EXPLANATORY NOTE
One of the reasons for the difficulty of learning and difficult education of schoolchildren is a special, relative to the norm, state of the mental development of the individual, which is called "mental retardation" (ZPR).
Statistically, half of chronically underachieving students show deviations in the development of intelligence. In general, mental retardation is presented as follows: higher mental functions (thinking, attention, memory, speech, perception) develop at a slower pace compared to the norm.
Limited mental and cognitive abilities do not allow the student to successfully cope with the tasks and requirements imposed on him by society. Most clearly, these limitations are manifested at the time of the beginning of schooling. A child with mental retardation throughout the younger school age prefers play activities, showing little or no interest in learning. A child with mental retardation has a weak development of an arbitrary sphere - it is difficult for a child to concentrate, switch, work according to a template. Lack of perseverance creates difficulties for a child who cannot bear the severity of stressful educational process. As a result, the child is exhausted, overtired. Content school curriculum also presents a list of overwhelming tasks for the child (due to the inability to compare, generalize, classify, abstract).
All of these aspects are prerequisites for the child to soon find himself in the ranks of underachievers, which, in turn, leads to deviations in behavior. That is why children with mental retardation are in dire need of a correctional and developmental program that helps the child get out of the state of chronic maladaptation.
This correctional and developmental route is represented by a series of specially organized correctional and developmental classes, formed taking into account individual features accompanied child. This route provides for the development cognitive interest child, consolidating the skills acquired by the child from the subject-developing environment and corrective measures.
Classes are held once every two weeks. The duration of one lesson is 80 minutes.
PSYCHOLOGICAL AND PEDAGOGICAL CHARACTERISTICS OF STUDENT 2"B" CLASS IVANOV ROMA, BORN IN 2008
Roma discovers low level knowledge about environment. The boy is poorly oriented in the days of the week, seasons, months, colors, and has difficulty in classifying objects.
Roma has unstable, quickly switched attention. The boy is restless, mobile. Deficiencies in the organization of attention are due to the low activity of the intellectual sphere, poorly developed skills and abilities of self-control. The child has a poorly developed sense of responsibility, there is no interest in learning.
Memory is characterized by low volume, short-term memory prevails over long-term. Thinking is predominantly visual-active.
Game activity in the boy prevails over learning. Productive activity takes place in small volumes (the boy shows interest in drawing, while his images are of the same type; the child is not interested in modeling at all).
Speech activity in a child within the age norm. The speech is coherent, although somewhat abrupt. The grammatical structure of speech is not broken. Communication skills are weakened, the child tends to experience anxiety with new contacts, feels stiff and embarrassed if a stranger (especially an adult) addresses him. Sometimes it tends to be negative.
Working capacity is low due to increased fatigue, there are signs of psychomotor disinhibition.
The child is mentally unstable, easily falls into anger, there are frequent mood swings. There are stereotypes of behavior (rocking back and forth in a state of stress), outbreaks of aggression. Eating habits noted.
As a result of these characteristics, it can be concluded that the student has difficulties in mastering full-fledged communication skills, learning problems. The cognitive interest of the child is low and needs to be corrected. As a result of corrective measures to develop a child's cognitive interest, it is expected to determine the ways and means to achieve the goals of education and upbringing.
COMMON PROBLEMS
- Lack of motivation for cognitive activity, limitation of ideas about the world around;
- The rate of completion of tasks is low;
- The need for constant adult assistance;
- The level of attention properties (stability, concentration, switching) is low;
- The level of development of speech, thinking is reduced;
- Difficulty understanding instructions;
- Low self-esteem;
- Anxiety,
- Increased fatigue, expressed by motor disinhibition, periodic hyperactivity, refusal of the child to perform tasks; there is increased excitability, a tendency to stubbornness, contradiction.
CORRECTION AND DEVELOPMENT ROUTE
Correction Goal: Development cognitive processes child (memory, perception, attention, thinking), mastering the skills of self-control.
Correction tasks:
- Formation of positive educational motivation.
