Children with mental retardation Shevchenko. Preparation for school of children with mental retardation. General principles of development programs

Introduction

The manual "Preparing for school children with mental retardation", developed by order of the Ministry of Education of the Russian Federation, consists of two books. The first book 1 reveals the organizational aspects of the system of correctional and developmental education and upbringing of this category of children, gives explanatory notes to the programs and the programs themselves (authors S.G. Shevchenko, R.D. Triger, I.N. Volkova, G.M. Kapustin).

Considering issues related to the preparation for school of children with mental retardation (hereinafter - ZPR), it is necessary to understand that the main task is to increase the level of the child's mental development: intellectual, emotional, social.

Preparation for school is not carried out in order for a child with mental retardation to master some of the material from elementary school at an earlier stage of senior preschool age. Without this preparation, such a child at the initial stage of education will not master the necessary knowledge, skills, ways academic work and, consequently, will not be able to stay in the traditional system of education.

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 the child's mental development and the upbringing of his positive personality traits. In doing so, the following general tasks are set:

G- to create an opportunity for a child with mental retardation to carry out meaningful activities in conditions that are optimal for his comprehensive and timely mental development;

ensure the protection and strengthening of his health;

carry out a correction (correction or weakening) of the negative
new development trends;

5* Stimulate and enrich development in all activities

(cognitive, playful, productive, labor); >carry out prevention (prevention) of secondary deviations in development and learning difficulties at the initial stage. The unity of these directions ensures the effectiveness of correctional and developmental education and preparation for school of children with mental retardation.

1 See: Preparing children with mental retardation for school. Book 1 / Under the general editorship. S.G. Shevchenko. - M.: School Press, 2003.

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notes that the main goal of the course is the comprehensive development of a child with mental retardation: the development of curiosity, mental operations. The main means of intellectual education of the child, his personal qualities - the organization of subject-practical activities. Educational material in the classroom is not given in finished form, but is introduced on the basis of an activity approach, i.e. children "discover" connections and relationships between objects through analysis, comparison, and identification of significant relationships.

The program of the preschool course for the development of speech (phonemic) perception and preparation for learning to read and write (author - R.D. Triger) sets the following tasks: development of interest and attention to the word, to speech (one's own and others); 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 use by the author of the program of the method of sound analysis of words, as well as speech therapy techniques for differentiating sounds, helps to prevent errors in reading and writing.

The author of the program "Introduction to the outside world and the 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, based on life experience child. In accordance with the program, a preschooler gets acquainted with a holistic picture of the world (this course presents the content of two educational areas - natural science and social science). Children accumulate knowledge and ideas about natural and social objects and phenomena in the process of direct observations and practical activities, consolidate and expand them in didactic and role-playing games. During the discussion of observed objects and phenomena, children learn to analyze their observations, compare, generalize, come to certain judgments, conclusions. In the classes on familiarization with the outside world and the development of speech, the vocabulary of children is activated, skills of coherent speech are formed.

A significant place in the preparation for school of children with mental retardation is occupied by the program "Introduction to Fiction" (author - I.N. Volkova), aimed at developing preschoolers' skills in perceiving works of various genres. The program promotes the development of creative activity through different kinds productive activity.

Classes are built in accordance with the regime of the day in kindergarten and | curriculum below.

Approximate daily routine in kindergarten

	Time by
		preparatory
Reception of children in a group (at the site), inspection, games, morning exercises
Preparing for breakfast, breakfast
Preparation for classes (for a walk)
Classes (including breaks) frontal and / or subgroup"
Free children activity, play
Preparing for a walk
Dinner preparation, lunch
Sleep preparation, naps
Wake up, toilet, free activities, games
Frontal group classes and / or games
Preparing for afternoon tea
Free activities, games, individual remedial classes
Individual correctional and developmental work of the educator
Preparing for a walk, walking, leaving children home

1 Individual lessons with a speech therapist, psychologist, defectologist are held from 10.35 to 12.20 at senior group, from 10.35 to 12.30 in the preparatory group.

In the approximate daily routine (cold period), the total duration of all types of children's activities, including breaks, is indicated. Depending on the content, the duration of different classes organized by the teacher-defectologist and educator, as well as the music director and the head of physical education, can be different - from 20 to 30 minutes.

Training in the classroom in the senior and preparatory groups

	Type of occupation	Senior (1 preparatory group)	Preparatory (II preparatory group)
	Acquaintance with the outside world and speech development (integrated course)
	Acquaintance with fiction
	Development of speech (phonemic) perception
	Preparing for literacy
	Development of elementary mathematical concepts
	Visual activity: drawing, modeling, designing / application	2(in ") kb) 1(in)	2 (c) kb) 1(c)
	Music and rhythm classes
	Physical education

1 Defectologist.

2 Educator.

The second book of the manual presents an exemplary thematic planning of classes with children 5-6 and 6-7 years old to familiarize themselves with the outside world and develop speech (authors - S.G. Shevchenko, R.V. Bylich, I.A. Kuznetsova), development speech (phonemic) perception and preparation for teaching literacy (authors - R.D. Triger, I.N. Volkova), familiarization with fiction (author - I.N. Volkova), development of elementary mathematical concepts (authors - I.K. .Belova, G.N. Maksimova).

ACQUAINTANCE WITH THE WORLD AND SPEECH DEVELOPMENT

sixth year of life

(2 lessons per week, total 64 lessons)

In working with children of the first preparatory (senior) group, considerable attention must be paid to the topic “Properties of objects. Location of objects in space. The formation of spatial representations and practical skills to navigate in space in children of the sixth year of life is carried out at each lesson, regardless of what new concept (color, shape, size) is being worked out during this period.

Exploring topics native nature”,“ Plants ”,“ Animals ”should be closely linked with direct observations in nature, which are organized by the educator. It is important to teach children to identify identification features in natural objects, by which the child can easily recognize them and call them correctly.

When studying the section “Getting to know the immediate environment”, the work should be aimed not so much at expanding the vocabulary (children easily remember the names of specific objects), but at the formation of generalizing concepts. Therefore, it is necessary to organize the practical actions of preschoolers to create groups, select generalizing words, exclude "extra" items, as well as compose new groups with these "extra" items.

	Topic of the lesson	Equipment, didactic games and exercises
Item properties. Location of objects in space (12 lessons)
	Item color. Primary colors - red, yellow, blue, their distinction and naming. Be able to select objects from the environment that are similar in color to the color of the sample. Exercise in distinguishing between the right and left hands, feet, other parts of the body and the face of a person. Concepts on right- left.	Equipment: illustrations from the series "Miracles of Knowledge" (14), notebook "Objects around us" (12). Didactic games:"Colored Lotto", "Football Player" (1).

	Yellow, red, orange. Items are orange. Distinguishing yellow, red, orange colors, their names. Formation of the technique of matching objects by color (attaching closely, comparing with a sample). Strengthen the recognition of geometric shapes (square, rectangle, circle). Concepts top- bottom.	Equipment: geometric figures, illustrative material from the series "Miracles of Knowledge" (14), notebook "Objects around us" (12). Didactic games:“Fill in the empty cells”, “Where are the figures?” (2).
	Item color. Getting green. Distinguishing yellow, blue, green colors. Consolidation of the technique of matching objects by color (attaching closely, comparing with the background and sample).	Equipment: illustrations of fruits, berries, vegetables, dummies of fruits and vegetables, drawings from the series "Miracles of Knowledge" (14). Didactic games:"Colorful water", "Colored houses".
	Geometric figures. To fix the recognition of geometric shapes: triangle, square, circle, oval. Learn to relate geometric figures(circle - oval) with fruits, vegetables, completely matching in shape with the indicated figures. Get to know the concepts front- behind.	Equipment: notebook "Objects around us" (12). Didactic game:"Petrushka guesses" (11).
	Item color. Purple color. Exercise in distinguishing purple, blue, red colors. Concepts inside, outside, around,between.	Equipment: illustrative material from the series "Miracles of Knowledge", (section "Color") (14). Handout: contour image of an eggplant. Didactic games:"Help the Dunno collect the bouquet" (5), "Hide the mouse from the cat"
	Geometric figures. Fixing the names of geometric shapes (circle, square, rectangle, triangle, oval). Construction from sticks and threads. Consolidate concepts top- bottom, right- left.	Equipment: geometric shapes, sticks, threads. Didactic games:“Find out by description” (1), “What is below, above, nearby?” (5).

