Summary of individual lessons with children with mental retardation. Summary of a lesson by a teacher-defectologist with children with mental retardation of the preparatory group "Zimushka-winter" outline of a lesson on correctional pedagogy (preparatory group) Individual

Name:
Nomination:

Summary of educational activities for children with mental retardation. Senior group.

Subject: "Teremok"

Goals:

1. Fasten:

— count within 5;

- the concepts of “shorter”, “longer”, “above”, “below”;

- geometric shapes (circle, square, triangle).

2. Develop thinking, visual memory, attention, and counting skills.

3. Cultivate friendliness, kindness, and responsiveness.

Handout: strips of different lengths, counting material (Christmas trees, mushrooms), geometric shapes.

Demo material: drawing “Teremok”, flat figures of animals, flags different color, strips of different lengths, a set of numbers up to 5, counting material, d/i "Keys", d/i "Beads", Cuisenaire sticks.

Progress of the lesson:

1. Organizing time.

Guys, do you like fairy tales? (Yes)

Today I want to find myself in a fairy tale with you, but for this we will say the magic words:

Turn around yourself and find yourself in a fairy tale!

2. Main part.

We are in a fairy tale, and you will find out which one if you guess the riddle:

A bunny and a frog lived in it,
The wolf, and the fox, and the little mouse,
Only the bear couldn’t fit in,
Our .....(TEREMOK) collapsed with a crash.

Right! (Show the children the picture of Teremka on the board)

So, the fairy tale begins:

1. There is a teremok-teremok in the field

He is neither short nor tall.

Like a mouse running across a field,

I saw the teremok (we take out the mouse and attach it to the clearing in front of the teremok)

— And there are 2 paths leading to the tower, one long and the other short. The mouse is confused, which path should it take to get to the house faster, the long path or the short one? Guys, what do you think?

Yes, guys, that’s right, it’s faster for a mouse to run along a short path to the house, and now we need to correctly show it where the short path is. On your tables, each has 2 stripes, “tracks”, they are different in length, let’s compare them and put the mouse on the short strip.

Well done guys, you correctly pointed out the short path, so the mouse got to the little house and began to live there and sing songs.

How many animals can live in the house? (1) (Show number 1)

2. There is a teremok-teremok in the field.

A frog jumps through the swamp.

She wants to live in the mansion. (take out the frog)

— While the frog was jumping, it lost its beads. The poor woman cries: “Trouble! Help, kids!

Well, guys, let's help the frog?

Look, you have geometric shapes on your trays, what are they called? (circle, triangle, square)

Here we will use them to make beads for the frog. Listen carefully to what figure I will name, you will lay out such a figure on your table, and then you yourself will continue to lay out it in accordance with the model (the children lay out the beads, then compare them with the model.)

Which count did you put the red circle on? (first)

How many scores did you place the yellow triangle? (third)

Which count did you place the blue square? (second)

What is the third figure? (Red Square)

What is the name of the fifth figure? (blue circle)

Well, you completed this task, well done, the frog is very pleased with how beautiful the beads turned out.

Now the frog happily jumped straight to the tower and began to live there with the mouse. How many animals are in the house now? (2) (Show number 2)

3.- Then a bunny jumped out to the edge of the forest, looked up, and white clouds were floating in the sky. (The guys look up).

Guys, you have clouds on your trays, put all the clouds on a strip, on the top line, I remind you, put the clouds from left to right. Tell me, how many clouds are there on the strip? (5)

The hare looked down and saw mushrooms. Place mushrooms under the clouds. How many mushrooms (4), and how many clouds? (5) What are more mushrooms or clouds? (clouds) How many more clouds are there than mushrooms? (by 1)

How to make the number of clouds and mushrooms equal? (remove one cloud or add one mushroom)

- Do you know that the bunny loves to be played with, let's play with him.

Physical education "bunny"

“It’s cold for the bunny to sit,

Need to warm up my paws.

Paws up, paws down, pull yourself up on your toes.

We put our paws on the side, on our toes skok-skok-skok.

The bunny ran to the house and was let in, and they began to live together. How many animals are there in the house? (3) (Show number 3)

4.-Hush, don’t make noise, someone is coming here to us. Well, of course, a fox. She asked to come into the mansion and they let her in. The fox decided to decorate the little house with flags (we put up the flags, the children remember which flags are displayed, what color) Night fell, everyone closed their eyes. (1 checkbox is removed.)

In the morning everyone woke up, opened their eyes and saw that one flag was missing. Which one? (the game is repeated several times). How many animals live in the little house? (4) (Show number 4)

5.-And a bear is already walking through the forest. Suddenly I saw a teremok - how it roared: “You let me into the teremok!” The animals were scared.

Will the bear fit into the tower? (No)

Why? (the bear is very big)

What to do? After all, it will be bad for the bear to live on the street! (the children decide to build new house, large so that there is enough space for everyone). How many animals will live in it? (5)(Show number 5)

D/i "Cuisenaire's Wands". We lay out sticks according to the Teremok model.

— the animals decided to build a new little house together. And it turned out to be better than before.

6. Summarizing:

We say the magic words:

Turn around yourself and find yourself in a group.

What fairy tale heroes did we travel with? (Teremok)

How did you help the animals?

All the animals tell you: “Thank you for your help.”

Name: Summary of educational activities for children with mental retardation "Teremok"
Nomination: Kindergarten, Lesson notes, GCD, speech pathologist classes, Senior group

Position: teacher-speech pathologist of the first qualification category
Place of work: GBDOU "Kindergarten No. 15"
Location: Sevastopol, Crimea

This correctional and developmental program is necessary in the conditions of modern education for working with children with mental retardation.

Over the past three years, there has been an alarming growth trend in the number of children with physical and mental health disorders, which are caused by biological, environmental, socio-psychological and other factors, as well as their combination. A significant proportion of these children are children with delays mental development(ZPR).

Mental retardation is a slowdown in the rate of development of mental processes, which more often manifests itself upon entering school and is expressed in the insufficiency of the general stock of knowledge, limited ideas, immaturity of thinking, low intellectual focus, predominance of gaming interests, rapid oversaturation in intellectual activity. Unlike children suffering from mental retardation, these children are quite smart within the limits of their existing knowledge and are much more productive in using help. Moreover, in some cases, a delay in the development of the emotional sphere (various types of infantilism) will come to the fore, and violations in the intellectual sphere will not be pronounced. In other cases, on the contrary, a slowdown in the development of the intellectual sphere will prevail.

Delayed mental development in children can be caused by many factors. In particular, these are: hereditary predisposition, disruption of brain functioning during the period intrauterine development, birth complications, chronic and long-term illnesses in early childhood, inappropriate upbringing conditions, and the like.

Depending on these factors, various forms of ZPR are distinguished.

Constitutional and somatogenic origin - the child is miniature and externally the fragile structure of his emotional-volitional sphere corresponds to an earlier age, frequent illnesses reduce the demands of parents, general weakness of the body reduces the productivity of his memory, attention, performance, inhibits development cognitive activity.

Psychogenic origin - due to inappropriate upbringing conditions (excessive care or insufficient care for the child). Development is delayed due to the restriction of a complex of stimuli coming from the environment.

Of cerebral-organic origin - the most stable and most complex, caused by damage to the child’s brain due to pathological influences (mainly in the second half of pregnancy). Given the low level of mental development, it manifests itself in difficulties in learning educational material, lack of cognitive interest and motivation to learn.

A significant proportion of children with mental retardation, having received timely correctional assistance, master the program material and “level out” upon completion. primary school. At the same time, many children in subsequent years of education require special conditions for organizing the pedagogical process due to significant difficulties in mastering educational material.

A child who has such difficulties requires careful psychological and pedagogical study to determine optimal and effective methods training.

This correctional and developmental program is necessary in the conditions of real modern education for working with children with mental retardation .

Since children with mental retardation have discrepancies in the sensitive periods of development of mental functions in relation to the child’s age, when creating this program and developing classes, groups of cognitive impairments in children with mental retardation were taken into account and the principle of compensation for the insufficient development of qualities, abilities and functions.

Structure of the correction program

The goal of the program is to establish and facilitate the establishment of psychological contact with the child, create and support the desire for self-study and self-education, activate and stimulate cognitive activity, develop the emotional-volitional sphere, fine motor skills of the hand, teach communicative and non-verbal behavior, cooperation skills, fostering empathy, goodwill , mutual assistance and other positive character traits of a child with mental retardation.

1. Tasks:

Relieving emotional stress and creating an emotionally comfortable atmosphere.

Develop cognitive activity;

- develop cognitive mental processes: perception, observation, productive ways of remembering, the ability to distribute attention evenly, thinking processes (analysis, synthesis, generalization, classification, inferences, understanding of cause-and-effect relationships), speech.

Develop general and small hand motor skills;

Develop emotional self-regulation skills.

Methods and forms of work:

Exercises for the development of cognitive and emotional-volitional spheres.

Communicative, didactic and outdoor games.

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Exercises to develop motor skills.

Relaxation exercises.

Game therapy.

Psycho-gymnastics.

Materials and equipment: sandbox, colored pencils, pencil, stimulus material, A4 paper, Su-Jok ball, brush, paints, bag, tape recorder.

2. Organization of classes

Lessons are conducted individually with the older child preschool age with mental retardation. The frequency of classes is 2 times a week.

Duration is 25-30 minutes, but it is necessary to take into account the individual characteristics of a child with mental retardation.

Number of classes - 10.

Program effectiveness criterion

The criterion for the effectiveness of the program is the conduct of primary and secondary diagnostics using the technique of Zabramnaya S.D. from the book “From diagnosis to development”, based on the results of which a correctional and developmental program is drawn up. During the classes, psychodiagnostic exercises from the collection are used, with the help of which you can trace the dynamics of the child’s development.

The program promotes a sufficient level of development of cognitive mental processes (memory, thinking, attention, speech) and the balancing of the child’s emotional development based on diagnostic results after the child’s participation in correctional work.

Sections: Speech therapy

Type of lesson: correctional (defectological).

Lesson format: group (4–6) people.

Goal: Correction of visual, tactile, auditory attention using kinesiology methods and through corrective game training.

Lesson duration: 45 minutes.

