution.

The upbringing and education of children with mental retardation, like normally developing preschoolers, is carried out in two forms: in everyday life and in the process of mandatory regular classes.

The leading role in the correctional and developmental process belongs to the teacher-defectologist and educator: the style of their communication with children. The teacher must ensure that the child with mental retardation experiences a subjective experience of success against the backdrop of a certain amount of effort, and look for and use any reason to celebrate even the child’s slight progress. This contributes to the emergence of a feeling of confidence, the development of positive motivation for understanding the world around us and the educational process itself, and stimulates the cognitive activity of children with mental retardation. An adult becomes the organizer of pedagogical situations, activities in which each child’s desires to do, guess, answer, etc. develop. In this case, the adult takes a position not “above”, but “together” with the child, the position of an equal partner, which is possible if the teacher is focused on a personal model of interaction with the child: respect for the individuality and uniqueness of the personality of each child with mental retardation and recognition of his right to appropriate its specific development path.

A democratic style of communication, a positive emotional assessment of any achievement of a child by an adult, the formation of ideas about communication skills and rules of behavior are the initial elements of socio-pedagogical prevention aimed at preventing unwanted deviations in the behavior of a preschooler associated with the unfavorable social situation of his development. Great importance is attached to the correctional work of the teacher when performing daily routine tasks.

One of the main tasks of correctional and developmental education and training is preparing children for school in the classroom.

Classes with children are conducted by a speech pathologist in accordance with the curriculum in the first half of the day on the development of speech (phonemic) perception and preparation for learning to read and write, on familiarization with the outside world and the development of speech, familiarization with fiction, and on the development of elementary mathematical concepts. In addition to frontal classes (in groups), individual and subgroup correctional classes are conducted. Subgroups are organized on the basis of comprehensive diagnostics, taking into account the current level of development of children and have a rolling stock. At the beginning of the school year, special time is allocated for examining children. The individual characteristics of preschoolers, their level of development, and mastery of the program during the previous period of education and training are identified. The survey results serve as the basis for identifying subgroups and adapting program material. Moreover, the timing of its development in each subgroup may be different, i.e. the pace of “passing” the program may vary. In these cases, it is advisable to approve long-term planning for the group at the pedagogical council of the preschool educational institution. Classes in subgroups are conducted in parallel with the work organized by teachers. This could be classes with a subgroup of children in fine arts (drawing, modeling, appliqué), design or walking, games, observations, individual work assignments, independent activities of children.

The music director and the director of physical education conduct classes with a whole group of children, mainly in the first half of the day. One lesson in physical education, music and rhythm is held in the afternoon.

A special education teacher is responsible for correctional and developmental work in general and conducts group and individual lessons with children. The responsibilities of a defectologist include: dynamic study of the child; fulfilling the requirements of correctional and developmental training and education programs; ensuring continuity in work with teachers, speech therapist, psychologist, etc.; making contact with a doctor; relationship with parents; ensuring continuity in work with the school.

A special education teacher conducts dynamic monitoring of the progress of each child, records the results of examination of children in protocols, which helps him plan individual and group correctional classes.

The teacher also takes an active part in the examination of children, who identifies the level of mastery of the program in visual arts, design, and play based on the requirements of the standard Russian program for preschool education (Program of education and training in kindergarten, edited by M.A. Vasilyeva).

The teacher conducts general group or subgroup classes in visual arts (drawing, sculpting, appliqué), design, organizes observations of natural and public objects in accordance with the Education and Training Program in kindergarten, approved by the Ministry of Education of Russia, and is engaged in correctional and educational work in the classroom and in regime moments, carries out a differentiated approach to raising children, taking into account their individual, physiological, mental and age characteristics, recommendations of a psychologist, defectologist, speech therapist.

The responsibilities of a speech therapist teacher include a comprehensive study of children’s speech activity, conducting individual and group classes with children who have mental retardation, complicated by impaired sound pronunciation, phonetic-phonemic underdevelopment, and elements of general speech underdevelopment; providing methodological assistance to educators to overcome mildly expressed speech disorders in children. To conduct speech therapy classes, one speech therapist position is provided for 10-12 children.