- Training in simple methods of muscle relaxation, in order to regulate neuropsychic conditions.
- Reducing the level of anxiety, tension, hyperactivity.
- The development of the child's memory, attention, perception, thinking.
- Familiarization of the boy with feelings and emotions.
Subject of correction: cognitive processes.
Object of correction: Roma Ivanov, 8 years old.
Program length: 15 hours.
The correctional and developmental route includes three main blocks:
- diagnostic;
- corrective,
- block for evaluating the effectiveness of corrective measures.
Features of the program: when conducting remedial classes, the presence of parents is desirable to establish an adequate perception of their own child, their understanding of the characteristics of his behavior. It is desirable to establish such a form of cooperation with parents so that all parties to the process actively interact to achieve the most effective result of correctional work. Thanks to the workshop, parents will be able to develop a system of daily work with the child to develop his cognitive interests.
Regular, systematic classes, the dedication of the teacher and parents, the unification of their efforts greatly increase the likelihood of successful work results.
The development of the child's cognitive processes, provided for in this correctional and developmental route, in turn, should entail the following points general development child:
- formation of mechanisms of socially positive behavior;
- formation of systems of ideas about the environment and oneself;
- formation of the foundations of social orientation.
The basis of socially positive behavior is communication skills - the ability to ask for help, adequately respond to the situation, be able to make choices, follow rules and norms, be able to distinguish the emotions of the interlocutor, and have self-control skills.
The development of means of communication is the basis for the formation of the child's skills and abilities.
IN corrective work it is supposed to involve the defectologist Ivanova I.I. and teacher-psychologist Petrova M.I.
CALENDAR AND THEME PLANNING
(first half of 2016-2017 academic year)
date |
Events |
"Here I am"
|
|
"Cause time - fun hour"
|
|
"I am unique"
|
|
"Developing Memory"
|
|
“I feel, and therefore I exist”
|
|
"Developing Attention"
|
|
"We give joy"
|
|
"What is Mind"
|
|
Final diagnostics (analysis of the child's achievements) |
LITERATURE
- Autism: guidelines for correctional work / ed. S.A. Morozova, - M.: VLADOS, 2002.
- Ekzhanova E.A., Strebeleva E.A. Correctional and pedagogical assistance to children of preschool and primary school age - St. Petersburg: KARO, 2008.
- Nikolskaya O.S., Baenskaya E.R., Liebling M.M. Autistic child: ways of helping, - M .: Terevinf, 2009.
- Organization of special educational conditions for children with handicapped health in educational institutions: Guidelines- M.: MGPPU, 2012.
Individual development path for a child with ADD(D)
Group No.______
Age_________
Notes________________
Components of integrated development:
The results of the examination of the child:
Psychological and pedagogical support of the child and his family
Annex 1
Primary examination.
Psychological and pedagogical characteristics of the child
(according to the results of the initial examination)
Social and personal development
1. Emotional state:
cheerful - sad - calm;
anxiety;
tearfulness - aggression.
2. Features of communication with peers:
sociable - closed;
conflict - calm;
social status: leader, accepted, rejected.
3. Features of communication with adults:
easy - hardly makes contact;
shows - does not show initiative in the process of communication;
positive - negative attitude towards an adult.
4. Features of behavior:
activity - passivity,
arbitrariness - involuntary behavior,
formation - unformed self-regulation,
slowness - hyperdynamics.
5. Personal features:
confident - unsure
high - low self-esteem,
balanced - quick-tempered,
benevolent - aggressive.
cognitive sphere
1. Perception: reference type, mixed type, syncretic type.
2. Thinking:
classifies according to essential - non-essential features;
uses - does not use generalizing concepts;
establishes causal relationships correctly - incorrectly;
when comparing objects, names distinctive - similar features;
ability to perform arithmetic operations: knows the score in direct order to; in reverse order to; performs computational operations
3. Memory:
visual (in%), which corresponds to the level;
auditory (in%), which corresponds to the level.