Lesson plan:

1. Organizational moment (warm-up game, BAT massage) – 2 minutes.
2. Call – 1 minute.
3. Warm up – 5 minutes.
4. The main part is 34 minutes.
5. Fizminutka ( gymnastic exercises with gymnastics for the eyes, kinesiological exercise for correction of attention, game “fist - rib - palm”).
6. The result of the lesson is 2 minutes.
7. Reflection – 1 minute.

Progress of the lesson:

1. Organizational moment.

Warm-up game “mirror”. BAT massage. Annex 1.

– Do you guys like to compete? (Yes!)

– Today, I propose that you compete for the title of “Most Attentive” and receive a medal from the Attention fairy. The one who collects the most tokens for correct answers will receive a medal.

3. Warm up.

- Let's do a warm-up first. Guess the riddles. The student names the answer, a picture of the answer appears on the screen and the child receives a token for the correct answer. Presentation .(Slides 1–5.)

1. In the garden by the path there is a sun sitting on a leg. Only his yellow rays are not hot. (Sunflower.)
2. The grandfather is sitting, dressed in a hundred fur coats, and whoever undresses him sheds tears. (Onion.)
3. If I’m needed, I forget about you, but when I’m bringing food, I won’t let you pass by. (Spoon.)
4. Water flows from the hot well through the nose. (Kettle.)
5. Look, the house is standing, filled to the brim with water, without windows, but not gloomy, transparent on four sides, the residents in this house are all skilled swimmers. (Aquarium.)

- Well done! You're off to a good start. Let's continue further.

4. Main part.

Teacher: Remember the image (30 sec) and draw as accurately as possible from memory. (Slide 6).

The work is checked against the image on the screen, corrections are made with a pencil of a different color.

Teacher: There are toys and objects on the table (hare, blue cube, doll, car, ball).

Children look carefully and try to remember (30sec). The teacher covers the objects with a special screen, rearranges the objects, after which the children must determine what has changed (repeat 2–3 times). Children receive tokens for correct answers.

Game “magic bag”. Children go out in a circle.

Teacher: Identify objects by touch (Christmas tree, cube, mushroom, ball, ball, beads, ruler, baby doll, button, plastic letter “P.”)

Working with story pictures (at the desks).

Find the differences game (time is noted).

Each student has his own picture. Children find the differences and name them one by one. Tokens are awarded to those who find the most differences or do everything correctly.

Fizminutka (children come out from behind their desks) :

– gymnastic exercises with eye exercises,

– kinesiological exercise for correction of attention, the game “fist-rib-palm” (with traps). Annex 1.

Exercise - game “Who is attentive?” for correction of auditory attention (at the desks).

Teacher: Listen carefully to the poetic texts, remember and name all the words denoting the actions of objects.

Students receive tokens for correct answers.

A squirrel sits on a cart
She sells nuts.
The red fox is running
She wants to eat a hare.

A nimble bear walked through the forest,
A lump fell on him.
Whispers in my ear at night,
Different fairy tales pillow.

Game for correction of attention and formation of the interhemispheric commissure “ear-nose” 3-4 times (children go out in a circle). Annex 1.

Teacher: Well done! Oh, now be careful.

– Open your notebooks and take a pencil.

– Draw a mushroom to the right of the house, but to the left of the flower and below the Christmas tree (instructions are pronounced 2 times).

Children draw, then check with the standard, mark the drawing with a “+” sign, if everything is depicted correctly, according to the instructions, check with the standard.

(Slide 7.) Teacher notes correct options tokens.

Teacher: Well done, you completed all the tasks! Count all your tokens. The winner is determined and awarded the “Most Attentive” medal and a super prize from the Attention fairy. The rest of the children receive incentive prizes (vitamins).

6. Reflection. End of class.

– Draw your mood.

- The lesson is over. Goodbye.

Bibliography.

1. O. A. Stepanova. Prevention of school difficulties. M., T. Ts., “Sphere”, 2003
2. A. F. Anufrieva. S. N. Kostromina. How to overcome difficulties in teaching children. “Axis – 89”, Moscow, 2005
3. A. L. Sirotyuk. Teaching children taking into account psychophysiology. M., T. Ts., “Sphere”, 2001
4. Kholodova O.“To young smart people and smart girls: “Informatics, logic, mathematics...”
5. Workbook for grades 1 – 4. Rostkniga, 2008
6. N.V. Sokratova. Modern technologies for preserving and strengthening children's health. M., T.Ts. “Sphere” 2005

THE OTHER US

Correctional and developmental program for preschool children with mental retardation

In recent years, there has been an increase in the number of children with mental development disorders and, as a result, experiencing learning difficulties. The search for the most effective methods of correction of children with mental development disorders is actual problem modern pedagogy and psychology. It is known that among underachieving schoolchildren primary classes almost half lag behind their peers in mental development. These students experience great difficulties in mastering writing, reading, number concepts, counting operations, constructive activities, etc. Failure to perform well at school often causes this group of children to have a negative attitude towards learning, towards any activity, and creates difficulties in communicating with others, with successful children, with teachers. All this contributes to the formation of antisocial forms of behavior, especially in adolescence. Therefore, the abnormal development of the mental sphere of children and, above all, mental retardation should be considered as a psychological and social problem. ZPR is a delay in the development of the entire mental sphere, and not individual mental processes. At preschool educational institutions, specialists carry out rehabilitation work with such children, which is aimed at the formation of higher mental functions (HMF). If the formation of the VMF is uneven, appropriate corrective work is carried out. Children attending our preschool educational institution, as a rule, do not have pathological defects of organic origin, but there are symptoms of age-related underdevelopment and immaturity of certain HMFs. Formative teaching is carried out taking into account the age of our students and the leading activities of this age. Therefore, we consider our main task to be the formation of higher psychological functions that are experiencing developmental deficits (perception, attention, memory). Naturally, the main role in raising a child is given to the family. To give fathers and mothers pedagogical knowledge, to turn them towards the child, to protect the latter’s childhood from unjustified punishment, rudeness and injustice - this is what we see as our primary task. After all, any professional activity of a teacher can be effective if parents are his active assistants and like-minded people. To make parents like this, you often have to work with them no less than with their children. We consider the upbringing of parents as the formation of pedagogical reflection in them, that is, the ability to self-critically evaluate themselves as an educator, to look at the situation through the eyes of a child. The main task of an educational psychologist in working with parents of children with mental development disorders is to interest parents in the prospects for a new direction in the development of children. Parents need to be constantly kept informed of all matters, and therefore the most successful forms of interaction with them must be chosen in advance. Then we will be able to ensure one of the most important conditions for the development of a child’s personality - coordinated joint work of the adults around him. This gives the child the opportunity to move to the next, higher stage of development. Unfortunately, today there are no practically healthy children, and the discovery correctional groups in preschool educational institutions becomes a necessity, not an exception to the rule. Therefore, when we opened a group of children with mental retardation (3 years ago), we were sure that with any type of deviation from age norm development and with any severity of this deviation, it is possible to create conditions for the child that ensure positive progressive dynamics of his development. We consider our tasks not only to develop the mental abilities of children, but also their emotional well-being and social adaptation. We also set a goal: to activate the strength of the child himself, to set him up to overcome life’s difficulties. Children in specialized correctional (especially speech therapy) groups have large internal reserves and often have very good natural abilities. However, it is difficult for these children to express them due to limitations in speech development, hyperexcitability or inhibition. This means that our goal is to help them realize their inclinations by selecting the most adequate tactics of correctional work, choosing special techniques and methods of influencing all areas of the child’s personality. Corrective work is carried out on the basis of the principle of formative and gentle teaching. We teach children elements of psycho-gymnastics, relaxation, and switching from one type of activity to another. The work of the educational psychologist begins with an examination, during which information about the child is collected (see Map of providing psychological and pedagogical assistance to the child). The information obtained helps the psychologist outline directions for correctional and educational work. Based on this information, as well as observations of the child in different situations The educational psychologist draws up a pedagogical description indicating areas of work for other specialists. Approximately 50% of children attending the mental retardation group have only isolated, mildly expressed motor disorders in combination with increased excitability, motor restlessness, deterioration of sleep and appetite. These are children with minimal brain dysfunction (MMD): pugnacious, impulsive, incapable of playful activities, unable to limit their desires, react violently to all prohibitions, and stubborn. They are characterized by motor clumsiness and poor development of fine differentiated movements of the fingers. Therefore, they have difficulty mastering self-care skills. It takes a long time for them to learn how to button buttons and tie shoes. A feature of mental retardation is the unevenness of disturbances of various mental functions: logical thinking may be even more intact in comparison with memory, attention, and mental performance. Children with mental retardation are also characterized by low cognitive activity, insufficiency of the processes of perception, memory, attention. It is difficult for them to combine individual details into a single image, but all deviations from the norm are variable. Children in this category do not have inertia of mental processes; they are able not only to accept and use help, but also to transfer learned mental skills to other situations. With the help of adults, these children can carry out the instructions and intellectual tasks offered to them at a level close to normal. Children with mental retardation, as a rule, have very weak motivation for learning activities. Therefore, we focus on the “second way of teaching” (S.L. Rubinstein). According to Rubinstein’s definition, “there are two types of learning, or, more precisely, two ways of learning and two types of activity, as a result of which a person acquires new knowledge and skills. One of them is specifically aimed at mastering this knowledge and skills as its direct goal. The other leads to the mastery of this knowledge and skills, achieving other goals. Teaching in this case is not an independent activity, but a process carried out as a component and result of other activities in which it is included.” For "other activities" we use constructive activity with a variety of models. Its result is visually very attractive to a child (a funny drawing, appliqué or design). This is how the child develops motivation for activity - what in didactics is usually called cognitive interest. This is not a direct, but an indirect formation of motivation. The younger the child, the more difficult it is for us to count on his awareness of the internal motivation for learning.