The organization of speech therapy work requires compliance with the following necessary conditions:

the relationship between speech correction of preschool children and the development of cognitive processes (perception, memory, thinking);
compliance with programs for preparing for literacy, familiarization with the outside world and speech development, with classes in rhythm and music;
conducting speech therapy classes at any stage on the speech system as a whole (phonetic-phonemic, lexical and grammatical);
maximum use of various analyzers (auditory, visual, speech-motor, kinesthetic) when correcting speech defects in preschoolers with mental retardation, taking into account the peculiarities of inter-analyzer connections characteristic of these children, as well as their psychomotor skills (articulatory, manual, general motor skills).

The tasks of correctional speech therapy training for preschoolers with mental retardation include:

development and improvement of gross motor skills;
development and improvement of manual motor skills;

development and improvement of articulatory motor skills (static, dynamic organization of movements, switching movements, volume, tone, tempo, accuracy, coordination);

development of auditory perception, attention;

development of visual perception, memory;
rhythm development;
formation of pronunciation skills: correction of violations of isolated sounds; automation of sounds in syllables, words, phrases, sentences, coherent speech; differentiation of sounds; correction of violations of sound-syllable structure;
improvement of lexical grammatical means of language;
development of coherent speech skills;
enrichment of communicative experience.

A close relationship between a speech therapist, a speech pathologist, educators, and a music director is possible subject to joint planning of work: choosing a topic and developing classes, determining the sequence of classes and tasks. As a result of joint discussion, plans for frontal, subgroup and individual lessons are drawn up. It is important that a speech therapist, a speech pathologist, and a teacher simultaneously solve correctional educational problems in their own classes. Only in this case, the correction of speech deficiencies in preschool children with mental retardation will be carried out systematically.

The responsibilities of a teacher-psychologist include: an in-depth study of the characteristics of children’s intellectual development, personal and behavioral reactions; conducting group and individual classes aimed at normalizing the emotional and personal sphere, increasing the mental development and adaptive capabilities of the child; providing advisory assistance to defectologists and educators in the development of correctional programs for the individual development of a child.

The music director organizes work on the musical education of children, taking into account their individual, age, and mental characteristics in close contact with the teacher and defectologist, and contributes to the creation of a positive emotional atmosphere in the preschool institution.

A doctor (neurologist, child psychiatrist) of a medical institution serving a preschool educational institution conducts an individual study of the child, prescribes treatment according to indications, and systematically monitors the treatment; develops a plan of treatment and preventive measures, advises specialists, educators and parents on the issues of an individual approach to children and the choice of appropriate conditions for their further education.

Creating optimal conditions for the development of children with mental retardation depends largely on the competence of specialists in the field of general and special pedagogy and psychology, and interdisciplinary interaction.

Organization of children's lives

Compliance with the daily routine is of utmost importance to ensure the comprehensive development and strengthening of the child’s health (Table 1).

The approximate daily routine (cold period) indicates the total duration of all types of children's activities, including breaks. Depending on the content, the duration of different classes organized by a speech pathologist and teacher, as well as a music worker and a physical education teacher, can be different - from 20 to 30 minutes (Table 2).

The lesson schedule (schedule) is drawn up individually in each kindergarten. No more than four classes are held daily: two or three classes in the morning and one or two classes after sleep. Breaks between classes should be at least 10 minutes. At the 12-15th minute of the lesson, it is advisable to conduct a physical training session (1.5-2 minutes) to prevent children from overwork. To this end, activities that require mental stress should alternate with activities of an active nature.

In winter and spring (early January and late March) week-long holidays are organized.

Classes in correctional and developmental groups provide children with mental retardation with mastery of initial knowledge and skills, as well as the development of thinking, memory, speech, and other cognitive processes to a higher level than for children of this category who are not covered by special correctional work.

