Individual route for accompanying a child with mental retardation. Individual educational route for a preschooler How to make an individual educational route in a preschool
Municipal autonomous preschool educational institution
"Kindergarten No. 57"
Engelssky municipal district of the Saratov region
REVIEWED AND ACCEPTED
Individual educational route
pupil of a preschool educational institution
Compiled by: Pysina Svetlana Alexandrovna
Teacher of MADOU "Kindergarten No. 57"
Engels 2018
F.I. child Rodion S.
for the 2018 – 2019 academic year.
Age group eldest No. 5 Date of birth 12/28. year 2012
Educators:
Educational area | Beginning of the year (September) | Mid year (December) | The end of the year (May) |
| 1, + | ||
| |||
1,2+ | |||
1,45+ | |||
| 1,2+ |
Criteria:
from 2.6 to 3 – formed
Legend:
Formed; + - partially formed; + - not formed.
Educational field "Speech development"
Problem : Vocabulary is poor. Errors in inflection (in education plural nouns in the nominative and genitive case, agreement of nouns and numerals) and word formation (formation of words, relative and possessive adjectives etc.). Coherent speech is poorly formed. Experiences difficulties in composing a story based on a series of plot pictures. Can't post pictures that make sense. Does not compose a story of 3 or 4 sentences based on leading questions.
Task : enrich, expand and activate vocabulary based on deepening ideas about objects, phenomena and events of the surrounding reality; practice using plural nouns (according to the “one - many” principle) and forming the genitive form of plural nouns (what is not?) with a preposition; Make simple common sentences. Learn to ask questions and answer questions with complete answers. Learn how to write descriptive stories lexical topics. Work on dialogical speech (using literary works). Teach the retelling of short stories and fairy tales (literal and free retelling).
Frequency of classes:Once a week on Monday. morning
Month/ date | Target | Responsible | Interaction with parents |
|
8.10 | D/i “Choose a word” | Goal: continue to develop word formation skills and selection of related words. | Wake up tatels | Consultation “Articulation gymnastics – the first and necessary step on the path to clear pronunciation” |
22.10 | “Who knows how to do what.” | choose verbs denoting the characteristic actions of animals and include them in the story | Wake up tatels | |
12..11 | Did. game "Change the word" | Practice forming nouns with a diminutive meaning. Practice diction. | Wake up tatels | Consultation "What is the tongue like?" |
26.11 | Exercise “Repeat after me” | Purpose: to encourage students to memorize lines of poems. | Wake up tatels | |
10..12 | Did. game "Finish the word" | Develop children's ability to divide words into syllables. | Wake up tatels | Consultation “Developing speech with the help of tongue twisters” |
24..12 | Didactic game “What sound is missing?” | Improve children's sound analysis skills. | Wake up tatels | |
29.12 | Exercise “Name the first sound of the word” | learn to name a word, highlighting the first sound and the sound in isolation | Wake up tatels | |
12.01 | Game exercise "One-many" | practice forming plurals and correct use words in the genitive case; match words with definitions and actions | Wake up tatels | Consultation on “features of using finger games as a means of speech development” |
19.01 | D/I “And I would...”. | Development of creative imagination, teaching free storytelling | Wake up tatels |
Individual educational route for a preschool student
F.I. child Nastya O.
for the 2018 – 2019 academic year.
Age group eldest No. 5 Date of birth 04/17. year 2013
Date of compilation of the educational route:September 2018, January 2019
Educators:
results pedagogical diagnostics on mastering OOP DO:
Educational area | Beginning of the year (September) | Mid year (December) | The end of the year (May) |
| 1, + | ||
| 1,09+ | ||
| |||
| 1,55+ | ||
| 1,9+ |
Criteria:
From 1 to 1.5 – not formed;
from 1.6 to 2.5 – partially formed;
from 2.6 to 3 – formed
Legend:
Formed; + - partially formed; + - not formed
Implementation of the educational route:
Educational field "Cognitive development"
Problem: Difficulty in ordinal counting within 8; finds it difficult to name shapes: rectangle, triangle, square, circle, oval. does not compare them; uncertainly navigates a limited area: a sheet of paper, a table surface, a page of a notebook, a book; does not use the concepts before, after, earlier, later, at the same time in speech, has difficulty determining the sequence of months, has difficulty determining time relationships (day, week, month).Has no idea about
objects, does not know how to identify the properties and quality of objects, concepts in the classification of objects are difficult, names professions with the help of an adult, does not know how to establish cause-and-effect relationships.