Map of providing psychological and pedagogical assistance to a child

Last name, first name: Ivanov Grisha (second year of visiting the ZPR group). Date of Birth: 12/17/94 Address: Kubanskaya, 70, apt. 12. Father: No Mother: Ivanova Anna Sergeevna. Directed by: GDP No. 4. Cause: visiting a preschool educational institution. Anamnesis: MMD. Family: incomplete. Conditions: Mother drinks alcohol. Biological factors: left-handedness. Features early development : (according to the pediatrician’s opinion). Education before preschool educational institution: homemade. Observation of specialists: cognitive interest is manifested, but is not yet sufficiently developed (in most cases it manifests itself in conditions where tasks are presented in a playful form). Performance decreases noticeably towards the end of the day, and individual signs of fatigue are noted (attention is impaired, malaise appears, mood deteriorates). Mood is directly dependent on the situation and directly affects the nature and productivity of activity. He has learned to play with children, but often displays forms of active protest (hot temper, pugnacity).Conclusion : the early inclusion of the child in the process of correctional work significantly improved his mental development: cognitive interest and a desire to achieve results in his activities appeared. However, coordination of movements and the development of fine motor skills of the hand are insufficient; spatial orientation defects and motor clumsiness are preserved. Speech develops poorly and articulation is impaired.Recommendations : Extend attendance at the ZPR group for another 1 year. Expand the possibilities of use various types activities (drawing, appliqué, sculpting, manual labor, design). Strengthen ideas about the environment, develop attention, memory, speech, thinking. Improve the motor sphere, develop emotional communication with children. Develop skills of moral behavior. Classes with a psychologist, speech pathologist, and physical education instructor are recommended.

Methodology

The “Other We” program is focused on holistic personality correction and development of the cognitive and emotional spheres of children with developmental problems. This program is characterized by accounting individual characteristics pupils, their personal qualities. Realizing his “I”, the child asserts himself (“I am myself!”), strives to influence the situation, and enters into relationships with other people. In the preschool period, a child’s connection is established with the leading spheres of existence: the world of people, the objective world, nature, and he is introduced to culture and universal human values. The foundations of self-awareness and social motivation of behavior are formed. The child tries to base his behavior on the assessment of others. But children with developmental problems poorly generalize social experience, are poorly oriented in the conditions of a practical task, and are often unable to solve problematic problems on their own. Thanks to the psychological and correctional methods of influencing children with mental retardation, which are the basis of the “Other We” program, it is possible to organize child activity, that it will contribute to the formation of his ability to solve not only accessible practical, but also simple problematic problems. The experience gained in this way will give the child the opportunity to understand and solve familiar problems in visual, figurative and even verbal terms. The material offered in the program (game and didactic) gradually becomes more complex, taking into account the child’s experience. First of all, the following didactic principles are observed here: accessibility, repetition, gradual completion of the task. For problem children, the emotional side of organizing the correctional and developmental process is an important condition. A teacher-psychologist, through his behavior and emotional mood, should evoke a positive attitude towards classes in students. The goodwill of an adult is necessary, thanks to which children have a desire to act together and achieve positive results. When selecting didactic material, games, manuals, preference is given to bright and entertaining illustrations and toys that allow you to remember the names of objects, living creatures of the surrounding world and phenomena of life, recognize and name them in the future, regardless of their color, shape, size. It is also necessary to take into account the features of different levels of development, since the group of children with mental retardation is formed in preschool educational institutions as mixed (age from 4 to 7 years). The teacher-psychologist differentiates the group into subgroups (4-5 people), uniting children by age and severity of the structural defect. The psychological and pedagogical impact is constructed by creating tasks and educational situations that are dosed in content, volume, complexity, physical, emotional and mental stress. By organizing communication with children, the educational psychologist integrates correctional, developmental and play activities. When playing with children, a teacher-psychologist creates a problematic situation that encourages the child to take the position of a subject of cognition. Problem situations are created around objects, their purpose, and use. A problematic situation, success in activity, replacement of didactic material and its sensory examination lead to awareness of the properties of objects. Further construction of the correctional and developmental process is associated with the inclusion of the methods of behavior mastered by the child in his daily life. Effective methods of corrective influence on the emotional and cognitive sphere of children with developmental disabilities are: game situations that require assistance to any character (task: explain, teach, convince); didactic games that are associated with the search for specific and generic characteristics of objects; game trainings that promote the development of the ability to communicate with each other, to take the place of another; body-oriented techniques; psycho-gymnastics and relaxation to relieve muscle spasms and tension, especially in the face and hands. The main form of influence of a teacher-psychologist on children of the mental retardation group is organized play sessions and trainings, in which the leading role belongs to an adult. Children’s assimilation of program material depends on the right choice teaching methods. It is necessary to use methodological techniques that attract the attention of each child. Therefore, the methodological basis of this program is the ideas of L.S. Vygotsky on the role of play in the education of preschool children. Persistent affective barriers that arise in a child’s life are overcome much more easily through play. Therefore, play and play forms of work are the most adequate means of correcting the mental development of a child’s personality. Problematic children are passive and do not show a desire to actively interact with objects and toys. Therefore, a teacher-psychologist needs to constantly create in children a positive emotional attitude towards the proposed activity, so that the child has the opportunity to act independently in a certain situation. A child with problematic development requires multiple repetitions to master ways of orienting himself in the world around him, to identify and record the properties and relationships of objects, and to understand a particular action. The educational psychologist also needs to constantly remember: The pedagogical creativity of a psychologist should not contain danger that jeopardizes the freedom, psyche and personality of the child, his physical and mental health. A child’s emotionally positive attitude towards classes is the key to the successful work of a teacher-psychologist.

Conditions

The program is designed for children 4-7 years old and includes educational activities, mini-game trainings and exercises in body-oriented techniques. Duration of classes is 30-40 minutes. A teacher-psychologist conducts 1 lesson per week, a physical education instructor conducts 1 lesson per week on body-oriented techniques.

Class structure

All classes have a flexible structure, developed taking into account the age characteristics of children and the severity of the defect. Classes are based on the principles of integration (inclusion of elements of music, art, dance and movement therapy), consistency and continuity. The choice of subject matter is determined by the nature of the developmental disorder and the selection of the most appropriate tactics for correctional and developmental work. The forms of work are determined by the goals of the classes, which are characterized by a combination of both traditional techniques and methods (frontal and individual classes) and innovative ones (drawing tests, drawing to music, playing with sand, etc.). The structure of the classes is flexible, it includes educational material and elements of psychotherapy. In the process of classes, children develop communicative qualities, enrich their emotional experience, activate their thinking, realize and experience successes and failures, the results of their activities, design social interactions and motor acts, and form personal orientation. The mood of children, their psychological state at specific moments can cause variations in methods, techniques and structure of classes. Traditional methods used in classes are enriched with game situations. The teacher-psychologist uses hand-made manuals, toys, and includes drawing, dancing and music in the classroom process. The lesson is structured approximately as follows: I. Warm-up in a circle: psychological mood for the lesson, greeting (duration 3 minutes). II. Exercise for our fingers: work with nuts, pencils, buttons, grains + finger games (duration 5 minutes). III. Correction and development block: any educational material related to one game plot. Includes tasks for the development of perception, memory, and thinking (duration 15 minutes). IV. Motor warm-up: “Transformation” technique or game mini-training “Bring the picture to life” (duration 5 minutes). V. Relaxation, psycho-gymnastics (duration 3 minutes). VI. Parting (duration 2 minutes).

Interaction with the family and specialists In the interaction of the educational psychologist with the child’s family, we distinguish three stages: 1. Creating a mindset among parents to jointly solve problems of correction and development of the child with teachers; 2. Development of a general cooperation strategy; 3. Implementation of a unified, coordinated individual approach to the child with the goal of maximum correction of developmental delays for the transition to the next stage of development. An important condition for the implementation of the “Other We” program is the cooperation of a wide range of specialists: a speech pathologist, a speech therapist, a music and art teacher, and a physical education instructor.

Goals

Introduce children with mental retardation into the complex world of human relationships. Create a zone of proximal development to overcome deficiencies in intellectual and emotional development. To prepare children with mental retardation for school, and in the future for independent life.

Tasks

Teach your child to understand his own emotional state, express his feelings and recognize the feelings of other people through facial expressions, gestures, and intonation. Activate the strength of the child himself, set him up to overcome life’s difficulties. Develop mental abilities. Instill social behavior skills.

Limits of application and effectiveness

The “Other We” correctional and developmental program is intended for combined-type preschool institutions that have groups of children with mental retardation (including speech). The program has been used in preschool educational institution No. 122 for three years, so we can already judge the results: of the 16 graduates of the 2000/2001 ZPR group, 70% are studying in correctional classes, the rest are successfully mastering the primary education program in high school No. 19 and in secondary school No. 14. Of the 5 pupils of the ZPR group who will become students in 2002, 3 are fully prepared for learning according to the school curriculum: they have mastered letters, can add syllables, understand the composition of numbers, have mastered ordinal counting from 1 to 20 and are able to perform simple counting operations in their minds (these children were in the SPD group from 4 to 7 years old). 2 children diagnosed with MMD (minimal cerebral dysfunction) are still characterized by increased pugnacity, aggressiveness, and delays in the development of perception. An educational psychologist constantly talks with the parents of these children about the need for medication on them in order to alleviate their condition.

Program sections

The correctional and developmental program “Other We” contains the following sections: I. Formation of cooperation between the child and adults and peers and mastering ways of assimilating social experience. II. Emotional development. III. Intellectual development. IV. Development and improvement of the motor sphere.