Staying in special conditions has a beneficial effect on the development of play activities of children with mental retardation, their
personality - interests, motivation for learning, the development of relationships, communication, etc. In the general mental development of children in the preparatory group, a new life position plays an important role. They begin to understand that school awaits them ahead, the desire to communicate with

adults, the desire to choose partners for establishing friendly contacts and cooperation in the game. Children begin to listen to the assessments that adults and peers give to their individual activities. These assessments serve as a means of self-knowledge for children; self-esteem is formed on their basis. Therefore, it is so important to correct the opinions of peers about a particular child in order to protect him from developing high or low self-esteem.

To increase the level of general development of children with mental retardation, the role of regular classes is extremely important. In classes, children acquire a lot of specific and generalized knowledge and skills, but most importantly, they acquire the ability to listen and fulfill the demands of an adult, subordinate their actions to given rules, and act in strict accordance with verbal instructions or a visual example. All of these are important prerequisites for future activities, i.e. the ability to learn independently and acquire knowledge. Children gradually learn to control their actions in accordance with a given model, acquire the ability to correctly evaluate the results of their work and independently correct mistakes, and they develop a sense of responsibility.

The cognitive activity of children takes on complex forms. Perception becomes focused and generalized. With special guidance in the development of perception, by the end of preschool age, important sensory abilities are formed: children can take into account various parameters of the size of objects (length, width, height, thickness), correctly assess absolute and relative sizes, notice and analyze the complex shape of objects, establish spatial relationships and color differences, denote these characteristics with appropriate words.

Children's phonemic hearing is improved. They begin to distinguish well all the sounds of their native speech, can correctly identify them in a word, determine the sequence, change the volume and tempo of speech, and use means of intonation expressiveness.

The possibilities of intellectual activity also increase noticeably. Children's ideas about the world around them become broader, more diverse and generalized. They can carry out complex actions with objects and their transformations “in the mind,” in terms of ideas. Children with mental retardation begin to master the logical operations of classification and seriation and use them to combine objects according to common essential properties.

With proper organization of educational work, children with mental retardation can master their native language quite well: they acquire a fairly large vocabulary, can answer questions with detailed phrases, compose a story based on a picture, based on observations, repeat the content of a fairy tale after listening to it carefully, they can come up with riddles themselves, compose a fairy tale by analogy with a familiar plot, memorize the poems.

Treatment and preventive measures are of great importance in correctional work with children with mental retardation, since functional insufficiency of the brain manifests itself not only in a slowdown in the rate of psychophysical development, but also in psychoneurological and somatic disorders. The phenomena of vegetative-vascular dystonia and metabolic-trophic disorders characteristic of these children cause reduced resistance to various infections, allergic reactions, and a tendency to chronic diseases of internal organs. Therefore, the majority of pupils in correctional and developmental groups require dynamic medical supervision and periodic active treatment from a pediatrician, neurologist and child psychiatrist. Such assistance is especially necessary for preschoolers from disadvantaged families. Medical supervision and treatment and preventive work against the backdrop of an adequate educational process help improve the health of children.

Identifying the causes of a child’s learning difficulties and his maladaptation in the microsocial and micropedagogical environment, providing advisory assistance to parents and teachers on the issues of teaching and raising children with mental retardation are called upon to be carried out by specialists from the psychological, medical and pedagogical council (psychologist, speech pathologist, speech therapist, doctor).

Without special corrective measures, such children, by the time they start school, find themselves with unformed school-significant functions. The child is not ready for the social position of a schoolchild. In addition, a weakened nervous system leads to increased fatigue and exhaustion, which certainly affects the success of his learning.