	Item color. Strengthening the ability to correctly name the studied colors. Learn to select objects (subject pictures) that are the same as the sample in color. Consolidation of knowledge of the names of geometric shapes (triangle, square, rectangle).	Equipment: color table, multi-colored subject pictures. Didactic games:"Find a flower for a butterfly" (5), "Each shape in its place" (6).
	Shape of objects. Distinguish between round and oval objects (using fruits and seeds). correlate geometric shapes with the shape of real objects and their images.	Equipment: illustrative material from the series "Miracles of Knowledge", (section "Forms") (14), notebook "Objects around us" (12). Didactic games:“Pick up by shape” (3), “Compare objects” (3).
	The size of the items. Comparison of objects by size. Finding objects of a given shape and size. Concepts under, over, near,towards each other.	Equipment: illustrative material of the notebook "Objects around us" (12). Didactic gamesry:"Who's more likely to roll the tape?" (5), "Build a gate" (5).
	Color, shape, size of objects. Distinguishing the studied geometric shapes. Selection of pairs of objects that are the same in color and size, color and shape, size and shape	Didactic games:"Whose house?" (5), "Make a picture" (5), "Where is the bunny going?" (5).
	Geometric figures. Learn to analyze the spatial position of geometric shapes; highlight signs of color, shape, size.	Equipment: notebook "Objects around us", geometric shapes. Didactic game:"Help me embroider a rug" (5).
	Item color. To consolidate the recognition of the studied colors and names; distribute objects into groups by color and shape, learn to classify objects.	Equipment: cards of the studied colors, objects of the picture, notebook "Objects around us". Didactic game:“Guess what vegetables are in the basket e"(5).

Native nature (17 lessons)
	Autumn(beginning of autumn). Strengthen children's knowledge of the seasons. Systematize ideas about autumn based on viewing plot pictures containing distinctive features (reducing the length of the day, cooling, frequent rains). To consolidate children's knowledge of yellow, green, red colors in nature.	Equipment: autumn leaves, painting "Autumn". Didactic games:“Recognize by color” (7), “What time of year?” (7).
	Trees and shrubs in autumn. To expand and clarify the concepts of children about the plants of the immediate environment, to acquaint them with the changes in plant life in the fall (ripening of fruits and seeds, withering of flowers and herbs, changing the color of leaves on trees and shrubs).	Equipment: leaves from trees, painting "Forest". Didactic games:"What changed?" (8), “Call me affectionately” (8), “What branch are the kids from?” (8).
	Mushrooms. Introduce children to mushrooms. Give the terms: edible, inedible. Clarify children's understanding of the importance of the forest in human life. Cultivate respect for nature.	Equipment: models of mushrooms, drawings of mushrooms. Didactic games:"Lotto Inserts" (5), "When Does It Happen?" (5).
	Flowers in autumn. To acquaint children with autumn flowers, the meaning of flowers in human life, the structure (root, stem, leaf, flower).	Equipment: fresh flowers and their illustrations. Didactic games:"What branch are the kids from?" (8), "Help the Dunno collect the bouquet" (5).
	Mid autumn. Clarify and expand ideas about autumn, its signs (further reduction in the length of the day, cold rains, leaf fall). Plant protection in autumn.	Equipment: painting "Leaf fall". Didactic games:"When does it happen?" (5), "Lotto inserts" (5).
	Late fall. Consolidate children's knowledge about autumn. Name of the autumn months. Late autumn (pre-winter): further decrease in day length, cold rains, frosts. Introduce children to the life of domestic and wild animals in autumn.	Equipment: picture "Autumn". Didactic games"When does it happen?" (5), "What season is it?" (5)

Doctors note an alarming trend towards an increase in the incidence of mental retardation among children in Russia. However, this does not negate the fact that the problem must be dealt with. One medical intervention 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 a disease 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. In correctional institutions, there are special methods, the length of classes, it is possible to devote time to each child in the amount that is needed. A special emphasis is placed on repeating the material and mastering those skills that are not given time at school, since it is believed that they are obvious (for example, in order to cut paper with scissors, you first need to learn how to hold them). The measured pace of classes and intense workload on problem areas helps to quickly catch up with peers and go 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 a clear problem with one function (for example, articulation), turn to a narrow-profile specialist (for example, a speech therapist). The professional builds 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 and other areas (memory, attention, emotions, intelligence, reading, etc.). Although the patient may have pronounced problems in any one area, due to their relationship, it is necessary to combine exercises, capturing 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 outdoor exercises. In addition to classes, the correct diet and sleep patterns are built. Parents should pay attention to physical health and psychological peace, as this is a guarantee successful learning.
• Psychological - teaching social and other skills. This includes communication, the ability to answer questions, behave in a team.
• Sensory-motor - slow development affects not only intellectual and emotional characteristics. In the case when dysfunction of the motor and sensory systems is observed, 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 is easy to fill if you properly motivate and do not limit children in the knowledge of the world around them.
• Emotional - developmental delay is also reflected in emotional reactions, which often lag several years behind. It is expressed in increased emotionality, love for games and dislike for intellectual stress. Learning to control emotions and understand the emotions of others is required.

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 the deviation of any severity.

Work with a child is built according to an individual algorithm, which depends on the actual age, development of skills and abilities. In addition, the diagnosis implies a developmental delay, 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 specifically trained people. It is intended for preschoolers and elementary school students.

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

• communication skills training;
• preparation for life in society;
• filling gaps in knowledge about the surrounding world;
• stimulation to knowledge, intellectual activity;
• speech development;
• teaching basic skills (reading, counting).

For this, exercises were developed that allow children to express themselves:

Kind of activity	Task examples
Game:	Role-playing games; Games by the rules; Group games.
Communicative and social:	Conversation and maintaining a dialogue about the work of parents, their city. Tell us about yourself: name, surname, age, names of family members. Teaching the names of transport, days of the week, seasons of the year, geometric shapes. Spatial orientation: left, right, down, up. Matching items by color, size, etc.
Research:	Studying environment: plants, animals, weather, society.
Education:	Composition of numbers 1-10, arithmetic. Counting items, answers to the questions: “How much?”, “Which one?”. Understanding the meaning of generalizing words (transport, fruits, furniture) and direction words (between, ahead, before, before).
Speech development:	Find sound in a word articulation exercises, division of sounds into vowels and consonants, recognize letters, draw up proposals.
Literature:	Acquaintance with children's fairy tales, proverbs, riddles. Ability to retell what has been read and answer questions. Learning to listen to others. Learning poems by heart is the development of memory. Theatrical reading.
Independence:	Teaching everyday skills in the house and on the street.
Art:	Sculpting, drawing, applique - the development of fine motor skills of the hands
Musical:	Singing and understanding the meaning of music
Motor:	Charging: Children are taught to throw a ball, catch objects, line up, jump in place and run in circles.