I. FORMATION OF COOPERATION OF A CHILD WITH ADULTS AND PEERS AND MASTERING WAYS OF LEARNING SOCIAL EXPERIENCE

Children with developmental disabilities upon entering preschool educational institutions have difficulty communicating with adults, do not know how to communicate with peers, and do not know how to assimilate social experience. If a normally developing preschooler works perfectly according to a model or basic verbal instructions, then problem children must learn to do this. The child develops in the process of communication with adults. This process is based on emotional contact between an adult and a child, which gradually develops into cooperation, which becomes a necessary condition for the child’s development. Cooperation consists in the fact that an adult seeks to convey his experience for a child, and he wants and can learn it. The ways of assimilation of social experience are very diverse, these include: joint actions of an adult and a child; the use of expressive gestures, especially pointing (gesture instructions); imitation of the actions of an adult; actions according to the model. Children with mental retardation are characterized by inertia, lack of interest in others, and therefore emotional contact with adults, the child’s need to communicate with him early age often it does not occur at all. The main objectives of correctional work with problem children are: firstly, the formation of emotional contact with adults, and secondly, teaching the child how to assimilate social experience. Emotional communication between an adult and a child arises on the basis of joint actions, which should be accompanied by a friendly smile and a gentle voice. Fine developing child performs actions according to verbal instructions very early, but the first instructions are given in a situation familiar to the child and are most often accompanied by corresponding actions or gestures of an adult (that is, situational understanding of speech develops). In children with mental retardation, without special correctional work, very often situational understanding of speech is preserved until the end of preschool age. Therefore, the next task is to teach the child isolate elementary instructions from the situation(that is, to teach the child to understand speech or verbal instructions). This happens through teaching the child didactic games (for example, “Ladushki”, “Catch-up”). To create emotional communication with adults, the “Other We” program includes a set of game activities from the “Child Among Adults and Peers” cycle, the goal of which is to the emergence of natural opportunities for the formation of the process of discovery of the world. The initial work must be done individually. At this stage, you can teach the child not only to listen, but also to hear - to understand the adult’s instructions: to speak them out loud, to formulate the rules of conduct during classes and the rules for performing a specific task. It is also advisable at this stage to develop, together with the child, a system of rewards and deprivation of privileges, which will help him subsequently adapt to the children's team. The next stage - involving the child in group activities (in interaction with peers) - should also occur gradually. First, it is advisable to create small subgroups (2-4 people), and only after that children can be combined into group games or activities. If this sequence is not followed, the child may either become overexcited or, conversely, become withdrawn, and this will lead, in turn, to loss of behavioral control, fatigue, and lack of active attention. Once again I would like to note that all classes are held in a form that is entertaining for the child. The technique of behavior modification is very simple: for good behavior the child receives encouragement (verbal), for bad behavior he is deprived of privileges or pleasure. Further in this section, children will practice self-control skills in unfamiliar and traumatic situations. Children with mental retardation, finding themselves in an unfamiliar or unforeseen life situation, are unlikely to behave adequately. At any moment, such a child may become confused and forget everything he has been taught. That is why we consider practicing behavior skills in specific situations to be a necessary part of working with children with mental retardation. Role-playing games have the widest potential for working in this direction. By playing the role of weak, cowardly characters, the child realizes and concretizes his fear. And using the technique of bringing a game situation to the point of absurdity, the educational psychologist helps the child see his fear from the other side (sometimes comical), and treat it as something not very significant. By playing the roles of strong heroes, the child gains a sense of confidence that he (like his hero) can cope with difficulties. At the same time, it is very important not only to develop the game situation, but also to discuss with the child how he can use the experience gained in the game to solve life situations. Subjects for role playing games It is advisable to choose difficult cases from the life of each child: for example, if a child is afraid to answer the teacher’s questions, then this particular situation should be played out with him. In this case, you need to draw the child’s attention to what is happening to him at each specific moment and how you can avoid unpleasant experiences and sensations (using breathing exercises, self-hypnosis methods “I can handle it,” self-regulation techniques: alternately clenching your hands into fists and relaxing them) . When working with children of middle and older preschool age, the most effective is the use of games with soft toys and dolls. The choice of dolls and toys is made based on the child’s individual preferences. He himself must choose a brave or cowardly, good or evil doll. The roles should be distributed as follows: first, the adult speaks for the evil and cowardly toy, and the child speaks for the brave and kind toy. Then you need to switch roles. This will allow the child to look at the situation from different points of view, and having experienced the “unpleasant” plot again, get rid of the negative feelings that haunt him. Moreover, if a child experiences anxiety when communicating with an adult, you can compose a dialogue in which the adult’s doll will play the role of the child, and the child’s doll will be responsible for the adult.

II. EMOTIONAL DEVELOPMENT

According to observations, about 50% of children with mental retardation are children with aggressive behavior, or rather, prone to aggressiveness. Negative features of the upbringing environment (families of alcoholics, drug addicts, single-parent families) also increase the likelihood of aggressive actions in children. For example, in most of these families, in the presence of children, they constantly smoke, drink alcohol, and sort things out while drunk. This increases the level of aggression in children. Currently, more and more scientific studies are emerging confirming the fact that scenes of violence shown on TV contribute to an increase in the level of aggressiveness of television viewers. It is no secret that TV is the only entertainment and means of development available to this category of children. If a child is severely punished for showing aggressiveness (which is what parents most often do), then he learns to hide his anger in their presence, but in any other situation he cannot suppress aggression. The dismissive, conniving attitude of adults towards a child’s aggressive outbursts also leads to the formation of aggressive personality traits in him. Children often use aggression and disobedience to attract the attention of an adult. Children whose parents are characterized by excessive compliance, uncertainty, and sometimes helplessness in educational process, do not feel completely safe and also become aggressive. Parents' uncertainty and hesitation when making any decisions provoke the child into whims and outbursts of anger, with the help of which children influence the further course of events and achieve their goals. I, as a psychologist, advise parents to pay more attention to their children, strive to establish warm relationships with them, and at certain stages of the development of their son or daughter, show firmness and determination. These recommendations are addressed not only to parents, but also to teachers working with children from the mental retardation group. It is advisable to carry out correctional work with aggressive children in the following areas: 1) Teaching aggressive children how to express anger in an acceptable form. 2) Teaching aggressive children methods of self-regulation and self-control. 3) Practicing communication skills. 4) Formation of empathy and trust in people.

Teaching aggressive children ways to express anger in an acceptable way

The behavior of aggressive children is often destructive, so the problem of teaching a child acceptable ways of expressing anger is one of the most acute and important problems facing an educational psychologist. Anger is a feeling of intense indignation that is accompanied by a loss of self-control. There are four ways to deal with an angry situation: 1) Direct(verbal - non-verbal) statement of one’s feelings, while giving vent to negative emotions. 2) Indirect expression: anger is taken out on a person or object that appears harmless to the angry child. Without reacting immediately, the child sooner or later feels the need to throw out his anger. 3) Containing anger. In this case, gradually accumulating negative feelings will contribute to the occurrence of stress. If a person constantly suppresses his anger, he is at risk of psychosomatic disorders. According to scientists, unexpressed anger can become one of the causes of diseases such as rheumatoid arthritis, urticaria, psoriasis, stomach ulcers, migraines, and hypertension. 4) Preventing negative emotions. A person tries to find out the cause of anger and eliminate it in the shortest possible time. But this way of expressing anger is not typical for children with mental retardation, since they are not yet able to independently analyze the situation. In our practice, when teaching aggressive children constructive ways to express anger, we teach children: directly state your feelings, express anger indirectly using gaming techniques. Young and middle-aged children (4-5 years old), who cannot always verbalize their thoughts and feelings, can be taught to transfer anger to non-threatening objects. To work with such children, the teacher-psychologist must have: rubber toys and rubber balls (they can be thrown into a bowl of water), pillows, foam balls, a dartboard, a glass for shouting, a piece of soft log, a toy hammer, etc. All these items are needed so that the child does not direct his anger at people , but transferred it to inanimate objects. This technique of working with anger is especially useful for children who are insecure, but at the same time it is unacceptable when correcting the behavior of an overly open child.

Teaching aggressive children methods of self-regulation and self-control

Aggressive children are often characterized by muscle tension, especially in the face and hands. Therefore, any relaxation exercises will be useful for this category of children (some of them are described below). In the process of correctional work, you can talk with the child about what anger is, what its destructive actions are, and also about how angry and ugly a person becomes in a fit of anger. In order to teach a child in an unpleasant situation not to clench his jaw (which is typical for aggressive children), but to relax his facial muscles, you can use the relaxation exercises proposed by K. Faupel in the book “How to Teach Children to Cooperate.” For example, in the game “Warm like the sun, light like a breeze,” children with their eyes closed imagine a warm, wonderful day. A gray cloud floats above their heads, on which they placed all their grievances. The bright blue sky, light breeze, and soft rays of the sun help to relax the muscles not only of the child’s face, but also of the whole body. The “Smile” game helps to relax the facial muscles. Inhaling the air and smiling at the ray of sun, children become a little kinder. In unpleasant life situations, they can remember their feelings, worked out in these and other similar games, and return to them, replacing negative emotions with neutral or positive ones.

Practicing communication skills

Children sometimes show aggression only because they do not know other ways to express feelings. The task of a teacher-psychologist is to teach children to get out of conflict situations in acceptable ways. To this end, you can discuss the most common conflict situations with children in class. For example, what should a child do if he needs a toy that someone is already playing with? Such conversations will help the child expand his behavioral repertoire - a set of ways to respond to certain events. One of the techniques for working with aggressive children could be role-playing game. For example, with children in a circle you can play out the following situation: in kindergarten two teddy bears arrived. In front of the children, they quarreled because one of them wanted to play with a new big machine that his friend was already playing with. While the cubs were quarreling, the teacher called everyone for a walk. So none of the fighters had time to play with the machine. Because of this, they quarreled even more. The teacher-psychologist asks the children to reconcile the cubs. Each willing child (or in a circle) offers his own solution. Then several of the proposed options are played out by pairs of children who act as stubborn bear cubs. At the end of the game, the children discuss how successful this or that method of reconciliation and conflict resolution was. Quite often, children offer aggressive ways to get out of the current situation, for example: yell at a friend, hit, take away a toy, intimidate. In this case, the educational psychologist should not criticize or evaluate the child’s proposals. On the contrary, it should offer children this option for role-play. In the process of discussing it, they, as a rule, become convinced of the ineffectiveness of this approach to resolving the conflict. You can also invite literary heroes known to them to visit your children. These could be, for example, Malvina and Buratino. Pinocchio put a blot in the notebook and did not want to wash his hands. In this case, the children advise Malvina how to help Pinocchio become obedient.

Building empathy and trust in people

As you know, empathy is a person’s irrational knowledge of the inner world of other people. Empathizing with another, a person experiences feelings identical to those observed. You can develop empathy in children while reading together. You need to discuss what you read with your child and encourage him to express his feelings. In addition, it is very useful to compose fairy tales and stories with your child. The following games can be recommended for developing empathy: “Emotional Dictionary”, “My Good Parrot”, “Centipede” (see appendix).