In the process of correctional and developmental education and training of children with mental retardation during the period of preparing them for school, the following specific tasks are set: /-

sensory development corresponding to age: mastering standards-samples of color, shape, size, sound standards; accumulation of generalized ideas about the properties of objects (color, shape, size), materials;
mastering subject-related practical activities that help identify various properties in objects, as well as understanding the relationships between objects (temporal, spatial, quantitative);
mastering productive activities (designing, modeling, appliqué, working with natural materials) that contribute to the child’s sensory, mental, and speech development;
accumulation of linguistic concepts, development of phonetic-phonemic processes, preparation for learning to read and write;
clarification, enrichment and systematization of the dictionary based on familiarization with objects and phenomena of the surrounding world;
formation of dialogical and monologue forms of speech, development of communication skills;
development of elementary mathematical concepts and age-appropriate concepts;
formation of age-appropriate skills in gaming activities (mastering games according to the rules, role-playing games), as well as elements of educational activities.

These tasks are implemented in school preparation programs for children with mental retardation and thematic planning of lessons.

These programs are part of the overall program for raising and educating children in kindergarten.

Testing the effectiveness of training in these programs showed a high level of readiness for school for children with mental retardation (up to 87-92% of children with mental retardation enter general education classes).

PROGRAMS FOR PREPARING CHILDREN WITH MENTAL DEVELOPMENT FOR SCHOOL
Senior preschool age
Getting to know the world around you And speech development

Explanatory note

When preparing children for school, especially children with mental retardation (MDD), special classes “Familiarization with the outside world and speech development” occupy an important place. The main goals of these classes are to clarify, expand and systematize children’s knowledge and ideas about the surrounding reality. Enriching children with knowledge about the world around them is inextricably linked with developing their ability to observe, identify essential features of the objects and phenomena being studied, find similarities and differences, classify objects, make generalizations and conclusions.

Classes should become one of the effective means of developing the skills of analysis, comparison, generalization, activation of vocabulary, and the formation of coherent speech.

Educational work aimed at enriching children with bright, diverse ideas about the life of nature and society is carried out in everyday life by the teacher.

Topics offered in the program cover various aspects of the surrounding reality and include familiarization with nature (with various groups of plants and animals most common in a given area, seasonal changes in nature), the immediate environment (with phenomena of social life and the work of people at home and in the workplace , children's activities in kindergarten, city and village life).

A special place in the program is occupied by the topic “Properties of objects. Arrangement of objects in space,” the main goal of which is to form in children generalized ideas about the color, shape, size of objects, and the main options for the arrangement of objects in space.

In the process of becoming familiar with objects and phenomena of the surrounding nature and society, children must master the following skills within two years:

carry out observations of the objects being studied;

carry out a targeted, consistent analysis of the specific subject being studied;

compare two objects by color, shape, size, purpose;

practically and “mentally” distribute objects (their images) into groups according to their gender;
name groups of homogeneous objects (their images) with precise generalizing words;
establish the simplest cause-and-effect relationships in observed natural and social phenomena with the help of a teacher.

Pedagogical tasks are successfully solved with the correct choice of activities for children.

When studying each topic of the program, it is necessary to ensure the interrelation of the following types of activities: direct observations of the objects and phenomena being studied, subject-related practical activities of children (actions with objects or their images to identify their properties, qualities, common or distinctive features) and didactic games (board games). printed, verbal, with toys)

Consolidation and expansion of ideas and knowledge formed in the classroom should occur in a role-playing game organized in the teacher’s free time.

Children gain initial ideas about the objects and phenomena being studied through observations during targeted walks and excursions.

A significant role in mastering program material belongs to learning techniques for observing the weather, plants and animals.

Weather observations carried out daily during walks. Within two years, children must learn what objects they will observe in order to characterize the weather, be able to compare the results of observations of the same object (for example, yesterday the snow was fluffy, white, fell in large flakes, and today it was hard, prickly , small).

Occasional observations are made of other natural objects (animals, plants), as well as human labor. Particularly important long-term systematic observations behind the same object, which allows the child to create distinct, diverse ideas about it. Thus, observing the same tree (his “green friend”) on the kindergarten site throughout the year, the child directly sees the seasonal changes occurring with it (withering, falling leaves, swelling of buds, blossoming of leaves, flowering of trees).