In addition, the required speech therapy exercises which include breathing and vocal exercises. Hand warm-up - finger gymnastics. The child goes through tasks assigned by a defectologist, 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 psycho-correction program

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

Closely related to psycho-correctional work are partial programs. They mean separate work with each defect: language comprehension, speech clarity, fine motor skills, etc. The partial program serves as an addition to the main one, and cannot replace the complex work.

Adapted program

The adapted program is aimed at the group of children with mental retardation who were sent to regular schools. For them are created sample programs who help in the process schooling.

Help of specialists for children with mental retardation

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

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

Psychological programs for mental retardation are designed to provide emotional support. Art therapy is often used to indirectly interfere with development.

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 in each it is prescribed lexical topic which will develop. A dictionary of 10-20 words is determined in advance, on which to work. An event (holiday or game) is also assigned for emotional and qualitative assimilation of the topic.

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

Boryakova's program includes several areas of work:

• primary study of skills and knowledge, from which a forecast is made for further work;
• 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 surrounding world. Emphasis is placed on speech and preparation for schooling.

"Little Steps" is a program for children with mental retardation, which is presented in a series of books. For example, one of them is devoted to the development of self-service. The child will gradually learn to eat, drink, dress and wash.

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, which teaches you to perceive music, sing, feel the rhythm and play musical instruments.

conclusions

Once a diagnosis of mental retardation has been made, a suitable developmental program must be selected. It is important to remember that violations in the case of mental retardation can be corrected, which means that it remains to choose only suitable specialists. Depending on age and abilities, an approach to learning is formed. It can be built on games, exercises, art or music.

Development". M "School press", 2004

Shevchenko S.G. “Getting ready for school” M. Nika-Press LLC, 1997

Shevchenko S.G. "Introduction to the outside world and the development of speech of preschoolers with mental retardation", M. "School press", 2005

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

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

Shevchenko S.G. "Diagnosis and correction of mental retardation in children" M., 2001

Ekzhanova E.A. “Mental retardation in children and the ways of its psychological pedagogical correction in conditions preschool". // Upbringing and education of children with developmental disabilities, 2002 No. 1.

Ul'enkova U.V., Lebedeva O.V. "Organization and content of the special psychological help 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 "Sphere", 2007

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

Morozova I.A., Pushkareva N.A. "Introduction to the environment". To work with children 5-6 years old with mental retardation, M. "Mosaic - synthesis", 2007

Morozova I.A., Pushkareva N.A. "Introduction to the environment". For work with children 6-7 years old with mental retardation, M. "Mosaic - synthesis", 2007

Morozova I.A., Pushkareva M.A. "Preparation for teaching literacy" 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. The program of preschool educational institutions of a compensatory type for children with intellectual disabilities "Correctional - developing education and upbringing". M. "Enlightenment", 2005

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

Chirkina G.Ya., Filicheva T.B. "The program of correctional education of children with general underdevelopment of speech." M. 1988

Filicheva T.B. , Chirkina G.Ya. "Preparing for school children with general underdevelopment of speech in a special kindergarten". The first year of study, M., "Alpha", 1993

Filicheva T.B. , Chirkina G.Ya. "Preparing for school children with general underdevelopment of speech in a special kindergarten." The second year of study, M., "Alpha", 1993

Zhukova S.N., Mastyukova E.M., Filicheva T.B. "Overcoming the delay in speech development in preschoolers", M., "Enlightenment", 1973

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

1. 
   Organization of the regime of stay of children in an educational institution

2.1 Description of the daily organization of the life and activities of children, depending on their age and individual characteristics and the social order of 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 of children aged 3-7 years is 5.5-6 hours, up to 3 years - in accordance with medical recommendations.

1. The daily duration of a walk for children 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 daytime sleep 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 air temperatures below minus 15 0 С and wind speeds over 15 m/s for children under 4 years old, for children 5-7 years old at air temperatures below minus 20 0 С and wind speeds over 15 m/s.

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

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

3. When implementing the educational program of a preschool educational institution for toddlers from 1 to 3 years old, no more than 10 lessons per week are planned (speech development, didactic games, development of movements, music lessons) 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). During the warm season educational activities carried out on the site during a walk.

The maximum allowable weekly volume educational load, including activities for additional education, for children of preschool age is: in junior 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) - 15, in the preparatory group (children of the seventh year of life) - 17 lessons.

The maximum allowable number of classes in the morning in the younger and middle groups does not exceed two classes, and in the senior and preparatory - three. The duration of the 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, a physical education session is held. Breaks between GCD - at least 10 minutes.

GCD for children of middle and older 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.

GCD for additional education (studios, circles, sections, etc.) for preschool children is held in the afternoon:

• 
  for children of the 4th year of life - no more than 1 time per week for no more than 15 minutes;
• 
  for children of the 5th year of life - no more than 2 times a week for no more than 25 minutes;
• 
  for children of the 6th year of life - no more than 2 times a week for no more than 25 minutes;
• 
  for children of the 7th year of life - no more than 3 times a week for no more than 30 minutes.

The volume of medical and recreational work and corrective care for children (exercise therapy, massage, classes with a speech therapist, with 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 (musical, sports, fine arts).

Approximate total allowable 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

Physical development

Educational area	Educational activities carried out during regime moments (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-service 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		Directly educational activities (instead of the traditional educational block, in accordance with SanPiN), in minutes
Communication	In all activities
	Reading while walking	5	Reading to children. 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
	Walking conversation	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 regime moments (in accordance with SanPiN),in minutes		Directly educational activities (instead of the traditional educational block, in accordance with SanPiN), in minutes
Music		5	traditional views musical activity, 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 regime moments (in accordance with SanPiN),in minutes		Directly 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 is thin. literature, observation, conversations, excursions, etc.	15 minutes a week or 3 minutes a day
Work	Work on a walk	5	Observation of the work of adults, labor in nature, household work, etc.	15 minutes a week or 3 minutes a day
Safety			Conversation, reading to children, observation, practical activities, game-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
	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

Physical development

Educational area	Educational activities carried out during regime moments (in accordance with SanPiN),in minutes			Directly 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 during the walk	20
Health	Hardening after daytime sleep	7	7	Conversations about healthy way life, tempering activities, the formation of cultural and hygienic skills, self-service 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 speech development

Educational area	Educational activities carried out during regime moments (in accordance with SanPiN),in minutes		Directly educational activities (instead of the traditional educational block, in accordance with SanPiN), in minutes
Communication	In all activities
Reading fiction to children	Reading while walking	7	Reading to children. literature, conversations about what has been 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 regime moments (in accordance with SanPiN),in minutes		Directly educational activities (instead of the traditional educational block, in accordance with SanPiN), in minutes
Music	Musical activity on the walk	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	Visual activity, construction on a walk	10	Workshop (drawing, modeling, applique, manual labor, designing)	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

34. Shevchenko S.G. Preparation for school of children with mental retardation. - M., 2004.

Application

Proverbs and tasks for development logical thinking

Proverbs

Without letters and grammar, one does not learn mathematics.

Do not rush with your tongue, but do not be ridiculous in deed.

Seven nannies have a child without an eye.

Seven troubles - one answer.

Seven do not wait for one.

Seven times measure cut once.

Word games.

My father's son, not my brother. Who is this? (I myself)

What number is written with three letters and three numbers? (One hundred - 100)

You, yes I, yes we are with you. Are there many of us? (Two)

Mother and daughter, daughter and mother, and grandmother and granddaughter.