Working with parents of aggressive children

It is advisable to work with parents of aggressive children with mental retardation in two directions: 1. Information(what is aggression, what are the reasons for its occurrence, how is it dangerous for the child and others). 2. Teaching effective ways to communicate with a child. Parents can obtain the information they need at lectures, consultations and in the “Psychologist’s Corner”. When the mother or father realizes the need for corrective work with the child, the psychologist can begin teaching them effective ways to interact with the child (see diagram).

SCHEME FOR WORKING WITH PARENTS OF AGGRESSIVE CHILDREN

III. INTELLECTUAL DEVELOPMENT

All cognitive activity of a preschool child is related to his practical activities and orientation in the surrounding objective world. In turn, the development of thinking at this age is associated with the child’s practical actions and with his perception of the properties and relationships of objects in the surrounding world. Accordingly, the development of thinking goes in two ways: from visually effective to visually figurative and logical; from perception to visual-figurative thinking, on the one hand, and to logical thinking, on the other. At a certain stage, these development paths merge together, but each of them has its own specifics and plays its own special role in human cognitive activity. Underdevelopment In preschoolers, the processes of thinking that come from both visual-effective thinking and perception may turn out to be irreplaceable at a later age. By forming in children a holistic perception of objects, their properties and relationships, it is necessary to simultaneously develop ideas that can be recalled in the child’s memory (actualized) even in the absence of the objects themselves. Moreover, the child learns to operate with these images in his imagination, act on the basis of these images, and rely on them in his activities. Thus, the child’s sensory perception is directly related to the formation of his thinking and forms the basis of visual-figurative thinking. The development of perception, in particular the choice of an object according to a model, turns out to be the initial stage of the first forms of generalization, leading children to classification based on the identification of an essential feature. In addition, in the process of perception, ordering and systematization of the properties and relationships of objects occurs, which form the basis of the so-called seriation. All these processes, even in normally developing children, do not form spontaneously. They require the teaching influence of an adult (teacher and parents). To form primary generalizations in middle preschool children, we offer the following game situations:

“...A squirrel, a bunny, a fox and a bear cub came to visit us. Everyone has their own path: the squirrel - , the bunny - , the fox - , the bear - . Build everyone their own path, choosing from a box with geometric shapes: all the balls, all the cubes, all the corners and all the ovals.

For children 4 years old, you can offer another game - “Mushroom picking” (see appendix). To form ideas about the subject as a whole, the educational psychologist offers children the well-known “Cut Pictures” exercise. Problematic children often lack active search. They are indifferent to both the result and the process of solving practical problems, even in situations where the problem is a game one. In order to develop in children the skill of analyzing the conditions of a practical problem and finding ways to solve it, we offer the games “Get the car” and “How to get it?” (see Attachment). A person cannot develop a comprehensive understanding of the world around him without visual, tactile-motor, auditory, olfactory and taste perception. The development of perception is especially important for problem children, since they sometimes do not even make any attempts to examine objects. Their general inertia leads to the fact that even at preschool age they cannot determine the shape and size of an object by touch, or guess a particular aroma by smell. A teacher-psychologist conducts different games for the development of visual, olfactory, gustatory and tactile-motor perception, for example the game “Magic Basin” (see appendix). V.A. Sukhomlinsky said: “The child’s mind is at his fingertips.” Research by physiologists has confirmed the connection between intellectual development and finger motor skills. The level of speech development is also directly dependent on the degree of formation of fine hand movements. To determine the level of speech development in children in the first years of life, the following method has been developed: the child is asked to show 1 finger, 2 fingers, 3 fingers. Children who are able to make isolated finger movements are talking children. Children whose finger movements are tense, whose fingers bend and unbend only together and cannot move in isolation, are non-verbal children. Until the movements of the fingers become free, the development of speech and, consequently, thinking cannot be achieved. Training fine movements of the fingers is stimulating for the overall development of the child, especially for the development of speech. Systematic exercises for training finger movements, along with a stimulating effect on speech development, are, according to V.V. Koltsova, “a powerful means of increasing brain performance.” The formation of a child’s verbal speech begins when the movements of the fingers reach sufficient accuracy. The development of finger motor skills prepares the ground for the subsequent formation of speech. Since there is a close relationship between speech and motor activity, if a child has a speech defect, special attention must be paid to training his fingers. Finger games are an important part of a teacher-psychologist’s lesson with children with developmental problems. Description of some finger games is given in the appendix. Among children with mental retardation, many are hyperactive. Their hands are often in constant, sometimes aimless movement. It is useful to teach these children special exercises and games that would direct excess activity in the right direction. In children with mental retardation who are preparing to enter 1st grade, the muscles of the hand, coordination of movements of the fingers, forearms and the shoulder part of the writing hand are not yet sufficiently developed. They are still poorly oriented in space and on a plane, and are confused in distinguishing between the left and right sides of the body, especially in relation to other people. The greatest difficulties in developing this skill occur in left-handed children. The ability to distinguish between left and right sides is an important prerequisite for many types of learning (including preparing the hand for writing). Therefore in the second half school year children of senior preschool age (6-7 years old) practice this skill (the ability to distinguish between left and right sides) together with a teacher-psychologist. Classes are conducted in the form of various games or trainings (additional 1 lesson per week). To practice differentiating the right and left parts of the body, the following exercises can be recommended.

1. Show your right hand, then your left hand. If the child cannot name left hand, the educational psychologist names it himself, and the child repeats. 2. Show either your right or your left hand, take a toy (object) in your right or left hand. 3. After clarifying the speech designations of the right and left hands, you can begin to distinguish other parts of the body: right and left legs, eyes, ears.

You can offer more complex tasks: show your right ear with your left hand, show your left leg with your right hand. Having formed the child’s ideas about the right and left sides of the body, you can move on to forming orientation in the surrounding space. The following exercises can be used.

1. “Show me what object is on your right,” or “Show me the book on your left,” or “Put the book on your left.” If it is difficult for a child to complete this task, it should be clarified that the right is closer to the right hand, the left is closer to the left hand. 2. The child is asked to take a book with his right hand and place it near his right hand, take a notebook with his left hand and place it near his left hand. Next ask: “Where is the book - to the right or to the left of the notebook?” 3. The child is asked to put a pencil to the left of the notebook, put a pen to the left of the book, say where the pen is in relation to the book - on the right or left, where the pencil is in relation to the notebook - on the right or left. 4. 3 items are taken. The child is asked to put a book in front of him, a pencil to the left of it, and a pen to the right.

Simple and effective method preparing hands for writing - coloring books. By coloring favorite pictures, the child learns to hold a pencil in his hand and use pressure. This activity trains the small muscles of the hand, making its movements strong and coordinated. It is recommended to use colored pencils rather than felt-tip pens. You can invite your child to copy the drawings they like onto transparent paper. It is very useful to copy ornaments and patterns, since they contain a large number of curved lines, which is a good preparation for the child’s hand to write capital letters. We must not forget about regular exercises with plasticine, clay, and dough. By kneading and sculpting figures with his fingers, the child strengthens and develops the small muscles of the fingers. Another interesting way development of fingers - pinching. Children pinch off pieces from a sheet of paper with their fingertips and create a kind of applique. Self-massage of the hands is one of the types of passive gymnastics. It has a general strengthening effect on the muscular system, increases tone, elasticity and contractility of muscles. Under the influence of massage, impulses arise in the receptors of the skin and muscles, which, reaching the cerebral cortex, have a tonic effect on the central nervous system. As a result of this, its regulatory role in relation to all systems and organs increases. There are the following self-massage techniques: stroking; trituration; kneading; squeezing; active and passage movements. The appendix provides a set of exercises for the hands, palms and fingers.

IV. DEVELOPMENT AND IMPROVEMENT OF THE MOTOR SPHERE

The child develops in movement. His psychophysical development largely depends on satisfying the child’s natural need for movement. Optimal motor and emotional stress creates favorable conditions for the normal functioning of all systems and functions of the body. Lack or excess of physical activity negatively affects the child’s health (especially if the child’s body already has some kind of pathology). The correctional tasks that the physical education instructor sets for himself in the conditions of joint correctional work with other specialists should be focused not only on the motor development of children, but also on their general and speech development, formation of the psyche, intelligence. In physical education classes, correction of the psychomotor sphere is carried out using the following exercises: 1) kinesiological; 2) imitation; 3) dance and movement; 4) relaxation and breathing. Thus, kinesiological exercises stimulate the development of intellectual and thinking processes. Research by scientists has proven the influence of hand movements on the development of functions of higher nervous activity and speech. Therefore, developmental work should be directed from movement to thinking, and not vice versa. Kinesiological exercises, improving fine motor skills hands, develop interhemispheric interaction, which is the basis for the development of intelligence. Imitative movements contribute to the formation in children of ideas about the means of motor expression, help to enter an imaginary situation, see and understand the image of another (a new image of “I”), and conduct motor dialogue through the language of gestures, facial expressions, and poses. Initially, the child receives almost all information about the world around him through bodily sensations, therefore, in different parts of the body there are zones that “remember” for life the positive and negative imprints of the child’s communication with the world. The fewer negative marks and muscle tension on the child’s body, the better he feels. That is why dance and movement exercises that develop plasticity, flexibility, lightness of the body, relieve muscle tension, promote play initiative, stimulate motor and emotional self-expression, effectively solve the problem of relieving psycho-emotional tension. Relaxation exercises, being part of the general correctional work, also relieve the excessive muscular and emotional tension characteristic of children and have a calming effect, and this, in turn, is the main condition for the formation of natural speech and correct body movements. In physical education classes, we teach muscle relaxation in contrast to tension, since children need to be made to feel that muscle tension can be voluntarily replaced by pleasant relaxation. In this case, the tension should be short-term, and the relaxation should be long-lasting. Through breathing exercises we form correct speech breathing in children. It is necessary to teach children to breathe through their nose naturally and without delay, while Special attention pay attention to the moment of exhalation (it should be smooth and long), teach to restore the rhythm of breathing after a motor exercise. In order to teach a child with developmental problems to perform these special exercises correctly and to his benefit, it is necessary to repeatedly show the child how to perform the exercises. Children's attention span is limited, so you need to set only one task for the child. If the task is too much for him, then any desire to study can be discouraged. In the structure of a physical education lesson, special exercises can be included in one of its parts or constitute its main content. In the introductory part of the lesson, game exercises are used to develop motor memory, coordination of movements, attention related to words and music. At the beginning of the lesson, it is necessary to form in children an emotionally positive attitude towards physical activity. The main part of the lesson uses general developmental exercises of an imitative nature, exercises for the development of fine motor skills of the hands using objects for manipulation (small balls, cubes, cords, gymnastic sticks, etc.), outdoor games of varying intensity using speech material, where predominant verbal vocabulary. The final part of the lesson includes dance-movement, rhythmic, relaxation, and breathing exercises. A group of children with mental retardation is given a lesson once a week consisting only of kinesiological exercises. Children study in subgroups (4-5 people), which are formed according to age. The duration of the lesson is 15-20 minutes. The purpose of developing kinesiological exercises is: 1) development of interhemispheric interaction; 2) synchronization of the hemispheres; 3) development of fine motor skills; 4) development of abilities; 5) memory development, attention, speech; 6) development of thinking. In the structure of physical education classes based on kinesiological exercises, three parts can be distinguished: introductory, main, and final. The introductory part is aimed at activating children's attention and gradually preparing the body to perform more complex exercises (duration 2-3 minutes). This part consists of various types of walking, including corrective (for posture, strengthening the foot), imitation, with recitative; from simple ones game exercises on attention and coordination of movements. The main part solves program problems for the development of basic movements (duration 12-15 minutes). The final part provides a gradual transition from increased physical activity to its decrease (1-2 minutes). Musical accompaniment is required during the lesson, which creates a favorable emotional mood and additionally concentrates the children’s attention. A teacher in a physical education lesson must adhere to certain rules of interaction with children (“not to notice” if the child does something incorrectly at first, paying attention to what he does; rejoice with him in every success; tell others about his achievements in front of the child) . The teacher thus creates an atmosphere of trust and cooperation in the classroom, which is the basis for achieving a positive result in correctional and developmental activities. Below we present, as an example, outline plans for three lessons.