Task: Show the formation of numbers within 6. Introduce numbers from 1 to 6. Develop basic counting skills using learned numbers. Enrich existing understanding of quantitative relationships: compare two groups of objects and talk about the results of the comparison. To develop an understanding of the quantitative and ordinal meaning of a number. Enrich ideas about geometric shapes: rectangle, triangle, square, circle, oval and their properties (angles, sides). . Develop basic spatial orientation. Promote understanding spatial characteristics. Determine and denote in words the location of objects relative to one’s own body, the spatial arrangement of objects relative to each other. Enrich temporal orientations. Expand your understanding of the seasons and parts of the day. Learn to identify special features of geometric figures using visual and tactile-motor analyzers. Give ideas about objects, highlight the properties and quality of objects, name the professions of adults
Frequency of classes:2 times a week on Tuesday
Month/ date | Target | Responsibility vein | Interaction with parents |
|
9.10 FEMP | D/i “Who has the same amount” | remind children how to form the numbers 4 and 5; strengthen counting skills within 5 | Wake up tatels | Memo “The originality of teaching the elements of mathematics at home” |
9.10 | "Find a Pair" | Continue to introduce the characteristics of objects, improve the ability to determine their color, shape, size, weight. Develop the ability to compare and group objects according to these characteristics | Wake up tatels | |
16.10 | Didactic game “It happens - it doesn’t happen” (with a ball) | develop memory, attention, thinking, reaction speed | Wake up tatels | |
23.10 FEMP | D/i “Don’t make a mistake” with the ball | Wake up tatels | ||
30.10 | Didactic game “Smart machines” | strengthen children's ability to navigate modes of transport by describing its signs. Develop observation and attention. | Wake up tatels | |
6.11 FEMP | "Parts of the Day" | exercise the girl in distinguishing the parts of the day | Wake up tatels | Play the game “Who can find the most numbers in the environment?” adult or child. Offer to play the game “What number is missing?” |
6.11 | D/i “Who loves what” | develop and consolidate children’s ideas about wild and domestic animals and caring for them | Wake up tatels | |
20.11 FEMP | D/I “Find the object” | learn to compare the shapes of objects with geometric patterns | Wake up tatels | |
27.11 | Guess what's in your hand? | : strengthen children’s ability to name vegetables and fruits by touch; develop tactile memory, attention | Wake up tatels | |
4.12 | “Divide objects into groups” | improve the ability to determine the color, shape, size, weight of objects. Develop the ability to compare and group objects according to these characteristics. | Wake up tatels | Consultation " Math games at home" |
11.12 FEMP | Didactic game: “Pick a figure” | strengthen the ability to distinguish geometric figures: rectangle, triangle, square, circle, oval. | Wake up tatels | |
18.12 | Didactic game “Who has who” | consolidate knowledge about animals, develop attention and memory. | Wake up tatels | Consultation “Formation of temporary concepts in children” |
25.12 FEMP | D/I Divide the figures | Developing the ability to compare geometric shapes with each other, classify based on size, the ability to correlate numbers with the characteristics of formed groups, and explain your choice. | Wake up tatels | |
8.01 | Didactic game “When does this happen?” | consolidate children's knowledge about the parts of the day, develop speech and memory | Wake up tatels | Consultation" Teaching preschool children to count" |
15.01 FEMP | Find the extra figure | Goal: Development of the ability to compare geometric shapes with each other, identify a shape that is different from others | Wake up tatels | |
22.01 FEMP | Name it in one word | Development of the ability to name geometric figures of the same type with a general word | Wake up tatels | Conversation “Teach to distinguish between right and left hands” |
Individual educational route for a preschool student
F.I. child Misha E.
for the 2018 – 2019 academic year.
Age group eldest No. 5 Date of birth 10/18/2013
Date of compilation of the educational route:September 2018, January 2019
Educators:
Results of pedagogical diagnostics for mastering OOP CE:
Educational area | Beginning of the year (September) | Mid year (December) | The end of the year (May) |
| 1,8 + | ||
| 1,63+ | ||
| 1,5+ | ||
| 2,0 + | ||
| 1,9+ |
Criteria:
From 1 to 1.5 – not formed;
from 1.6 to 2.5 – partially formed;
from 2.6 to 3 – formed
Legend:
Formed; + - partially formed;+ - not formed.
Implementation of the educational route:
Educational field “Artistic and aesthetic development
Problem : When coloring, he presses hard on the pencil and goes beyond the outline of the drawing. Does not know how to arrange images throughout the sheet. There are difficulties: in the depiction of objects, in the compositional arrangement. The techniques of cutting a circle from a square, an oval from a rectangle are not sufficiently developed, does not use means of expression, and does not show creativity. Experiences difficulties in conveying the expressiveness of an image in sculpting, sculpting human and animal figures in motion, sculpting small details.