Are there many of them? (Three - grandmother, daughter, granddaughter)

One pours, the other drinks, the third turns green and grows. (Rain, earth, wheat)

Three horses ran 30 kilometers. Because each horse ran miles? (For 30 kilometers)

Which has neither beginning nor end. (At the ring)

How do you divide 5 apples among 5 children so that everyone gets an apple and one apple remains in the basket? (One takes an apple along with a basket)

We taught in childhood, friends,

Our alphabet from A to Z...

There is great power in letters,

when we can read them.

It's all about where and how

Each sign is placed in the word.

S. Mikhalkov "ABC"

Sticks, hooks, squiggles, dots

They ran in groups and alone.

Quarreled, reconciled, jumped around doing nothing.

Finally, they got tired of living without work.

And someone smart and serious said to them:

It's never too late to get to work.

We hear a lot of different sounds everywhere,

But for them there are no signs - letters yet.

Hey, hooks and dots, dashes, circles!

Get together, line up

And walk in harmony

On a sheet of paper!

The dashes obeyed, they stopped fighting,

They turned into the necessary, correct signs.

Became all understandable printed letters.

And then jump

Run to the book!

E. Izmailov. "How Letters Came to Be"

Letters are icons, like fighters on a parade,

In strict order lined up in a row,

Everyone stands in the appointed place,

A series is called an alphabet.

Thirty-three native sisters,

Beauties are written

Live on the same page

And they are famous everywhere.

They are on their way to you now.

nice sisters,

All the guys are asked

Make friends with us!

A, B, C, D, E, F, G -

Rolled up on a hedgehog!

Z, I, K, L, M, N, O -

together they climbed out the window.

P, R, S, T, U, F, X -

They saddled the rooster.

C, H, W, W, E, Yu, I -

That's all they are friends!

Five sisters were late -

Did you recognize them, of course?

(Yo, Y, b, Y, b).

Check them out, kids!

Here they are, standing side by side.

It's very bad to live in the world

For those who are not familiar with them.

B. Zakhoder. "Song - alphabet"

What's happened? What's happened?

The alphabet fell off the shelf.

Painfully sprained leg

Uppercase letter M.

G hit a little,

Well crumbled completely!

The letter U has lost its crossbar!

Finding herself on the floor, she broke Wu's tail!

F, poor thing, so inflated, -

Don't read it!

The letter R turned upside down -

Turned into soft sign!

The letter C is completely closed -

Turned into an O.

The letter A, when she woke up, did not recognize anyone.

S. Mikhalkov. "ABC"

Vowel sounds

Stress over a vowel can make the letter clear.

If the vowel letter is in doubt,

You immediately put it under stress.

Consonants

So that there are fewer cases of obscure

And so that the answers are not bad,

Listen to the consonants

In order not to confuse voiced and deaf ...

Deaf sounds are fidgets,

They don't want to live in peace.

They seek a ringing neighbor

Stun by all means.

ABOUT! how terrible and dangerous it is for us to write the letter T in vain!

But everyone knows how lovely

We T write when appropriate!

Hard and soft signs.

A soft sign is a cunning sign.

Don't say it anyway

It doesn't pronounce

But the word is often asked.

Why does the house have a corner

Turned into charcoal

Without a fire just like that?

It made a soft sign.

It's not that hard for us to do

So that the ship does not run aground.

Cross out the soft sign -

And the waterway is free.

Ships, sail boldly!

It became stranded with a piece of chalk!

E. Izmailov. "Letter soft sign"

Are you too kind? -

So he said to the sign of the Soft solid mark.

Words and letters you always strive to soften.

No, you're not good for the alphabet!

Who would say, but you would be silent! -

The sign Soft to Hard answered this.

You are hard and rough, like a knotted oak.

Long time ago, like the letter YAT,

Remove you from the alphabet ...

Friends! Your conversation is worthless words, -

Hearing this dispute, the letter A said.

You are both good, both are worthy of honor,

When you are in the right place.

Word composition

The word is divided into parts

Ah, what happiness!

Can every literate

Make a word out of parts!

Live in the world, helping people,

Prefixes through -, from -, who -, times - and without -,

But the sound of a deaf consonant meets them,

And we write them only with the letter C.

capital letter

She said to her sister:

Here you are, sister, neighbor,

You are often capitalized

And I'm terribly rare.

Well, rarely is not a problem.

Other letters - never!

And how many of them?

Yes, there are three:

A sister and two brothers with her.

They are called like this...

Do not say…

Tell you guys!

(Ъ - er, b - er, Y - er - this is how these letters were called before.)

The letter ordinary grew suddenly.

Grew up above the letters - girlfriends.

Looking with reverence at the letter of a friend,

But why, for what merit?

The letter did not want to grow by itself,

The letter is entrusted with an important task,

It is put into the word not in vain and not simply

The letter is so tall.

A letter is placed at the beginning of the line,

To start everyone noticed.

Name, surname are written with her,

To be more noticeable and visible to them.

To sound loud and proud

Your name, the name of the street, the city.

A large letter is not a trifle at all,

In a capital letter - a sign of respect.

E. Izmailov.

The day has come into its own

Words knocked on the door.

I opened them. What a miracle

The twins are in front of me.

I asked them where are you from

Appeared, well done?

The words answered me:

"We assure you, head,

As before meeting with us

You had for sure.

We are words from Russian speech,

From mother tongue.

We are written the same

They hear us the same way.

But it's not just looks that matter.

So take your time

Haste is not always necessary

You get to the point.

like filling

Meaning is hidden in the middle.

Similar faces in spite of

We are semantically far away.

obsolete words

Words, once important, now look longingly:

They go to paper volumes, go to their paper houses to rest ...

Unnecessary words go to rest.

And the right words were at hand.

They are always needed, they are always important

And there is no replacement for them and no change.

Adjective

I define things

He is also very conspicuous with me.

I decorate your speech

You need to know me, take care of me!

There are words in the world necessary and different,

With them, when answering, everyone’s speech is brighter,

Signs of objects I will name important.

I have six servants,

Agile, remote.

And all I see is around me

I know everything from them.

They are at my call

Are in need.

They are called How and Why

Who, What, When and Where.

R. Kipling.

I hid the dolls, I don't want to play.

I don't have much time - I'm learning letters.

From them I myself compose words

I read it myself: firewood and grass.

Firewood in the yard, and grass in the meadow.

S. Marshak.

PREPARATION

TO THE SCHOOL OF CHILDREN

DELAYED

MENTAL

DEVELOPMENT

Approved by the Ministry of Education Russian Federation

Book, I

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

Moscow

"School Press"
“Education and education of children with developmental disorders. Journal Library»

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

Reviewers:

N.Yu. Boryakova, cand. psychol. sciences; ML.Kasitsina, methodologist of the State Educational Institution "Kindergarten of a compensating type".

Preparation for school of children with mental retardation. Book 1 / Under the general editorship. S.G. Shevchenko. - M.: School Press, 2003. - 96 p. (“The upbringing and education of children with developmental disabilities. Library of the journal.” 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 to familiarize children with the world around them and develop speech, to familiarize them with fiction, on the development of speech (phonemic) perception and preparation for learning to read and write, on the development of elementary mathematical concepts. The programs are built on the basis of successive links between the preschool and primary levels of the lifelong 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
The methodological manual "Preparing for school 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-methodical, material and technical and Information Support education systems” by a team of scientists from the Institute correctional pedagogy RAO and practical teachers-defectologists GOU No. 1371, No. 1703 of Moscow, is intended for the work of teachers-defectologists in special (correctional) groups of preschool educational institutions of a compensating and combined type.

The manual contains guidelines on the organization of correctional and developmental education and preparation for school of children with mental retardation (ZPR), author's programs for preparing children with mental retardation for school (5-6 and 6-7 years old), as well as classes for a year (thematic planning) indicating equipment , didactic and role-playing games, used techniques.