LESSON PLANS

CORRECTION OF THE EMOTIONAL SPHERE OF CHILDREN OF SENIOR PRESCHOOL AGE

Goals Teaching children with developmental problems techniques of self-regulation, the ability to control their body and control their emotions. Removing muscle tension.

Equipment A hoop, three benches, a rope with a toy monkey, pencils, paints, paper, scarves, a blanket.

PROGRESS OF THE CLASS

Children sit on the carpet in a circle. Educational psychologist.Guys, do you like to travel? I knew it. Now we will go to a mysterious island. The rug you are sitting on is not simple, but magical. Sit with your legs extended in front, hold your hands and close your eyes. (Music plays.) Imagine that we are rising up into the clouds, even higher, higher than the clouds, flying, the carpet swaying. Hold your hands tighter. We all breathe easily, evenly, deeply. Deep breath, long exhale. It's good for us to fly holding hands. But now the carpet goes lower, lower. Open your eyes, we are on a mysterious island. How did you feel when you were flying?(Children's answers.) Educational psychologist. Did you feel good holding each other's hands? Let's go around the island and look around it. This place is unfamiliar, so you have to go and listen to every sound. (What sounds did you hear?) Everything seems calm and safe. We can play. We jump from bump to bump. We climb through the hoop. We reach the ears of an imaginary giraffe. Well done! Look how many flowers there are! They sleep at night and bloom during the day. Let's imagine that we are flowers. Sitting down on the floor, we clasp our knees with our hands - the flowers are sleeping. They wake up - we shake our hands. The sun disappeared - the flowers fell asleep again. We woke up happy, fell asleep sad. We woke up again. A cobra lives on the island. She is kind. Let’s imagine that we, like her, are basking in the sun (lie on the floor on our stomachs, hands under our chin). The cobra woke up - we rise to our hands, then to our knees, looking forward. And there is also a boa constrictor. Do you know him? He curls up into a ball (lie on his back, hug his legs), and then rocks on his back and stands up. Bunnies also live here. One of them is afraid of everyone. Show him shaking with fear. The other is a brave hare. "I'm not afraid of anyone!" - stand up and say it boldly.(Children complete the task.) Educational psychologist.Now let's play. Let's blindfold ourselves and go towards each other. Let's say peek-a-boo. Having met, we hug. Now let's lie in the hammock(the teacher-psychologist is helped by the teacher; together with him, the teacher-psychologist rocks the child on a blanket). There's a storm(the hammock sways a lot). You have to lie down and say loudly: “I am brave”. (The rest of the children stomp their feet - create a storm.)

Children, remember when you once said that you were afraid of the dark, scary animals, and riding on swings? Here, on the island, you have become so brave and strong! Now I will turn off the music, and you will remember what you were afraid of before. Draw it all out. When I clap my hands, everything will become different: fear will disappear, you will feel strength, kindness.

(Music plays - children draw; there is a clap - they tear up their drawing.)

Educational psychologist. You know, there is a waterfall on the island. He's also magical. The water in it is warm. If you put your hands in it, swim in it, the water will wash away all the bad things, all the grievances. You will become joyful, everything sad and bad will go away.(Music sounds.) Let's go to the waterfall and stand under its warm streams. Water washes away all sorrows, disappointments, resentments, quarrels. Everyone is in a cheerful, joyful mood. Let's smile and go to the group with this mood.

CORRECTION OF THE INTELLECTUAL SPHERE OF CHILDREN OF MIDDLE PRESCHOOL AGE

Goals Forming in children the ability to make primary generalizations and present the subject as a whole. Formation of positive personality traits (empathy, kindness).

Equipment Soft toys: parrot, squirrel, hare, fox and mouse; box with geometric figures; cut-out pictures (depicting these toys); fishing line; mushroom buttons; bags with buckwheat, millet, rice.

PROGRESS OF THE CLASS

Children sit on chairs in a circle. Educational psychologist. Children, guests promised to come to us today. Here is the first guest - Kesha the parrot. He wants to meet you and play. What do you think we can do to make him like it with us, so that he wants to come to us again? The children answer. Then the educational psychologist carefully hands the toy to the child sitting next to him and asks him to press it to himself, stroke it, say something affectionate and pass it to another child. Educational psychologist. A squirrel, a hare, a fox and a bear also came to visit us. Let's treat them to something tasty. You, Tanya and Sasha, collect mushrooms on a string (we will dry them for the squirrel). You, Antosha and Misha, put 10 grains of millet and rice each for the parrot Kesha, and you, Seryozha, put 10 grains of buckwheat in a plate for the mouse.(Children complete the task.) Educational psychologist. Well, now our guests are full and want to play with us. There are boxes with geometric figures on your table. To prevent the animals from getting lost in the forest, each one has its own path. The squirrel has a circle, the hare has a square, the fox has a triangle, the mouse has an oval. Build your own path for each guest by choosing figures from the box(on the teacher-psychologist’s table there are toys, next to each there is a corresponding geometric figure). (Children complete the task.) Educational psychologist.Now put the figures in the box. Now sit on the edge of the chair, lean against the back, put your hands on your knees, and close your eyes. Imagine a warm wonderful day(music sounds). There is a bright blue sky above you. Soft rays of the sun and a warm gentle breeze kiss your eyes and cheeks. A gray cloud flies across the sky. We will place all our grievances, sorrows and disappointments on it. We will always be joyful, kind and strong. Now open your eyes and smile at each other. I love you very much!

CORRECTION OF THE MOTOR SPHERE OF MIDDLE PRESCHOOL CHILDREN

Goals Strengthening the ability to roll a ball in order to hit a moving object. Strengthening the muscles of the fingers and hands. Development of the eye and coordination of movements. Teaching proper breathing. Formation of the correct assessment.

Equipment Small balls according to the number of children; 5-6 large balls; hat-masks depicting sea creatures.

PROGRESS OF THE CLASS

Introductory part “Whistle all up!” Children enter the hall in a column one at a time. Forming in a line, alignment, checking posture. Instructor. All children are sailors on the patrol ship "Sea Hunter" and must take part in maritime exercises. You will train your strength, agility, endurance, and in moments of rest you will have fun and play interesting games. The exercise begins with a “test of organization and discipline.” Children perform different types of walking: normal, with side steps, hands on the belt (“compacting the sand”); cross step, backwards forward (“we’re confusing our tracks”). Next, they perform a run with overcoming obstacles - on narrow boards (15 cm wide), with jumping over “grooves” 40-50 cm wide (“crash on a ship”); normal walking with smooth arm movements (“big waves”); running like a snake (“passing through a labyrinth”); normal walking.

Game "Stop, clap, one" The game develops attention and coordination. The children follow each other. At the “Stop” signal everyone stops, at the “Clap” signal they jump, and at the “One” signal they turn around and go in the opposite direction. Repeated three times.

MAIN PART“Testing of special knowledge, abilities, skills”

A set of kinesiological exercises Children line up in one line. Divers Starting position: legs apart, arms down. Holding your breath. Take a deep breath and hold your breath for as long as possible, 3-4 times. Tree Starting position: sitting in a tucked position (squatting, hands clasped around knees, head lowered). Imagine that you are a seed that gradually germinates and turns into a tree. Slowly stand on your feet, straighten your torso, stretch your arms up. Tense your body, imitating a tree. Performed 3 times. Inside Outside Starting position: lying on your back. Close your eyes and listen to the sounds around you (the noise of traffic outside the window, the creaking of a door, the breathing of others, etc.), then turn your attention to your body and listen to it (your own breathing, heartbeat, sense of body posture). Performed 3 times. Our ears hear everything Children do self-massage of the ears. To be friends with balls, we need to develop our fingers Starting position: legs apart, small ball in hands in front of chest. Simultaneous and alternate squeezing and unclenching of the ball with the fingers; rolling the ball between the palms; squeezing the ball with your fingertips; rotation of the hands with the ball. Each movement is performed 4-5 times. Bike The exercise is performed in pairs. Starting position: stand opposite each other, touch your partner’s palms with your palms. Perform movements similar to those performed by the legs when riding a bicycle, with tension. 8 movements + pause. Performed 3 times. Kitty Starting position: standing on all fours. Imitate a cat stretching: as you inhale, arch your back, raising your head up; as you exhale, arch your back, lowering your head. Performed 6-8 times. Jumping on the command of the leader 4 jumps forward + 4 jumps back + 4 to the right + 4 to the left + pause (sea roll - roll from heel to toe). Performed 2 times. The waves hiss Starting position: standing on your heels, arms down. Standing on your toes, smoothly raise your arms forward and up (inhale); As you exhale through your mouth with the sound “sh-sh-sh”, smoothly lower your arms and return to the starting position. Performed 3–4 times. Game exercise “Sea battle” After training, the sailors will have to get into a “torpedo”; The adult quickly rolls large balls along the wall, and the children roll their balls across, trying to hit the “torpedoes.” Who is the most accurate? Performed 3–4 times.