Objective: Continue to develop children's interest in visual arts. When conveying the plot, help the child arrange images on the entire sheet in accordance with the content of the action and the objects included in the action.
Continue to develop in children the ability to draw individual objects and create story compositions, repeating the image of the same objects and adding others to them (sun, falling snow, etc.). Teach children to paint over drawings with a brush or pencil, drawing lines and strokes in only one direction (top to bottom or left to right); Reinforce the modeling techniques mastered in previous groups. Develop the ability to hold and use scissors correctly. Encourage activity and creativity.
Frequency of classes:Once a week - Wednesday,
Month/ date | (names of games, exercises, etc.): | Target | Responsibility vein | Interaction with parents |
10.10 | Kitty | consolidate the ability to sculpt animals, conveying the shape, structure and size of the parts. Practice using a variety of modeling techniques. Learn to convey simple movements of a figure. Develop the ability to examine created animal figures and note their expressiveness | Wake up tatels | Consultation "Finger games and exercises" |
17.10 | "Cut out an oval" | consolidate the ability to cut out ovals from paper folded in half, with rounded corners. | Wake up tatels | Conversation “Teach your child to cut” |
7.11 | "Bunny" | Strengthen the child’s ability to sculpt animals, conveying the shape, structure and size of the parts. Practice using a variety of modeling techniques. Develop the ability to examine created animal figures and note their expressiveness | Wake up tatels | |
14.11 | "Carrot for the bunny." | learn to cut a carrot from a rectangle by cutting off the corners. | Wake up tatels | Memo for parents “How to teach a child to hold a pencil and brush correctly” |
28.11 | “Who did Emelya catch in the hole?” | learn to draw an oval shape with paints | Wake up tatels | Consultation “Drawing with children” |
5.12 Fig. | Didactic game "Make a landscape." | Develop compositional skills; the ability to create a composition on a specific topic (landscape); highlight the main thing, establish a connection, arrange the image in space. | Wake up tatels | |
19.12 App-i | “Let’s help the squirrel prepare mushrooms for the winter.” | Teach children to cut corners with scissors, rounding them | Wake up tatels | |
9.01 Fig. | D/i "Find out and complete the drawing." | develop a sense of symmetry; discover the level of knowledge in choosing the color of an object and its subsequent shading | Wake up tatels | |
23.01 App-i | Application “Pattern on a cup”. | Develop a sense of color, a desire to decorate a shape with a pattern, and be able to carefully glue circles onto a finished shape. | Wake up tatels |
IN real life educational programs are mostly aimed at average level development of the pupil, therefore, each child, due to his uniqueness and originality, try to reveal his internal potential and it is not easy to achieve full personality development within the narrow framework of average patterns. The contradiction that has arisen confronts teachers with the task of organizing individual route training within the framework of the Federal State Educational Standard for the realization of the intellectual and creative potential of every preschooler.
Individual educational route for a preschooler as determined by the Federal State Educational Standard
Individual approach to the child’s personality - basic principle Federal State educational standard. The principle of priority of the child’s interests was defined by the researchers as “being on the child’s side.” The reason for the difficulties experienced by a child in development should be sought both in the personality of the child himself and in the adults around him, who are directly responsible for the social environment in which he grows up. small man. In real life, the child is often the only one on his side. At the same time, he often turns out to be helpless and defenseless in the face of circumstances, so it is important in any problematic situation to hear the child, understand and help him.
The foundation of the modern standard of preschool education was based on the principle of pedagogy of an individual approach and the developmental concept of education. Indicated in the following paragraphs:
- clause 1. 6. - formulation of tasks that concentrate around the creation of optimal conditions for the formation and development of the child’s personality, as well as the disclosure of his creative potential in accordance with his age, psycho-emotional and physiological characteristics, individual abilities and inclinations, specifics social environment. The child is considered as a valuable subject of relationships with himself, the people around him and the outside world.
- clause 1. 4. - contains the principles of the Federal State Educational Standard, the key of which is the provision on the implementation of an individual approach to the educational needs of each child.
- paragraph 2. 10. 2. - the methods of organizing and coordinating children's initiative and spontaneous activity in the spirit of creative activity are clarified.
- clause 3. 2. 1. - professional selection of forms and methods pedagogical work, relevant to the age and individual needs of the child.
- clause 3. 2. 3. - patronage of the child, development of an individual development roadmap, pedagogical and psychological correction of identified problems.
- paragraph 3. 2. 5. - a developmental concept of education aimed at the short-term development of the student.
An individual approach refers to the management of a child’s development, based on a deep, multifaceted study and understanding of the complexity of his inner world and social conditions of life.