4. Attention:
stability: long-term, short-term, unstable;
concentration (in %)
5. Workability type:
slow inaccurate;
fast accurate;
impulsive;
reflective.
right-handedness - left-handedness;
strong - weak pressure;
strokes in one - different directions.
7. Speech development:
Corresponds to the norm;
Not in line with the norm.
Annex 2
Diagnosis of ADHD
Diagnosis of attention deficit hyperactivity disorder is based on a number of criteria.
Attention impairment is diagnosed when 4 of the 7 signs are present:
1. Needs a calm, quiet environment, incapable of work and the ability to concentrate.
2. Often asks again.
3. Easily distracted by external stimuli.
4. Confuses details.
5. Doesn't finish what he starts.
6. Listens, but does not seem to hear.
7. Difficulties in concentrating attention unless a one-on-one situation is created.
Impulsivity is diagnosed when 3 out of 5 signs are present:
1. Shouts out during class.
2. Extremely excitable.
3. It is difficult to endure time when waiting for your turn.
4. Overly talkative.
5. Hurts other children.
Hyperactivity is diagnosed when 3 out of 5 signs are present:
1. Climbing on cabinets and furniture.
2. Always ready to go, runs more often than walks.
3. Fussy, wriggling and writhing.
4. If he does something, then with noise.
5. Must always do something.
Other diagnostic criteria include:
1. Manifestation of symptoms up to 7 years.
2. Duration of symptoms for at least 6 months.
In addition, for the diagnosis of attention deficit hyperactivity disorder, it is necessary to use the criteria of the American Psychiatric Association (1987), presented in our modification.
At least 8 of the 14 features must be present for a diagnosis to be made. Their manifestation at the age of up to 7 years and duration for at least 6 months are mandatory.
1. Makes fidgety movements with arms and legs or squirms while sitting in a chair (adolescents may have a subjective feeling of impatience).
2. With difficulty remains in a chair when performing any tasks.
3. Easily distracted by extraneous stimuli.
4. With difficulty waiting in line to join the game.
5. Answers questions without thinking and before the question is over.
6. Has difficulty following instructions from others.
7. With difficulty keeps attention when performing tasks or in game situations.
8. Often switches from one unfinished business to another.
9. Restless during games.
10. Often overly talkative.
11. In a conversation, he often interrupts, imposes his opinion, in children's games he is often a "target".
12. Often does not seem to hear what is said to HIM or HER.
13. Often loses items and things necessary for work at home or in the classroom (toys, pencils, books, etc.).
14. Ignores physical danger and possible consequences (for example, runs down the street "without looking back").
Application3
For parents.
Criteria for hyperactivity
(Child Observation Scheme)
Active Attention Deficit
1. Inconsistent, it is difficult for him to hold attention for a long time.
2. Doesn't listen when spoken to.
3. With great enthusiasm, he takes on the task, but never finishes it.
4. Experiencing organizational difficulties.
5. Often loses things.
6. Avoids boring and mentally demanding tasks.
7. Often forgetful.
Motor disinhibition
1. Constantly fidgeting.
2. Shows signs of restlessness (drumming fingers, moving in chair, running, climbing).
3. Sleeps much less than other children, even in infancy.
4. Very talkative.
Impulsiveness
1 .Begins to answer without listening to the question.
2. Unable to wait for his turn, often interferes, interrupts.
3 . Poor concentration.
4. Cannot wait for reward (if there is a pause between actions and reward).
5. When performing tasks, he behaves differently and shows very different results (in some classes the child is calm, in others not).
If at least six of the listed signs appear before the age of 7, the teacher, parents can assume that the child he is watching is hyperactive.
Appendix 4
Conversation with parents
Child Development History____________________________________________
______
The situation in kindergarten _____________________________________________
__________________________________________________________________
social development _______________________________________________ speech development __________________________________________________ intellectual development ___________________________________________ child’s strengths ____________________________________________ weak sides child_______________________________________________
hobbies _________________________________________________________
parenting style ______________________________________________ typical parental responses to behavioral disturbances ___________________
Differences in the interaction of the child with mother and father ___________________
__________________________________________________________________
parental stress level
__________________________________________________________________
presence of other children in the family
__________________________________________________________________
Individual
correctional and developmental route
Target: Overcoming excessive motor activity, muscle tension
Destination: child group no.