Programs and teaching materials to prepare children with mental retardation for school are built on the basis of modern approaches to the organization of successive links between 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 of children with mental retardation, operating in the country since 1982.

Programs for preschool preparation of children with mental retardation contain propaedeutic courses that contribute to the successful assimilation of subject programs for elementary school.

As the author of the program for the formation of elementary mathematical representations (preschool training in mathematics for children of the fifth-seventh year of life) notes, Ph.D. 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 the child, his personal qualities - the organization of subject-practical activities. The educational material is not given in finished form, but is introduced on the basis of an activity approach, i.e. children "discover" connections and relationships between objects through analysis, comparison, and identification of significant relationships.

The program for the development of speech (phonemic) perception and preparation for teaching literacy (author R.D. Triger) sets the following tasks: development of interest and attention to the word, to speech (one's own and others); dictionary enrichment; development of the grammatical structure of speech, coherent speech skills based on the speech experience of a child - a native speaker. The use by the author of the program of 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 or seventh year of life is the initial link in the continuous course of the so-called cross-cutting program "Literacy - Russian - Reading - Literature for [-IX grades", created in the system of correctional and developmental education.

The author of the program for preschoolers "Introduction to the outside world and the 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 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 science and social science). Children accumulate knowledge and ideas about natural and social objects and phenomena in the process of direct observations and practical activities, expand them in didactic and plot-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. In the classes on familiarization with the outside world and the development of speech, the vocabulary of children is activated, skills of coherent speech are formed.

A significant place in the preparation for school of children with mental retardation is occupied by the program “Familiarization with Fiction (authored by I.N. Volkova), 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 the child's mental development: intellectual, emotional, social.

Preparation for school of a child with mental retardation is carried out in order to help him at the initial stage of education to master the necessary knowledge, skills, ways of learning and adapt to the traditional system of education. 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 the child's mental development and education positive qualities personality.

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

• 
  creation of an opportunity 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 the health of the child;
• 
  correction (correction or weakening) of negative development trends;
• 
  stimulation and enrichment of development in all types of activities (cognitive, playful, productive, labor);
• 
  prevention (prevention) of secondary deviations in development 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 RELATION FOR SCHOOL TRAINING

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

The causes of mental retardation in children are currently quite deeply and comprehensively studied, well known to a wide range of specialists in various fields: neurologists, child psychiatrists, physiologists, psychologists, teachers-defectologists. Poor somatic and neuropsychic health of preschoolers (in 2000, 10% of children were recognized as healthy) becomes one of the reasons for the difficulties of their adaptation to school workloads. characteristic feature such children is their insufficient readiness for schooling.

Causes of low readiness of children with zpr to schooling

In the period of preschool childhood there is an intensive mental development of the child. During the first 6-7 years of life, a child learns all the main types of human actions, masters a detailed coherent speech, establishes relationships with peers and adults. Cognitive activity is being formed in him: he is improving voluntary attention, various types of memory develop, gradually he masters verbal-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.

Formation of readiness for learning at school is an important task for 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 brought up in the same conditions of a preschool institution is not the same. With great variability individual indicators psychological readiness of preschoolers to start systematic education, a category of children is singled out, characterized by an insufficient level of so-called school maturity. Among them, children with mental retardation are especially distinguished.

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

A variety of options for the development of a preschool child depends on a number of conditions and reasons, among which the following stand out in the first place:

1. The social situation of the child's development(the 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 the child:

• 
  lack of communication with surrounding adults, as a result of which stimulation of the development of emotional, cognitive processes, speech 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-protective properties in the child's character (timidity, lack of initiative, tearfulness, isolation, etc.) or, conversely, protective-aggressive properties (cruelty, stubbornness, negativism, rudeness);

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

1. 
   Development of the leading, as well as other types of activity typical for this age(games, exercises, elements of labor, etc.)

A negative impact on the development of the child is the lack of a full-fledged activity corresponding to his age, which ensures the "assignment" and the change of the leading type of activity in each calendar period of the child's development.

1. 
   Health status(somatic and neuropsychic)

The presence of mild disturbances of the central nervous system(residual organic insufficiency 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 disease 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 delay, mainly due to persistent asthenia, which sharply reduces the mental and physical tone of the child.

The slowdown in the rate of the normal course of development, the insufficient formation of the ability to assimilate knowledge can be due to both the action of a single unfavorable factor (reason) 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 is healthy from birth, general microsocial and pedagogical deprivation, the negative and often psychotraumatic influence of the family, the lack of individualization in upbringing and education can cause a separate underdevelopment of certain functions.

Thus, the realization of the potential opportunities for the development of the child's psyche depends, on the one hand, on general social well-being, the attention of surrounding adults to the development of the child, on the other hand, on the organization of a pedagogically expedient impact that takes into account the features and deficiency of the development of certain functions, skills and abilities. Timely identification and qualification of certain unfavorable developmental options are necessary in order to prevent and correct difficulties in teaching and raising children.

In remedial pedagogy last years a fundamental position was approved on the possibilities of compensating for the lag in the mental development of children when creating adequate conditions for the child pedagogical conditions. The effectiveness of early correctional work is confirmed by the experience of organizing preschool senior and preparatory groups for children with mental retardation in the conditions of kindergartens of a general developmental type.

Preschool groups for children with mental retardation accept children who experience difficulties in mastering the preschool program. This causes the untimely formation of school-significant functions, 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 disharmonic infantilism), as well as those who, along with the 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 zpr

when entering school

The central place in situations that create an increased load on the nervous system and mental sphere is occupied by First stage child's education at school. This is due to a significant change in the living conditions familiar to him and the complication of the requirements for the level of development of the cognitive and emotional-personal spheres.

As is known, a child's readiness for the beginning of schooling 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, incorporated in the works of L.S. Vygotsky, is 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.

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 main connections between phenomena; the possibility of logical memorization; the ability to reproduce the 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 mainly understood as the absence of impulsive reactions and the ability to perform a task that is not very attractive for a long time.

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

The main criterion of readiness for school in the works of L.I. Bozhovich advocates a neoplasm "internal position of a 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, in the first place put the formation of the prerequisites for learning activities. He attributed the child's ability to focus on a system of rules in work, the ability to listen and follow the instructions of an adult, the ability to work according to the model, etc. to the most important prerequisites. All these prerequisites come from the peculiarities of the mental development of children in the transition period from preschool to younger school age, namely: the loss of immediacy in social relations, summarizing the experiences associated with the assessment, the 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, but in all forms. mental activity. This is due to the peculiarities of perception, attention, memory, thinking and emotional-volitional sphere of children with mental retardation.

Researchers note the insufficiency of the process of processing sensory information (L.I. Peresleni, U.V. Ul'enkova, N.Yu. Borkova). Often, children cannot perceive the observed objects as a whole, they perceive them in fragments, highlighting only individual features. Such children may not even recognize familiar objects if they are depicted from an unusual angle or poorly lit. The process of perceiving objects takes longer for them than for normally developing children of seven years of age.

Thus, the efficiency of perception in children with low psychological readiness for schooling is reduced compared to normally developing peers, and the images are insufficiently differentiated and complete. This limits the possibilities of visual thinking, which is manifested in the results and methods of performing tasks such as drawing 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 start learning. The attention of children of the described category is characterized by low concentration; any kind of their activity is characterized by increased distractibility and fragmentary performance of educational and extracurricular tasks.