FINAL PART

The sailors coped well with the tasks and are invited to visit the king of the sea for a water carnival. Everyone turns into fish starfish, mermaids, crabs, seahorses... Smooth music sounds - Marine life, dancing, they begin their carnival. The sea king (leader) praises the dancers he likes. At the end of the lesson, depending on the condition of the children, you can do a relaxation exercise. Starting position: lying on your back, legs apart, arms to the sides, jellyfish pose. Children relax their arms and shake their legs. The presenter says at this time:

I'm lying on my back, like a jellyfish on the water. I relax my hands and lower them into the water. I’ll shake my legs and relieve the fatigue.

The children leave the hall to calm music.

APPLICATION

GAMES AND EXERCISES USED IN THE PROGRAM

Game "Homeless Hare" Promotes the development of reactions and non-verbal interaction skills with children. The game is played by 3 to 6 people. Each player, a hare, draws a circle with a diameter of approximately 50 cm around himself in chalk. The distance between the circles is 1–2 meters. One of the hares is homeless. He drives. The hares must, unnoticed by him (with glances, gestures), agree on a “housing exchange” and run from house to house. The driver’s task is to occupy the house, which is left for a moment without an owner, during this exchange. Anyone who is left homeless becomes a driver.

Game "In the Far Far Away Kingdom" Promotes the formation of a sense of empathy and the establishment of mutual understanding between an adult and a child. An adult and a child (mother and child, teacher (teacher) and child, etc.), after reading a fairy tale, draw it on a large sheet of paper, depicting heroes and memorable events. Then the adult asks the child to mark in the drawing where he (the child) would like to be. The child accompanies the drawing with a description of his adventures “in a fairy tale.” An adult, while drawing, asks him questions: “What would you answer to the hero of a fairy tale if he asked you about this?..”, “What would you do in the hero’s place?”, “What would you feel? , if the hero of a fairy tale appeared here?

Game “My triangular cap” Helps to learn to concentrate, promotes the child’s awareness of his body, teaches him to control his movements and control his behavior. The players sit in a circle. Everyone takes turns, starting with the leader, and says one word from the phrase: “My cap is triangular, my cap is triangular. And if it’s not triangular, then it’s not my cap.” The phrase is repeated for the second round, but the children who get to say the word “cap” replace it with a gesture (for example, two light claps on their head with their palm). In the next circle, two words are replaced: “cap” and “mine” (point to yourself). In each subsequent circle, the players say one less word and show one more. At the end of the game, children depict the entire phrase with gestures. If this is difficult, the phrase can be shortened.

Game "Little Bird" Develops muscle control. A fluffy, soft, fragile toy bird (or other animal) is placed in the child's palms. An adult says: “A bird has flown to you, it is so small, tender, defenseless. She is so afraid of the kite! Hold her, talk to her, calm her down.” The child takes the bird in his hands, holds it, strokes it, says kind words, calming it down. Together with the bird he calms down himself. In the future, you can not put the bird in the child’s palms, but simply remind him: “Do you remember how to calm the bird? Calm her down again." Then the child sits down on the chair, folds his hands and calms down.

Game "Emotional Dictionary" Develops emotional sphere child. A set of cards is laid out in front of the children, depicting people's faces experiencing various emotions (5-6 cards). The child is asked to answer the question: “What emotions do these people experience?” After this, the child is asked to remember whether he himself was in such states. How did he feel while in this or that state? Would he like to return to this state again? Could a given facial expression reflect a different state of a person? The presenter invites the child to draw some emotions. The adult writes down all the examples from life given by the children on a piece of paper. After 2-3 weeks, the game can be repeated, and you can compare those conditions of the child that he had a long time ago and those that arose recently. You can ask him to answer the questions: “Which conditions have you had more over the past 2-3 weeks - negative or positive? What can you do to experience as many positive emotions as possible?”

Game "My Good Parrot" Promotes the development of a sense of empathy and the ability to work in a group. Children stand in a circle. Then the adult says: “Guys! A parrot came to visit us. He wants to meet us and play. What do you think we can do to make him like it with us, so that he wants to fly to us again?” Children suggest: “Talk to him kindly,” “Teach him to play,” etc. An adult carefully hands a plush parrot (bear, bunny) to one of the children. Having received the toy, the child must press it to himself, stroke it, say something pleasant, call it by an affectionate name and pass the parrot to another child. The game is best played at a slow pace.

Game "Centipede" Teaches children to interact with peers, promotes unity of the children's team. Children (5-10 people) stand one after another, holding the waist of the person in front. At the command of the leader, the “centipede” first begins to simply move forward, then crouches, jumps on one leg, crawls between obstacles (these can be chairs, building blocks, etc.) and performs other tasks. The main task of the players is not to break the single chain and to keep the “centipede” intact.

Game "Wonderful bag" Develops kinesthetic sensations, teaches the perception of color, shape, and the ability to cooperate with an adult. A “magic bag” is placed on the child’s left hand, in which there are geometric figures made of thick colored cardboard (plastic, wood). The bag should be slightly larger than your palm (an elastic band is sewn along the edge of the hole; it is better to sew the bag itself from bright multi-colored scraps). By touch, the child selects with his left hand a certain geometric figure, and with the right hand draws its outlines on paper. Then the figurine is removed from the bag. The child compares it with the drawing and paints it with the same color as the original. It is advisable that the child, while working, pronounce out loud the name of the figure, color and name the actions that he performs. It is better to play the game in the following sequence: first, the bag should contain objects of only one shape (for example, only triangles), then two shapes, three shapes, four shapes, etc. Every time (except for the first option), the child is given the following instruction: “Choose an object as I will show you.” Or a more complex option: “Draw an object that you hold in your left hand in a bag.” In the latter case, there is no model; the child acts only according to verbal instructions.

Game "Conversation with the body" Teaches the child to control his body. The child lies down on the floor - on large leaf paper or a piece of wallpaper. An adult traces the contours of the child's figure with a pencil. Then, together with the child, he examines the silhouette and says: “This is your silhouette. Do you want us to color it? What color would you like to paint your arms, legs, torso? Do you think your body helps you in certain situations, such as when you are fleeing danger? What parts of your body help you the most? Are there situations when your body lets you down and doesn’t listen? What do you do in this case? How can you teach your body to be more obedient? Let’s agree that you and your body will try to understand each other better.”

Game "Athletes" Develops coordination of movements, teaches the child the skills of working with operational cards. The adult explains to the child that now they will play sportsmen together. Athletes must perform various exercises, for example: raising their arms up and down, jumping on one or two legs, clapping their hands above their heads.

In order not to forget which exercise should be performed and how, before starting the game you need to prepare diagrams (operational cards). An adult and a child together draw a diagram for one of the exercises, for example: After 2-3 diagrams have been prepared (or 4-5, depending on the child’s capabilities), the adult places one of them in front of the child and asks him to do what is shown on it. . After the child learns to “read” the diagram (and this may take several lessons), the adult invites him to master the second diagram. Then the child is asked to complete the sequence of the first and second exercises, etc.

Game "Ride the doll" Helps relieve muscle tension in the arms and increase the child's confidence. The child is given a small doll or other toy and told that the doll is afraid to ride on the swing. Our task is to teach her to be brave. First, the child, imitating the movement of a swing, slightly shakes his hand, gradually increasing the amplitude of movements (movements can be in different directions). Then the adult asks the child if the doll has become brave. If not, then you need to tell her what she must do to overcome her fear. The game can be repeated several times.

Puzzle game Develops the child's communication abilities. First, the child is asked to assemble one or more puzzles (“Tangram”, “Pythagorean Square”, “Fold the Square”, etc.) Then one piece is quietly removed from the box. A child puts together a familiar puzzle and suddenly discovers that one piece is missing. He turns to an adult for help. If the child is not yet ready for this kind of communication, an adult can help him: “I have this part. If you need it, you can ask and I will give it to you.” The acquired skill is consolidated gradually, with each repetition of this game, and then transferred to other types of activities.

Game "Mushroom Picking" Teaches how to select objects according to a pattern. For this game you need mushrooms with multi-colored caps (red, yellow, white, brown), and baskets for collecting mushrooms. Children sit in a circle, the teacher-psychologist lays mushrooms of two colors (for example, yellow and red) on the floor, takes two baskets and puts a mushroom with a red cap in one of them, and a yellow one in the other. Then he gives the baskets to two children (one basket each) and asks them to collect the same mushrooms in them. Children collect, and others watch their actions. Then the players show what they have collected in the basket, and the result is summarized in the words: “All red”, “All yellow”.

Game "Get the car" Teaches you to understand the conditions of a practical problem and look for solutions in the environment. For this game you need a winding machine and a stick. The teacher-psychologist starts the car, and it seems to accidentally slide under the cabinet so that the child cannot reach it with his hand. The teacher-psychologist asks the child to take out the car and play with it. The child must solve a practical problem: use for this purpose a stick that is not in his field of vision (the stick lies on the windowsill). If a child tries to do this with his hand, there is no need to stop him. Let him be convinced that this is impossible. Then the educational psychologist says: “Let’s look for something that will help you.” If necessary, you need to point to the stick. At the end of the game, you can remind the child: “You must always look for some object that will help you get the toy.”