Identification of capable children is carried out on the basis of observation, communication with parents, study of individual characteristics
The principle of individual approach pedagogy is not to change the content of education in the interests of a particular child, but to adapt pedagogical methods and techniques to his personal characteristics. For the educational process to be successful, it is necessary to take into account the difficulties that the child experiences and the pace at which he acquires knowledge, skills and abilities. In this case, a model of fruitful partnership between a child and a teacher is being implemented, since the child and parents retain the right to choose the most suitable educational methods from those proposed by specialists.
An individual educational route is a personal way to realize the intellectual, emotional, spiritual potential of a preschool child’s personality. The goal is to create favorable conditions that stimulate activity and the development of the child’s creative and intellectual powers. The teacher’s task is to ensure competent professional selection of the content of educational, psychological and physical activity, as well as forms and methods of work that meet the individual needs of the child.
Video: individualization of preschool education
Criteria that determine the objectives of an individual development strategy:
- the current level of development of the child’s abilities;
- the degree of his readiness for educational activities;
- individual educational goals and objectives for the near future.
IOM tasks, review and approval procedure
Individual educational routes are designed:
- for problem children who experience difficulties in the process of mastering general educational program for preschoolers and in need of correctional assistance from specialists;
- for pupils with disabilities, disabled children;
- for gifted children with a level of ability exceeding average regulatory educational standards.
Leading tasks of an individual educational route:
- provide support and assistance in self-development and mastering the preschool education program;
- to form in the child an initial level of learning ability, i.e. teach him to understand the educational task, plan his educational activities, concentrate on completing the exercise, develop self-discipline and volitional qualities;
- develop and improve movement coordination skills, development of gross and fine motor skills;
- to form and consolidate general cultural, everyday, hygienic, communicative foundations of behavior;
- accustom the child to manipulative-objective, sensory, practical, play activity, develop skills in the productive field (drawing, modeling, appliqué);
- develop speech - emotional intonation, grammatical structures, speech mechanisms;
- generate knowledge about natural environment and the world of social relations;
- form ideas about spatio-temporal and quantitative categories.
Methodological tools that are used in the passage of an individual development trajectory:
- role-playing and outdoor games, classes in the form of conversation and dialogue, reading and discussion of literary works, small improvisation sketches that enhance the emotional component of information perception;
- psychological trainings and game exercises that help relaxation, neutralize fears, reduce anxiety and aggression, improve behavioral sphere, as well as social and communication skills;
- exercises to develop thinking, imagination, speech, memory;
- use of art therapy techniques (treatment with art, fairy tales, doll making).
Development and adoption of the IOM
To create an individual educational route, it is first necessary to conduct a diagnostic study to find out the level of psycho-emotional, intellectual, communicative, social and physical development of the child. The diagnostic results are presented to the teachers' council, which subsequently recommends that the children be examined by specialists from the PMPK (psychological, medical and pedagogical council).
The council compiles a list of children for whom the development of an individual educational plan work.
Main stages, structure and content of IOM
A team of educators, in collaboration with specialized specialists, thinks through the content component of the plan. A calendar plan is filled out indicating the elements of pedagogical technology and a list of methodological techniques for achieving the set educational goals.
Basic principles for designing an individual plan:
- Developing a child's learning abilities.
- Continuity and consistency. A team of specialists accompanies the child throughout the entire individual route project until the problem is resolved.
- Refusal of average assessment templates, development of an individual rating scale for each child based on the results of diagnosing the level of his capabilities. In ordinary life, this means that the teacher tries not to use the practice of straightforward “judgment” or “labeling”, comparing the child’s achievements with the generally accepted “norm”. The very concept of “norm” is not perceived as compliance with an average or standard level obligatory for all children, but is interpreted as the best level that a particular child can show in a particular situation. A result that for one child will be regarded as a success, for another, based on his personal level of ability, will be considered a failure. Such a humane approach will allow you to “save face” and self-esteem, and develop self-confidence.
- The beneficial influence of the children's subculture, the enrichment of the child's inner world with informal traditions of the children's environment, forming and strengthening their own experience of a full-fledged childhood. It is important to create an atmosphere of positive emotions that will help overcome tension, anxiety and wariness.
Educational games are used in individual work by a teacher-defectologist, educators for the purpose of correcting emotional and volitional disorders, developing logic, perception, substitution actions, motor skills and perception of colors, ideas about the surrounding world
Stages of educational activities according to an individual plan
- Observation, identification of the level of formation of psychological, social and intellectual qualities of a preschooler’s personality, necessary for his productive activity in any educational field. The observation stage assumes an indifferent approach of the teacher, a position of non-interference when observing the child.