Tasks:
1. Relieve tension, muscle clamps, develop sensory perception of excessive physical activity.
2. Develop the ability to focus on details
3. Develop observation, the ability to act according to the rule, volitional regulation
4. Develop the ability to control impulsive actions
5. Teaching relaxation techniques
Forms and methods of work:
§ Exercises to relieve muscle tension
§ Games for the development of arbitrariness
§ Relaxation exercises
Organization of classes:
There will be 10 sessions in total. Classes are held individually at least 2 times a week, in the psychologist's office. The duration of the lesson is up to 30 minutes.
Program content individual support elementary school student with disabilities
Purpose: to give the child the correct multifaceted idea of the surrounding reality, contributing to the optimization of his
mental development and more effective socialization in society based on the creation of optimal conditions for the cognition of each object in
sets of sensory properties, qualities, signs.
Tasks:
skills
compare, analyze,
to draw simple independent conclusions;
creation of corrective conditions for the development of preserved functions and personal characteristics;
development of mental functions of attention, memory, perception, imagination;
formation
formation of mechanisms volitional regulation in the process of carrying out the specified activity;
formation of positive motivation for learning;
education of communication skills, development of communication skills;
education of independence in the performance of tasks, the ability to bring the work begun to the end.
development of working capacity, ability to concentrate on a given action;
Planned results:
1. Formation, development, improvement and correction of cognitive processes in a child (perception, attention, memory, thinking,
motor activity).
2. Stimulation of interest in learning and play activities.
3. Formation of positive motivation for learning activities.
4. Practical use of acquired knowledge and experience in everyday life.
5. Development of confidence and related speech. The ability to conduct a dialogue.
6. Formation of the ability to perform feasible work, try to bring the matter to the end.
7. To teach to understand the emotional states of one's own and those around them.
8. Movements become more confident, spatial orientation improves
9. Development of all types of perception (visual, auditory, tactile-motor, etc.).
Organization and conduct of developmental classes
Classes are held 2 times a week. There is a dedicated time for the classes. Training is carried out in the form of a game,
interesting, exciting, without causing fatigue.
4
An individual correctional program was compiled on the basis of the existing learning difficulties and the forms of their manifestation, taking into account
the child's potential.
Features of the correctional development program:
creation of a positive psychological atmosphere;
tasks are performed in a playful way;
marks are not put, although the results of the development of the child are monitored at each lesson;
situations of success and praise are created at each lesson, contributing to an increase in learning motivation and self-esteem
student;
a sparing regimen and a differentiated approach are provided. Lessons are built taking into account the individual characteristics of the child.
Form of conduct: lesson, game activity, joint activity, conversations, observations, individual work.____
Implementation period: 2nd half of the year (11.01.201620.05.2016)
Number of hours per week - 2 hours, for half a year - 36 hours.
The duration of classes is 20-30 minutes.
Methods for assessing the success of a student: Diagnostics, test tasks, observation.
5
THEMATIC CALENDAR PLANNING OF CORRECTIONAL DEVELOPMENT CLASSES
№
Subject
Number
hours
date
Methods and
tasks
Equipment
Intersubject
ny connections
Specialist activity
(psychologist)
Development of perception (9 hours)
1
2
1
12.01
Perception
qualities of magnitude.
Mapping
two items for
height, length
The game "Dwarfs -
giants",
"High
short",
faster",
"Long
short"
Mapping
two items for
width, thickness
1
14.01
The game "Wide
narrow",
"Who
thicker?", "Cats
- mice "
Images
image
items of various
quantities. Kit
columns
from
colored cardboard,
various
By
height. two tapes
different lengths and
different color.
Karinki
image
items, different
By
width.
stripes
from
colored cardboard
different widths.
Mathematics,
iso
Input diagnostics of cognitive
processes
Mathematics,
iso, manual
work
Form perception development (Exercise
"Lay it out yourself")
6
3
Perception
forms.
items.