In all types of mental activity in children, a lag is found. In general, the solution of age-appropriate mental tasks at a visual-practical level is accessible to them, however, children may find it difficult to explain cause-and-effect relationships. An analysis of the peculiarities of their verbal-logical thinking is of great importance for understanding the originality of the mental activity of children with learning difficulties. They are not characterized enough high level formed all the basic intellectual operations: analysis, generalization, abstraction, transfer. The weak formation of the generalizing function of the word makes it difficult for children to master 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. In children, insufficient flexibility of thinking, a tendency to stereotyped decisions, and the use of inadequate methods of action are found.

So, when performing tasks on the "exclusion of the superfluous" on the subject and verbal material, children with mental retardation show different levels success (productivity of task completion): at a higher level (II-III level) there are 20-30% of children who correctly perform the subject version of tasks, but need leading questions, repetition to complete the verbal version of the task. For children with mental retardation (III-IV level), which make up 50-60%, repeated repetition and clarification are required, and only 5-7% do not cope with the task (V level). As a rule, normally developing preschoolers are distributed at I-III levels of productivity in the performance of intellectual tasks. Simple short stories, fairy tales are listened to with attention, retold with the help of questions, but soon forgotten; understand the general meaning of what is read.

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

The decrease in cognitive activity is manifested in the limited stock of knowledge and ideas about the world around us and practical skills that are age-appropriate and necessary to start school (S.G. Shevchenko).

Small differentiation of hand movements, difficulties in the formation of complex serial movements and actions negatively affect productive activities - modeling, drawing, designing (I.F. Markovskaya, E.A. Ekzhanova).

Insufficient readiness for school is manifested in the slow 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 mode of action and transfer what he has 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 a higher assessment of the potential for the mental development of children.

Children's play activities are characterized by the inability to develop a joint game without the help of an adult in accordance with a common plan, an underestimation of common interests, and an inability to control their behavior. They usually prefer an active game 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 game motive in a child does not predetermine the mandatory appearance of difficulties in schooling. At the same time, for all children with a negative attitude towards school, play motives occupy a dominant position in the structure 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 the 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.

Non-rough underdevelopment of speech can manifest itself in violations of sound pronunciation, poverty and insufficient differentiation of the dictionary, difficulties in mastering logical and grammatical structures. In a significant part of children, there is a lack of phonetic-phonemic perception, a decrease in auditory-speech memory. Even with the outward 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 preschool children with mental retardation showed that the phonetic side of their speech suffers from various disorders: indistinct pronunciation of a number of sounds, instability in the use of disturbed sounds in speech, replacement of some sounds by others, simpler in articulation. In addition, there is a general lethargy 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.

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

The study and evaluation of non-speech processes, necessary to identify patterns in the general development of children and determine their compensatory reserves, show that the greatest difficulties are observed when performing movements according to verbal instructions. When given the task of reproducing any movement or series of movements, children break the sequence of the elements of the action and omit its constituent parts. This is clearly manifested when performing Head's tests, rolling the ball from one hand to another, catching the ball from a short distance, jumping on the right and left legs, rhythmic movements to music, etc. (G.I. Zharenkova, N.A. Tsypina, I. .F. Markovskaya, A.O. Drobinskaya).

Children have difficulty orienting themselves in space. Therefore, tasks related to the directions of movement (for example: “Take the toy that lies on your right, go a little forward and put it also on the right”), children, as a rule, do not understand or do it incorrectly. Having done one action, they stop, as if waiting for 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: they turn the toy in their hands, leave their place, sit down and start a conversation with someone, without realizing that they have not completed the task.

Insufficient coordination of fingers, hands, underdevelopment of fine motor skills are noted. Children of the study group coped with tasks for dynamic coordination in 84.4% of cases, for static coordination - in 88.8%, tasks for switching were completed only in 66.6% of cases. *

If you do not organize special correctional work, impaired motor skills of spatial perception, hand-eye coordination will affect the teaching of children to write, primarily on the external picture of the letter, in calligraphy.

In the preschool period, a delay in the development of motor functions is manifested in everyday life, play activities, and actions with objects. So, these children, according to parents and educators, do not like to tie shoelaces, fasten buttons. Such "dislike" is associated with the difficulties of mastering precise differentiated movements. Children of 5-6 years of age are reluctant to perform tasks on modeling from a mosaic, a designer, when drawing they give stereotypical template images; they do not succeed in work from natural material, modeling, cutting out of paper.

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

It should be emphasized that, despite a certain lag in speech development from the age norm (violation of phonetics, a decrease in the active vocabulary with a fairly good passive vocabulary, a low linear length of a phrase of 3-4 words, errors in unifying the endings of the genitive case plural- type "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 enhancing cognitive activity, enriching the vocabulary and developing coherent speech, strengthening general movements and fine motor skills, individual speech therapy work on correcting speech disorders make it possible to compensate for the lag in the speech development of children and prepare them for entering a secondary school.

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

The largest group is made up of preschoolers who combine defects in mixing sounds and substitutions or mixing 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.

At the same time, all cases of mixing sounds were noted in the speech flow, sentences given to children for repetition. In other types of speech (syllables, words) this was not observed. Such a mixing 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 most students primary school with ZPR. The lack of formation of phonemic perception negatively affects the process of formation of sounds 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, to compare them. This leads to a slow introduction of sounds into active speech.

In addition, the mixing 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 statement. The implementation of simultaneous control over several actions, the complex inter-analyzer activity of the auditory, tactile analyzers for children with mental retardation present a significant difficulty.

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

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

The number of correct answers when reproducing a row of two syllables was 66.6%, and the children were able to repeat a row of three syllables after a speech therapist only in 23.8% of cases. The following data are also interesting: children were able to distinguish the studied sound 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 the selection of pictures for a given sound (38.8%).

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

("Flowers bloomed in the spring: lilies of the valley, daffodils, tulips. - In the spring ... bloomed ... lily of the valley ... tulips. Flowers bloomed, tulips bloomed, flowers ..." and so on.). Such errors in the subjects were frequent and stable.

A low level of proficiency in the sound analysis of the word was revealed in children with mental retardation and speech defects. According to R.D. Triger, not all children even cope with isolating a vowel sound from the beginning of a word. Selecting 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 often they do not cope with tasks.

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

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

ORGANIZATION OF CORRECTIONAL DEVELOPMENT EDUCATION AND PREPARATION FOR SCHOOL OF CHILDREN WITH MENTALLY RELATED DEVELOPMENT
With a significant heterogeneity of 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 - the 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, strengthening their physical and psycho-neurological health, correction of negative features of the emotional and personal sphere, which ultimately ensures the full preparation of children for school.

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

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

• 
  interaction with the family (active involvement of parents in the life of the institution, education of parents, explanation of the purpose and objectives of educating and preparing children with mental retardation for school);
• 
  eventful nature in the organization of children's life;
• 
  carrying out medical and health-improving work, creating a favorable basis for organizing classes, games, and other activities for children.

Diagnostic and consulting direction of work is based on the fundamental principle of defectology - the principle of the unity of diagnosis and correction. The implementation of this principle is ensured by a comprehensive interdisciplinary study and dynamic monitoring of the development of the child by specialists of the Psychological, Medical and Pedagogical Council (PMPC): an educational institution that is created in the institution by order of the head, consisting of a psychologist, speech therapist, defectologist, senior educator, doctor. The tasks of the council include studying the state of health of the child (medical), identifying the level of development of the leading type of activity, the features of the development of cognitive and emotional-personal spheres (psychological study), studying the features of the development of speech activity (speech therapy study), the social situation of the development of the child (relations in the family , kindergarten), a stock of knowledge and ideas that have 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 a group for children with mental retardation, in January (intermediate study) and in May in order to identify qualitative changes in the development of the child as a result of the educational process organized by the specialists of the preschool educational institution. Special time is allocated in the programs for organizing the examination of children. Thus, the most important principle of defectological science is being implemented - the principle of dynamic study of the development of the child in the process of educational work.