Observations of objects in nature should be short (no more than 10-15 minutes) and have a clearly defined goal.

A specific feature in organizing classes to familiarize yourself with the outside world and develop speech is the mandatory presence of practical activities when studying any topic of the program. During excursions and targeted walks, this can be the collection of natural material using developmental tasks, for example, selecting leaves that are the same in color, shape, size, making bouquets of different sizes from leaves of the same tree, etc. After the excursion, you can invite the children to draw what they saw on a walk, excursion, suggesting scenes (especially what was emotionally perceived by the children on the walk, caused them surprise and joy): “First grass”, “Bullfinches on a mountain ash”, “ Mushroom Rain”, “Fruits in the Snow”, etc.

Practical work, which children perform after observations (for example, an application made from natural material “Leaf Fall”, crafts “Butterfly”, “Dragonfly”, “Duckling”, applications from paper “Magpie”, “Bullfinch”), help them clarify and expand their initial ideas.

The organization of practical activities of preschoolers should be combined with the skillful use of visualization and the living word of the teacher.

Discussion of observation results and drawing conclusions take place in a group lesson. Children must summarize their observations of various objects and characterize the weather for the day. To prepare children for verbal description, it is necessary to carry out First, a visual summary of what we saw. It is useful to invite children to choose from a set of pictures depicting different phenomena of the same season a picture that corresponds to the weather of the day. You can offer pictures for consideration, one of which depicts a clear autumn day, the other a rainy, cloudy one, or pictures depicting leaf fall: on one there are leaves flying in the wind, on the other there are bare trees, fallen leaves lying on the ground, etc. P. The child must choose a picture that matches the weather of that day and explain why it is suitable to represent that weather.

The knowledge and ideas accumulated by children in the process of observations and their own practical activities are deepened and systematized in subsequent classes. In this case, the child is presented with a wide variety of tasks, for example, to describe an object, highlighting its characteristic (distinctive) features, or to compare an object with others and identify in it the features that are essential for classification into a particular subject category or group.

The preparation of these skills is carried out by studying the topic “Properties of Objects. Arrangement of objects in space." Children learn to distinguish primary and intermediate colors, learn about the signaling role of color (for example, the bright red color of a fire truck, a traffic light sign prohibiting movement, orange vests of highway and railway repairmen, etc.), learn to compare objects and group them by color, shape, size.

By the age of six, a normally developing child, mastering productive activities, gets used to using sensory standards to determine the color, shape, and size of objects. Children with mental retardation due to a low level of sensory and mental development cannot compare objects according to certain characteristics, group and classify them. In this regard, it is necessary to conduct special classes aimed at developing generalized ideas about color, shape, size, and arrangement of objects in space.

By the end of the year, in the first preparatory group, 5-6 year old children should be taught to make generalizations: “These objects are of different colors, but the same shape,” “Objects are the same color,” “Objects are different (the same) in height, width, length,” etc. .P.

An important role in the development of these skills in children is played by didactic games. It is necessary to select such games or include such game elements that will be aimed at solving the educational task. Otherwise, the game does not act as a learning tool. Thus, to develop orientation in the properties of objects, it is advisable to use didactic games and exercises “Let’s clarify the color of the object”, “Match cups to saucers”, “Make a bouquet”.

Verbal didactic games (such as the game “Guess by Description”) allow the child to hear from the teacher a sample description of the subject and contribute not only to the formation of clear ideas about it, but also to enrich the children’s vocabulary.

Children learn to relate specific objects to generalizing words with the help of printed board games “Zoological Lotto” and “Paired Pictures”. Through didactic games and tasks “4th odd one”, “Confusion”, children are taught to group objects according to their gender.

By systematically completing these tasks, children learn to use acquired knowledge, i.e. select from all your knowledge about an object or phenomenon in each case those that are needed for the most accurate solution of the problem at hand.

The correct organization of the activities of children of the sixth or seventh year of life (second preparatory group) is to, based on play, constantly lead them to complete educational tasks. As children develop cognitive interests and master the elements of educational activity, the share of the play method of teaching should decrease.