Form
1
19.01
"Contrasting
figures."
A game
"Mailbox"
2 books thick and
thin. Images
with picture
thick and thin
items.
With
Insert frames.
Images
image
items, different
By
form.
Materials for
manufacturing
applications
"Chick"
4
Color perception.
In the world of flowers.
1
21.01
1
26.01
5
Perception
space.
Orientation in
space
right left,
topbottom
Game "Rainbow", "I
find
colors
everywhere".
Exercise
"Let's make
matryoshka beads,
Application
"Let's paste
matryoshka beads"
The game "Fourth
extra",
"What
changed?"
"Kaleidoscope",
"Journey"
2 patterns: black
white and color.
Silhouettes
nesting dolls.
colored
circles.
Pencils. Kit
counting sticks.
Image
birch,
birds,
clouds,
hare,
bear, sun
Geometric
figures.
Mathematics,
manual labor.
Development of perception of the form. (Exercise
Find Similar Shapes
The game "Doll Mat" ("Shop
carpets")
Mathematics,
iso, manual
work,
development
speech,
Diagnosis of the development of color perception.
Developing listening skills
different colors of pencils (exercise
"Where is what color")
Psychogymnastics "Listen to the claps"
Development of color perception. (Exercise
"Magic Palette"
Mathematics,
iso, development
speeches
Diagnostics
space (Exercise "Labyrinth")
development
perception
6
7
8
9
Orientation in
space.
inside outside,
ahead,
between
behind,
Orientation in
time:
morning,
day, evening, night
Concepts:
today Tomorrow
yesterday,
Orientation in
time. Time
of the year
1
1
1
1
Images
wagons.
Pencils.
28.01
Games "Point
order", "Find
your place", "What
changed?"
task cards,
pencils, set
geometric
shapes, attributes
fairy tales "Turnip",
pencils
Mathematics,
iso, manual
work,
development
speech.
Diagnostics
perception
space (Exercise "Labyrinth",
"Guess who's guessed"
development
Development
(Exercise "On. Under. Over. For.")
perception of space.
2.02
4.02
9.02
"That's right
Games
wrong",
"Build
path", "House
for the ant
With
Picture
image
"Mode
days."
counting sticks,
task cards.
Development
speech, art
"What happened before?")
A game
wrong"
"right
Cards
tasks,
pencils
–
Development
speech,
mathematics.
Diagnostics of the development of time perception.
Development of the perception of time. (Exercise
"What was before?", "Today and yesterday")
Exercise
"Name the times
of the year"
task cards,
Pictures
With
image
times
Pencils
of the year.
Development
speech, art
Diagnostics of the development of time perception.
(Exercise "Guess who guessed")
Development of the perception of time. (Exercise
"What happened before?")
Development of attention (6 hours)
10 Volume development
1
11.02
attention
Exercise
more accurately draw"
"Who
Table
drawn
geometric
figures,
With
Mathematics,
iso
Diagnostics
attention development.
(Exercise "Encrypted word", "
Notice everything”, “Buttons”).
8
11 Attention
1
16.02
(concentration
b)
12 Development
concentration
attention
1
18.02
1
24.02
13" Graphic
With
dictation"
revealing
patterns
(by visual
sample)
To
With
Gaming
exercises
sounds
"Listen
streets", "Guess
Who
speaks",
Definition
quantity
touches
to kid
closed
eyes.
Exercises:
"Confused
lines",
"Hatching",
naming
number of strokes
clap, strikes
pencil
O
table.
Exercises:
"Draw
missing
item",
"Graphic
dictation"
pencil,
sheets
papers, cards
tasks.
Recording
sounds,
task cards
Iso, music
sustainability
Development
attention.
(Exercise "Search non-stop",
"Messed up lines", "Encrypted
word")
task cards,
colored
pencils,
stencils.
Mathematics,
iso
Development of sensory memory through
mindfulness exercises.
(Exercise "Exclusion of superfluous",
"Find two identical objects").