Each of the participants in the PMPK of an educational institution prepares information on its own profile. The result of the study of the child by the experts of the council are recommendations that provide an individual approach: the establishment of clear goals for correctional and developmental work with the child, the ways and timing of its achievement; development of an approach adequate to the state of the child from the side of all adults; highlighting the strengths of the child, which can be relied upon in corrective work; analysis of the development of the child and the results of pedagogical work.

Thus, in addition to the referral of the Psychological-Medical-Pedagogical Commission (PMPC), the child's case should contain recommendations from specialists who ensure positive dynamics in his development, based on phased studies. In the absence of positive dynamics, after clarification of the causes and clarification of 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 PMPK).

The second most important direction is correctional and developmental - involves a set of measures that affect 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-developing direction is realized by the interaction in the work of a teacher-defectologist, educators, a speech therapist, a psychologist and other specialists of an educational institution.

The upbringing and education of children with mental retardation, as well as 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 the subjective experience of the child with mental retardation of success against the background of a certain amount of effort, look for and use any reason to note even a slight progress of the child. This contributes to the emergence of a sense of confidence, the development of positive motivation for the knowledge of the world around and the actual educational process, stimulates the cognitive activity of children with mental retardation. An adult becomes the organizer of pedagogical situations, activities in which the desires of each child 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 an appropriate its features the way of development.

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 social and pedagogical prevention aimed at preventing undesirable deviations in the behavior of a preschooler associated with an unfavorable social situation of his development. Great importance is attached to the correctional work of the educator when performing daily routine moments.

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

Classes with children are conducted by a teacher-defectologist in accordance with 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, on the development of elementary mathematical concepts. In addition to frontal classes (in groups), individual and subgroup remedial classes are held. Subgroups are organized on the basis of complex diagnostics, taking into account current level development of children and have a rolling stock. At first school year special time is allotted for the examination of children. The individual characteristics of preschoolers, their level of development, assimilation of the program for the previous period of education and training are revealed. The results of the survey serve as the basis for the selection of subgroups and adaptation of the program material. At the same time, the terms of its development in each subgroup may be different, i.e. the pace of "passing" the program may be different. In these cases, it is advisable to approve the forward planning for the group for pedagogical council preschool educational institution. Classes in subgroups are conducted in parallel with the work organized by educators. It can be classes with a subgroup of children on fine arts(drawing, modeling, application), designing or walking, games, observations, individual labor assignments, independent activities of children.

The musical director, the head 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.

The teacher-defectologist is responsible for correctional and developmental work in general, conducts group and individual classes with children. The duties of a defectologist include: dynamic study of the child; fulfillment of the requirements of programs of correctional and developmental education and upbringing; implementation of continuity in work with educators, speech therapist, psychologist, etc.; making contact with a doctor; relationship with parents; implementation of continuity in work with the school.

The teacher-defectologist conducts dynamic monitoring of the progress of each child, records the results of the examination of children in the protocols, which helps him plan individual and group remedial classes.

In the examination of children Active participation the educator also accepts, who reveals the level of mastering the program for fine arts, design, play based on the requirements of a typical Russian program By preschool education(The program of education and training in kindergarten, edited by M.A. Vasilyeva).

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

The duties of a speech therapist teacher include a comprehensive study of the speech activity of children, conducting individual and group classes with children who have mental retardation, complicated by impaired sound pronunciation, phonetic and phonemic underdevelopment, elements of general underdevelopment of speech; providing methodological assistance to educators in overcoming mildly pronounced speech disorders in children. For conducting speech therapy classes, one rate of a speech therapist is provided for 10-12 children.

The organization of speech therapy work provides for the observance of the following necessary conditions:

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

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

• 
  development and improvement of general 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, pace, accuracy, coordination);

• 
  development auditory perception, attention;

• 
  development of visual perception, memory;
• 
  rhythm development;
• 
  formation of pronunciation skills and abilities: correction of violations of isolated sounds; automation of sounds in syllables, words, phrases, sentences, coherent speech; differentiation of sounds; correction of violations of the sound-syllabic structure;
• 
  improvement of lexical grammatical means of the 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 under the condition of joint work planning: choosing a topic and developing classes, determining the sequence of classes and tasks. As a result of a joint discussion, plans for frontal, subgroup and individual lessons are drawn up. It is important that a speech therapist, a teacher-defectologist, an educator simultaneously solve correctional and educational tasks in their lesson. Only in this case, the correction of speech deficiencies in preschool children with mental retardation will be carried out systematically.

The duties of a teacher-psychologist include: in-depth study of the features of the intellectual development of children, personal and behavioral reactions; group and individual lessons aimed at normalizing the emotional and personal sphere, increasing the mental development and adaptive capabilities of the child; rendering advisory assistance defectologists and educators in the development of correctional programs for the individual development of the child.

The musical director organizes work on the musical education of children, taking into account their individual, age, mental characteristics, in close contact with the educator and speech pathologist, and contributes to the creation of a positive emotional atmosphere in a 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 to a large extent on the competence of specialists in the field of general and special pedagogy and psychology, interdisciplinary interaction.

Organization of children's lives

The implementation of the daily regimen is of paramount importance for ensuring the comprehensive development and strengthening of the child's health (Table 1).

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

The schedule of classes (schedule) is compiled 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 12th-15th minute of the lesson, it is advisable to conduct a physical education minute (1.5-2 minutes) to prevent children from overworking. To this end, activities that require mental stress should alternate with activities of a mobile nature.

Weekly holidays are organized in winter and spring (at the beginning of January and at the end of March).

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

Staying in special conditions favorably affects the development of the play activity of children with mental retardation, their
personality - interests, motivation for learning, on the development of relationships, communication, etc. In the overall mental development of children in the preparatory group, an important role is played by a new life position. They begin to understand that school is ahead of them, the craving for communication with

adults, the desire to choose partners for making friendly contacts, cooperation in the game. Children begin to listen to the assessments given to their individual activities by adults and peers. 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 opinion of peers about a particular child in order to prevent him from developing an overestimated or underestimated self-esteem.

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

The cognitive activity of children takes on complex forms. Perception becomes purposeful and generalized. With special guidance on 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, designate these features with the appropriate words.

The phonemic hearing of children is improved. They begin to distinguish well all the sounds of their native speech, they can correctly distinguish them in a word, determine the sequence, change the volume and tempo of speech, use the means of intonational expressiveness.

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

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

Of great importance in corrective work with children with mental retardation are therapeutic and preventive measures, since functional insufficiency of the brain manifests itself not only in slowing down the pace of psychophysical development, but also in psychoneurological and somatic disorders. The phenomena of vegetovascular dystonia and metabolic and 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 of correctional and developmental groups need dynamic medical supervision and periodic active treatment by a pediatrician, neurologist and child psychiatrist. Such assistance is especially needed for preschool children from dysfunctional families. Medical supervision and treatment and preventive work against the background of an adequate upbringing and educational process contribute to strengthening the health of children.

The identification of the causes of difficulties in teaching a child and his maladjustment in a microsocial and micropedagogical environment, the provision of advice to parents, teachers on the education and upbringing of children with mental retardation are called upon to be carried out by specialists of the psychological, medical and pedagogical council (psychologist, defectologist, speech therapist, doctor).

Without special corrective measures, such children have unformed school-significant functions by the beginning of schooling. The child is not ready for the social position of the student. In addition, the weakening of the nervous system leads to increased fatigue, exhaustion, which will certainly affect the success of his training.