Game "How to get it?" Teaches how to solve problems in a figurative way. For this game you need a picture depicting a glass jar containing carrots, pictures depicting implements (forks, nets, sticks, spoons). The teacher-psychologist lays out all the pictures in front of the child, asks them to look at them carefully and tell him how to get a carrot for the bunny. The child must choose a picture depicting a suitable tool. In case of difficulty, you can create a real situation and check the properties of the selected weapon.

Game "Magic Basin" Develops olfactory and gustatory perception. Children sit in a circle. The educational psychologist says: “Imagine that in front of each of you there is a small basin on the floor. It is not simple, but magical: whatever we want will appear in the basin. Let's assume that there is honey in the basin. Remember how golden, transparent, tasty, sweet it is. Slightly tilt the basin towards you: is the honey liquid or thick? Look. See how it slowly drains? Imagine the smell of flowers, blooming trees. Do you remember the smell of honey? Dip your finger into your magic basin and take a little honey. Do you see how it flows slowly, in a heavy stream down your finger? Do you want to try it? Try it." At the request of children, “magic basins” can be filled with any objects: living and inanimate, real and fabulous.

Game "Mystery bags" Develops olfactory perception. Children sit in a circle. The teacher-psychologist offers children 4 bags containing: a bar of soap, a head of garlic, mint leaves and dried strawberries. The task for the children is to guess whose scent is hidden in the bag.

Game "Flower Shop" Develops olfactory and visual-figurative perception. The teacher-psychologist asks the children to imagine that their room has turned into a flower shop, asks them to walk around it, mentally arranging various flowers (roses, lilacs, chrysanthemums) and remembering their location. The task is to collect a bouquet for mom and describe it. When talking about each flower, remember its color and smell. To make this task more effective, children are advised to visit the flower shop in advance.

Game "Fingers of Recognition" Develops tactile and visual perception. 2-3 objects, different in shape and size, are placed on the table. The child explores objects by running his finger over them. At the same time, he either looks at these objects or turns away from them. At the moment when the child turns away, he should recognize this or that object by touch. You can complicate the task by asking the child to find out who approached him with his eyes closed (using his fingers).

Game "Goat" The inner side of the palm is down. The index finger and little finger are placed forward and move in different directions. The middle and ring fingers are pressed to the palm and clasped around the thumb (Fig. 1)

A horned goat is following the little guys.

Game "Wasps" Expose middle finger, hold it between the index and ring fingers, move them in different directions (Fig. 2).

Wasps love sweets and fly to sweets. And the wasps will bite if they want.

Game "Crab" Palms down, fingers crossed and down. Thumbs pointing towards you. Move your palms on your fingers in one direction, then in the other (Fig. 3).

The crab crawls along the bottom with its claw outstretched. Rice. 3

Game "My Family" Alternately bend your fingers to your palm, starting with the thumb, and with the words “Here comes the whole family,” grab the bent fingers with your second hand (Fig. 4).

Here is grandpa, here is grandma, here is daddy, here is mommy, here is my baby, and here is the whole family.

Game "Press your finger" There are two players in the game. The players interlock the bent fingers of their right hands, forming a small “platform”. At a certain signal, for example: “Start!”, one of the participants puts his thumb on the “platform”, and the second participant must catch it from above with his thumb. Then the participants change roles (Fig. 5).

Game "Propeller" The player places a pencil between straight fingers: index, middle and ring. At the signal “Start!” the pencil is passed from finger to finger, and you cannot help with your thumb (Fig. 6). The winner is the one whose propeller spins faster and “does not break,” that is, whose pencil does not fall.

Exercises for the hands, palms and fingers 1. Place the pads of the four fingers of your right hand at the bases of the fingers of your left hand on the back of the palm. Using dotted movements, move the skin 1 cm back and forth, gradually moving towards the wrist joint (dotted movement). Do the same for the other hand. 2. Place the hand and forearm of your left hand on the table. Using the edge of the palm of your right hand, imitate sawing in all directions on the back of your left palm (straight-line movement). Do the same for the other hand. 3. Place the hand and forearm of your left hand on the table. With your right hand, massage the back of your left hand. Do the same for your right hand. 4. Move the knuckles of your right hand clenched into a fist up and down the palm of your left hand (straight-line movement). Do the same for your right hand. 5. Using the phalanges of your fingers clenched into a fist, make movements according to the “gimlet” principle in the palm of the hand being massaged. Switch hands. 6. Self-massage of fingers. Place the hand and forearm of your left hand on the table. With the bent index and middle fingers of your right hand, make grasping movements on the fingers of your left hand (straight-line movement). Do the same for your right hand. 7. Make movements as when rubbing frozen hands. 8. Pad thumb place your right hand on back side massaged phalanx of the left hand finger. The remaining four fingers of the right hand enclose and support the finger below. Massage with spiral movements. Do the same for your right hand.

Exercise “Swimming in the clouds” Promotes relaxation and development of imagination. The psychologist gives the children the following instructions: Children, lie down on the floor and find a comfortable position. Close your eyes. Breathe lightly and slowly. Imagine that you are in nature, in a beautiful place. Warm, quiet day. You are pleased and you feel good. You are absolutely calm. You lie down and look up at the clouds - big, white, fluffy clouds in a beautiful blue sky. Breathe freely. As you inhale, you begin to gently rise above the ground. With each breath you slowly and smoothly rise towards a large fluffy cloud. You rise even higher to the very top of the cloud and gently sink into it. You are now on top of a big fluffy cloud. You are sailing with him. Your arms and legs are spread freely to the sides, you are too lazy to move. You are resting. The cloud slowly begins to descend lower and lower with you until it reaches the ground. Finally, you stretched out safely on the ground, and your cloud returned to its home in the sky. It smiles at you, you smile at it. You are in a great mood. Save it for the whole day.

Sania ARYUKOVA, educational psychologist, Lilia PUSHKINSKAYA, physical education instructor, preschool educational institution No. 122, Astrakhan

Nomination " Methodical work at preschool educational institution"

Summary of an individual correctional and developmental lesson by a teacher-psychologist with a child of senior preschool age 5 years old with mental retardation.

Lesson objectives:

• Activate cognitive mental processes (attention, perception, logical thinking).
• Develop gross and fine motor skills, hand-eye coordination.
• Develop sensory skills (color, shape, size).
• Learn to coordinate speech with movements.
• Develop the ability to cooperate and interact positively with adults.
• Cultivate cognitive interest.
• Introduction to artistic creativity.

Integration of educational areas:artistic and aesthetic development, cognitive development, social and communicative development, speech development, physical development.

Equipment and materials:

• Soft toy "Bear".
• Labyrinth "Sliding figures".
• Cuisenaire colored counting sticks.
• Album-game “Magic Paths”.
• Record player.
• CD “10 mice” by E. Zheleznova.
• Tops (plastic, wood, paper).
• Water coloring book "Animals".
• Jar of water, brush No. 5.
• Balancer with three balls.

Methodical techniques:organizational moment, conversation, elements of experimentation, work with manuals, didactic games, speech games, elements of self-analysis, conclusions, lesson outcome.

Lesson duration: 25 minutes.

Age Range: child with mental retardation, 5-6 years old.

Expected Result:Strengthen the skills of active listening, positive interaction with adults, color differentiation, size. Stimulate cognitive interest and interest in artistic creativity.

Progress of the lesson

Organizing time

The meeting with the child takes place in a group. I invite him to visit me. I bring the child into the office. Mishka is sitting at the table. I draw attention to Mishka:

Look who's greeting us? ( bear). He prepared interesting tasks for us. He couldn't cope on his own. Cunningly looks at us like that, wondering if we can handle it. What do you think? Shall we help him figure it out? ( Let's help).

I invite the child to sit down. I draw your attention to the labyrinth on the table.

1. Didactic exercise"Sliding Figures"

Look what a mess it is. All colors are mixed. Can we help Mishka figure it out? ( Let's help). Show the bear the shapes of red, yellow, blue, green, orange. Well done! Now move the pieces from one track to another. First with one hand. And now with both hands at the same time. Smart girl!

2. Didactic game"Fence"

Look what other task Mishka has prepared for us.

I put Cuisenaire’s wands and the “Magic Paths” game album in front of the child: the “Fence” task.

He wants us to help him build a fence. But the fence is not easy. Look at what parts it consists of? ( Child's answer). Well, let's help Mishka? ( Let's help).

Completing the task. Upon completion:

How do you think the fence turned out? ( Child's answer). Will Mishka like it? ( Child's answer). And I think so, it turned out to be a very good, beautiful, large fence - you will definitely like it. Now we will remove it, Mishka already knows how to build such a fence, then he will build it himself.

We remove the equipment.

3. Speech game"Our hands"

Let's rest a little and show Mishka how we can play.

I suggest you get up and go out onto the mat. I turn on the CD.

First, let's prepare our hands...

Where are our pens? - 3 times (arms extended forward, turn hands right - left).
We don't have our pens! (Hide your hands behind your back).
Here, here are our pens! (One hand forward - flashlight).
Here are our pens. (Second hand forward - flashlight).
Our hands are dancing, dancing. (Shake your arms above your head).
Our hands are dancing. (Shake your arms below).

Smart girl, look - and Mishka is glad that you did it.

4. Exercise with tops

I suggest you sit down again; the tops are prepared on the table.

Look what else Mishka came up with: he wants us to launch tops for him. Right hand first. Then left. And now with both hands at the same time. Try to launch as many tops as possible. What a great guy you are!

5. Exercise “Color with water”

So, what does Mishka have here?

I take out water coloring, a jar of water, and a brush.

Yes, there is Mishka himself, only he is kind of sad, ugly, black and white. Shall we help him have fun? ( Let's help). Let's color it.

Color the image of the bear with water.

Wow, what a beautiful Mishka turned out. Do you like it? ( Like). Now what is Mishka? ( Funny).

6. Exercise on the balance beam “Roll the balls”

The bear is so happy that he wants to show us something interesting.

I bring the child to the balance beam with the help of a toy.

Wow, let's show Mishka what we can do? ( Yes).

Performing an exercise (rolling balls on a balance beam).

7. Summing up

Mishka thinks that you did a great job with all the tasks. I think he learned a lot from you. What did we do for Mishka today? (Child's answer). The bear was happy to play with you. Now it's time for us to return to the group. Goodbye, Mishka!