Cards
–
assignments, Colored
And
simple
pencils
Mathematics.
iso
Development of the ability to distribute attention.
(Methods "Sign test (circle cross,
circle triangle,
"Daisies
bells")
14 Mapping
1
25.02
The task “Make a Mosaic.
Manual labor
Developing the ability to shift attention
9
simple patterns for
sample. Mosaic
15 Workout
attention
16 Secrets of our
memory
17 Memory
(immediate
, verbal)
18 Auditory memory.
Training
auditory memory.
1
1
1
1
1.03
3.03
9.03
10.03
.
Task cards.
Pencils
task cards,
pencils
Iso,
mathematics
pattern"
Gaming
exercises:
"Arrange
Right",
"Draw"
Memory development (6 hours)
(Exercise "Find a couple", "Find a hare")
Diagnostics
(Exercise "Compare, name, count")
development
attention
Exercises:
"Recognize the Shape"
"Describe the item"
Game "Snowy"
com. naming
items
By
memory.
Exercises:
"Record player",
"Turn over
drawing",
Where?"
"What?
And
Exercises:
"Listen
repeat",
"Listen
do it."
Repetition
rhythmic
tapping with a stick
And
toy, item
for description
Development
speech.
Diagnosis of memory development. (Exercise
“What do you remember?”, “What is on
picture?)
task cards,
pencils
Mathematics.
Development
speeches
picture?").
task cards,
pencils,
Pictures
groupings
For
Development
speech,
mathematics
iso,
The development of auditory memory. (Methods
"Memorizing Words"
"Spoiled
phone", "Repeat").
10
19 Visual memory
1
15.03
20 Memorization
location
items. find
differences.
21 Memory
motor
1
1
17.03
29.03
table.
Exercises:
"Find
same", "Where
wrong
Pinocchio,
"Confused
lines".
Exercises:
"color fairy tale"
"Hatching",
"Remember exactly"
Exercises:
"telegraphers"
"Draw
memory",
"Perform
Right"
By
task cards,
pencils,
Pictures
groupings
For
Development
speech, art
The development of visual memory. (Exercise
“What is missing?”, “Recognize the figures”,
"Missing pictures" technique).
task cards,
Pictures
With
image
items,
pencils.
task cards,
pencils,
Images
geometric
figures.
Mathematics,
iso
Diagnosis of memory development. (Exercises
“What do you remember?”, “What is on
picture?").
Mathematics,
manual labor
Development of motor memory. (Exercises
"How Animals Jump", "Mixed
forest").
Development of analytical and synthetic activities (8 hours)
22 Thinking
(analysis)
1
31.03
Exercises:
"Color
Right",
"Name the details"
Name the elements
letters"
Manual labor
Task cards.
Items
divided into
parts
Diagnostics
thinking.
(Exercise "The ability to highlight
essential")
development
23 Sample analysis
1
5.04
Exercises:
Cards
- Mathematics, Game "Name the similarities and differences between the two
11
24 Thinking
(flexibility).
Ways
applications
subject
25 Thinking
(synthesis)
26 Thinking
(comparison).
visual
form perception
27 Comparison
items
given
sign
By
28 Highlighting common
sign
1
1
1
1
1
7.04
12.04
14.04
19.04
"Name the Shapes"
"Confusion"
tasks.
Pencils
iso
objects”, “Come up with a riddle”.
Exercises:
"Draw",
"Hatching"
Elements
items.
Task cards.
Pencils.
Manual labor,
iso,
mathematics
logical
Development
thinking
(logical categories: less than more,
above below). (Exercises "Find the most
low fence”, “Show the girl who has
the shortest dress”, etc.).
Table
co
syllables and words
Letter,
development
speeches
Games and exercises for the development of thinking:
"Flies does not fly"; "I know five...";
task cards,
pencils,
Pictures
Iso, development
speeches
Development of the ability to compare. (Methods
"The fourth extra", "Find the extra
word").
Task cards.
Images
Development
speech, art
Development of the ability to find objects by
given signs. Solving riddles.