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

• 
  sensory development corresponding to age: mastering the standards-samples of color, shape, size, standards of sounds; accumulation of generalized ideas about the properties of objects (color, shape, size), materials;
• 
  mastering subject-practical activities that contribute to the identification of various properties in objects, as well as understanding the relationships between objects (temporal, spatial, quantitative);
• 
  mastering productive activities (designing, modeling, applique, working with natural material) that contribute to sensory, mental, speech development child;
• 
  accumulation of language representations, development of phonetic and phonemic processes, preparation for teaching literacy;
• 
  clarification, enrichment and systematization of the dictionary on the basis of familiarization with objects and phenomena of the surrounding world;
• 
  the formation of dialogic and monologue forms of speech, the development of communication skills;
• 
  development of elementary mathematical representations and concepts corresponding to age;
• 
  the formation of age-appropriate skills in gaming activities (mastering the game by the rules, role-playing games), as well as elements of educational activities.

These tasks are implemented in the programs of preparing children with mental retardation for school and thematic planning classes.

These programs are part of general program education and training of children in kindergarten.

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

SCHOOL PREPARATION PROGRAMS FOR CHILDREN WITH MENTALLY RELATED DEVELOPMENT
senior preschool age
Acquaintance with the outside world And speech development

Explanatory note

In preparing children for school, especially children with mental retardation (MPD), an important place is occupied by special classes"Acquaintance with the surrounding world and the development of speech." The main goals of these classes are to clarify, expand and systematize the knowledge and ideas of children about the surrounding reality. Enriching children with knowledge about the world around them is inextricably linked with the formation of their ability to observe, highlight the essential features of the objects and phenomena being studied, find similarities and differences, classify objects, draw generalizations and conclusions.

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

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

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

A special place in the program is occupied by the topic “Properties of objects. Arrangement of objects in space”, the main purpose of which is the formation in children of generalized ideas about the color, shape, size of objects, the main options for the location of objects in space.

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

• 
  conduct observations of the objects under study;

• 
  to carry out a purposeful sequential analysis of the particular subject being studied;

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

• 
  to distribute practically and “in the mind” objects (their images) into groups according to their gender;
• 
  call groups of homogeneous objects (their images) with exact generalizing words;
• 
  establish the simplest causal relationships in observed natural and social phenomena with the help of a teacher.

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

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

Consolidation and expansion of ideas and knowledge formed in the classroom should take place in a role-playing game organized by the educator in his free time.

Initial ideas about the objects and phenomena being studied are obtained by children through observations during purposeful walks and excursions.

An essential role in the assimilation of the program material belongs to teaching the methods of observing the weather, plants and animals.

weather observations carried out daily during walks. Within two years, children should 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, falling in large flakes, and today it is hard, prickly , small).

Episodic observations are carried out for other objects of nature (for animals, plants), as well as for the labor of people. Particularly important long-term systematic observations behind the same object, which allows the child to create distinct, versatile ideas about it. So, observing the same tree (his “green friend”) in the kindergarten during the year, the child directly sees the seasonal changes that occur to him (withering, falling leaves, swelling of the buds, blooming leaves, flowering trees).

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

The specificity in the organization of classes on familiarization with the outside world and the development of speech is the mandatory presence of practical activities in the study of 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 tour, you can invite the children to draw what they saw on a walk, excursion, suggesting plots (especially what was emotionally perceived by the children on a walk, caused them surprise, joy): “First grass”, “Bullfinches on a mountain ash”, “ Mushroom rain”, “Fruits in the snow”, etc.

practical work, which children perform after the observations made (for example, application from natural material “Falling Leaves”, crafts “Butterfly”, “Dragonfly”, “Duckling”, applications from paper “Magpie”, “Bullfinch”), help them clarify, expand initial ideas.

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

Discussion of the results of observations, the establishment of conclusions take place in the classroom in the group. Children should summarize their observations of various objects and characterize the weather for the day. To prepare children for verbal description, it is necessary to conduct first, a visual summary of what he saw. It is useful to invite children to choose from a set of pictures depicting different phenomena of the same season, a picture corresponding to the weather of the day. You can offer for consideration pictures, one of which depicts a clear autumn day, the other - rainy, cloudy, or pictures depicting leaf fall: on one - leaves flying in the wind, on the other - bare trees, crumbling leaves lie on the ground, etc. P. The child must choose a picture that matches the weather of the day and explain why it is appropriate for the picture of this weather.

The knowledge and ideas accumulated by children in the process of observation and their own practical activities are deepened and systematized in subsequent lessons. 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 highlight the features in it that are essential for attribution to one or another subject category or group.

The preparation of these skills is carried out when studying the topic “Properties of objects. Location of objects in space. Children learn to distinguish between primary and intermediate colors, learn about the signaling role of color (for example, the bright red color of a fire engine, a no-traffic traffic sign, orange vests of highway repairmen and railways 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, size of objects. Children with mental retardation due to low level 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 the formation of generalized ideas about the color, shape, size, location 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 of the same color”, “Objects are different (the same) in height, width, length”, etc. .P.

An important role in the formation 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 problem. Otherwise, the game does not act as a means of learning. So, for the development of orientation in the properties of objects, it is advisable to use didactic games and exercises “Specify the color of an object”, “Pick up 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 vocabulary of children.

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

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

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

Didactic games conducted in the classroom by an educator or defectologist prepare children for creative role-playing games.

The system of work to acquaint children with the outside world, carried out in the indicated directions (direct systematic observations, subject-practical activities of children, didactic and role-playing games), contributes to the enrichment of the children's vocabulary and the development of the ability to consistently and coherently talk about their own experience.

When writing stories the child relies on a visual plan or on supporting words (in the form of subject 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 fun holiday New Year", etc. Stories on topics from their own experience by the end of the year, each child will be able to compose independently ("As I guessed that spring had come", "Mother's holiday", "When the willow blossomed", etc.).

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

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  come up with the name of a painting or a series of paintings;

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

Classes on familiarization with the outside world and the development of speech are not only a means of expanding the horizons of children, activating their cognitive activity, but also one of the most important conditions for correcting the mental development of the child, social and moral education.

Work on familiarization with the outside world and the development of speech outside of class carried out by the teacher.

On walks, systematic observations are made of the weather, changes in the life of plants and animals, and the work of adults. These observations are planned by the educator together with the teacher-defectologist. During the observation process, the educator conducts an accompanying conversation. Observations take no more than 10 minutes. Of great importance are didactic and outdoor games that reinforce the knowledge of children gained in the classroom (“Find a tree by description”, “Gardener”, “Whose branch are the children from”, etc.).

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

Before the holidays, it is advisable to walk along the smartly decorated streets.

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

Need to know well individual characteristics each child and monitor their development. With children who have not learned the material in the classroom, 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, with this group you can play the “Guess what has changed” game daily, increasing the number of objects and replacing them with new ones. Verbal and didactic games “Who needs what?”, “Who does what?”, “Guess what we have in mind” (for a verbal description of objects), “Who (what) is this?” (on the classification of objects), “Who (what) is superfluous?”, “Similar - not similar” (on comparing objects).

It is very important to work on the development of coherent speech of children and the development of cultural communication skills. Children must be taught to listen to the statements of the educator and their comrades, without interrupting them, to think over their own statements, to avoid haste and verbosity.

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

The program includes the following main sections:

I. Acquaintance with nature.

1. 
   Acquaintance with the life and work of people.

1. 
   sensory development. Development of spatial perception.

1. 
   Mental development.

1. 
   Speech development.

1. 
   Learning in the game.