Didactic games conducted during classes by a teacher or special education teacher prepare children for creative role-playing games.

The system of work to familiarize children with the world around them, carried out in the indicated directions (direct systematic observations, subject-based practical activities of children, didactic and role-playing games), helps to enrich children's vocabulary and develop the ability to consistently and coherently talk about their own experience.

When composing stories the child relies on a visual plan or on supporting words (in the form of object pictures) proposed by the teacher. First, stories about collective activities are compiled, for example, “How we played cat and mouse,” “How we fed the birds,” “Our merry New Year holiday,” etc. By the end of the year, each child will be able to compose stories on topics from his own experience independently (“How did I guess that spring had come”, “Mother’s holiday”, “When the willow blossomed”, etc.).

Further work on the development of coherent speech involves teaching children storytelling based on a plot picture or a series of sequential paintings and is aimed at developing the following basic skills:

come up with a title for a painting or series of paintings;

determine the time and place of action depicted in the picture (late autumn, early spring; in the evening, in the morning, at noon; in the distance, near, not far, in front of, between, because of, etc.);
establish cause-and-effect relationships, express judgments and conclusions;
convey the content of the picture in a certain sequence (characterize the phenomena of inanimate and living nature, talk about the actions of the characters, draw a conclusion);
restore the sequence of events in a series of plot paintings;
listen carefully to the answers and stories of your comrades, be able to evaluate them from the point of view of logic and consistency of presentation and the use of expressive means of language.

Classes to familiarize yourself with the outside world and develop speech are not only a means of broadening children’s horizons and activating their cognitive activity, but also one of the most important conditions for correcting a child’s mental development, social and moral education.

Work to familiarize yourself with the outside world and develop speech outside of class carried out by the teacher.

During walks, observations of the weather, changes in the life of plants and animals, and the work of adults are systematically carried out. These observations are planned by the teacher together with a special education teacher. During the observation process, the teacher conducts an accompanying conversation. Observations take no more than 10 minutes. Didactic and outdoor games are important, reinforcing the children’s knowledge acquired in the classroom (“Find the tree according to the description”, “Gardener”, “Whose branch are the children from”, etc.).

During walks, children learn to navigate the nearby streets, follow traffic rules, learn which public buildings are located on the streets, who works in them, and what kind of work they do. If local conditions allow, two or three targeted walks should be carried out.

Before the holidays, it is advisable to take walks along the elegantly decorated streets.

By observing the work of people in different professions, children will be able to learn to distinguish between labor actions characteristic of a particular profession, to use, along with specific ones, generalized names of professions (builder, worker, collective farmer), and to understand the social significance of work. This is facilitated by conversations on the topic “Why do people celebrate the holiday of builders?” (medical worker, teacher, etc.), didactic games “Whose work is more important?”, “Everything for everyone”, etc.

It is necessary to know well the individual characteristics of each child and monitor his development. With children who have not mastered the material in class, it is useful to conduct didactic games, focusing on the learning task. So, if three or four children cannot remember words expressing spatial relationships between objects for a long time, you can play the game “Guess what has changed” with this group every day, increasing the number of objects and replacing them with new ones. Useful verbal-didactic games “Who needs what?”, “Who is doing what?”, “Guess what we are up to” (for verbal description of objects), “Who (what) is this?” (for the classification of objects), “Who (what) is the odd one out?”, “Similar - not similar” (for comparing objects).

Work on developing children’s coherent speech and developing cultural communication skills is very important. Children need to be taught to listen to the statements of the teacher and their friends without interrupting them, to think about their own statements, and to avoid haste and verbosity.

First preparatory group (2 lessons per week, 64 lessons in total)

The program includes the following main sections:

I. Acquaintance with nature.

Familiarization with the life and work of people.

Sensory development. Development of spatial perception.

Mental development.

Speech development.

Learning through play.

Portal for schoolchildren. Self-preparation