Exercises:
"Find the syllables"
"Speak
right", "everything
did you see"
Exercises:
"Find
the same
different",
"Remember
Pictures",
"Name the item"
And
Exercises:
"Compare
items",
"Sample
rule",
"Mysterious
contours"
And
21.04
Exercises: "What
common", "Guess
task cards,
pencils, paired
Manual labor,
development
Exercise:
questions".
"The fourth extra"; "Say a word"
"Cunning
29 Search
patterns
30 Can we
communicate?
31 Acquaintance
With
the concept of "I want"
"should", "shouldn't"
"Can"
1
1
1
26.04
28.04
4.05
32 funny
sad man
And
1
5.05
words"
pictures, sets
letters
speeches
"Say the opposite."
With
Job
presentation
"Remember
sequence
b"
task cards,
Pictures
With
image
animals,
pencils
Mathematics,
iso, development
speeches
Development of personal motivational sphere (6 hours)
Diagnostics
thinking.
Exercises: “Continue the row”, “Think and
draw"
development
The game "How can
communicate". Conversations
on topics:
"We
hello";
"How to deal with
request."
Reading
artistic
literature.
View
cartoons with
subsequent
discussion.
playing out
problematic
situations.
Exercises:
"Find differences",
"What changed",
"Know me"
Development
speeches
With
Cards
drawn
situations
communication. notebooks,
pens, pencils.
Game - training "Go me"
games:
"Shop",
Role-playing
"School", "Hospital" ...
Dialogues on lexical topics. assimilation
speech patterns in interaction with
adults, role reversal.
Cards
tasks.
pencils
–
Pens,
Cards
tasks.
pencils
–
Pens,
Development
speech.
Formation of ideas in the student
what is impossible and what is possible using
cards
Card matching training
(“You can’t”, “You can”, “What to do”) in
joint activities with a teacher
psychologist.
Development
speeches
using a mirror
13
"Encryption"
(exercise "Repeat")
Developing the ability to understand and express
using emotional cards
states (exercise "ABC
moods")
Exercises: "Guess
adult";
adult. "Mimic
(expression of emotional states).
how does it feel
what you like
charger
"Guess,
33 Acquaintance
With
1
10.05
notion
"Joy"
Games "Sunny
bunny", "Good
animal"
Development
speeches
Pictogram
"joy".
Images
image
cheerful people.
Paper,
pencils
With
Etude "Meeting with a friend." Creation
applications
Chamomile "I'm happy
when…” in collaboration with
teacher. Developing the ability to use
feeling of joy when completing a task
Developing the ability to show emotions
using a mirror
Practice expressing your emotions
facial expressions using imitation
(exercise "Repeat")
Mimic
charger
emotional states).
(expression
34 Acquaintance
With
1
12.05
concept of "fear"
Games "Sunny
bunny", "Good
animal"
Pictogram
"fear",
pencils
paper,
Development
speeches
Practice expressing your emotions
facial expressions using imitation
(exercise "Repeat")
Mimic
charger
emotional
Psycho-gymnastics
emotional state.
(expression
states).
expression
Games with
on
35 Acquaintance
With
the concept of "anger"
A game
animal"
"Kind
Pictogram
"anger", paper,
pencils
mirror.
Development
speeches
Developing the ability to capture emotional
tension and calm down
Developing the ability to show emotions
using a mirror
Practice expressing your emotions
facial expressions using imitation
(exercise "Repeat")
Games and theatricalization of fairy tales (with dialogues).
Mimic
(expression
charger
emotional states).
36 Comprehensive
class
1
19.05
Checking
Job
Final lesson (1 hour)
Pencils. Pens Mathematics,
iso, development
speeches
Conversations on the topic: "What we can do, what we
let's learn." Exhibition of achievements of the child.
Games: "I love - I do not love"; "Who am I
I will."
Conversations about real and possible
child's achievements. Games: "I can";
"My future"; "If I were a star."
Drawing
"Palm
achievements"; "The Flower of Qualities".
Topics:
on