- Diagnostics of the starting volume and qualitative characteristics of specific subject knowledge, skills and abilities. Specialists conduct tests during which problem areas and “success zones” are identified.
- Building a personal plan for corrective work for the near future (up to 1 year with mandatory intermediate monitoring every 3 months) based on “success zones”, individual selection effective methods and techniques of pedagogical work.
- Active activities to implement an individual route: conducting classes, conversations with parents, homework.
- Analytical stage - summing up, evaluating the results obtained: demonstrating the results of the student’s work in the form of a presentation or exhibition of crafts, speaking to children and adults. In this way, the feedback mechanism with others is activated, and the problem of socialization of students is solved. The results achieved, whether reproductive knowledge or creative projects, are compared with the planned tasks specified in the individual schedule or general education curricula.
To develop harmonious relationships with people around you and solve socialization problems, the following methods will be useful:
- didactic and role-playing games which will introduce the child to the traditions of other peoples and will contribute to the formation of a respectful attitude towards people of other nationalities and cultures;
- reading fairy tales of the peoples of the world, getting acquainted with the folklore (songs, dances, games, holidays) of the peoples of Russia;
- collective outdoor games for fresh air, holidays and concerts, exhibitions of crafts;
- discussion in a confidential conversation of situations that occur in real life and cause children difficulties in understanding or contain a moral context;
- arbitrary creation of situations that will pose the question of choice and necessity for the child to perform an action;
- holding photo exhibitions in which there is a place for photographs of each baby.
Predicted result:
- achieving social comfort and awareness;
- improving communication skills;
- decreased level of emotional instability, aggressiveness, increased self-control;
- development of self-awareness, a sense of significance and value of one’s own personality;
- formation of self-esteem close to adequate.
Criteria that allow us to assess the degree of success of a preschooler in social and personal growth:
- the ability for self-esteem is formed, the “little man” tries to speak honestly about himself and admit his shortcomings;
- ideas about moral and ethical values have been developed, the baby shares and understands “what is good and what is bad”;
- the conscious need to adhere to moral standards behavior, the child has a desire to “be good” and see the positive reaction of people around him to his behavior;
- the child is able to communicate easily and naturally with other children or adults;
- a feeling of empathy and compassion awakens, a sincere desire to help elders, peers or children arises;
- the pupil builds relationships with other children on the basis of mutual understanding and respect, resolves conflict situations with dignity;
- ideas about safe behavior in everyday life, on the street, and at play have been formed.
- Introductory part, which records general information about the child and his family, reasons for developing an individual plan, goals and objectives educational work, schedule and form of classes.
- Registration of data from a diagnostic study of a preschooler, planned monitoring materials, which allow for an in-depth analysis of the symptoms and causes of developmental disorders, to give an objective assessment of the child’s level of development and to plan correctional activities to overcome difficulties.
- A schedule of therapeutic and recreational activities, which includes the distribution of physical activity and procedures for hardening the body.
- A plan of individual lessons, including mandatory integration with educational activities common to all children.
- A report on the implementation of an individual roadmap indicating the topic, content, the result of the lesson and conclusions about the necessary improvements.
- An observation sheet is filled out that displays the dynamics educational process and helps to make timely changes depending on the results of intermediate control, as well as to determine the choice of optimal forms of pedagogical work to increase efficiency educational activities baby.
- Assessment of student achievements in implementing an individual route. It is recommended to conduct control tests at the end of each thematic block, i.e., at regular intervals of three months.
- Recommendations and advisory assistance to parents.
General developmental elements of gymnastics, as well as various outdoor games, are very popular with children and contribute to mental, psychomotor and emotional development preschoolers
Sections of the educational route
There are several important sections for developing an individual educational route for a preschooler, which will be discussed further.
General information about the child and family
It is indicated where he came from (family or transferred from another preschool), whether he constantly attended the preschool, if there were long breaks, then indicate the reason. Mark the level of adaptation of the pupil in new conditions on a five-point scale.
Family composition: indicate all family members with whom the student lives.
Describe the type of family:
- prosperous - a stable, strong family with a decent cultural level of upbringing;
- dysfunctional - has a low level of pedagogical awareness, the baby is deprived of parental care and attention, the conflictual emotional atmosphere in the family traumatizes the child, gives rise to psychological complexes, and is used against the child physical methods impact.
Which adult is raising the child?
The child’s relationship style with adult family members:
- authoritarian - strict dictatorship and suppression of freedom, humiliation of the child’s dignity;
- control and guardianship - restriction of independence, protection from worries and problems, “greenhouse conditions”;
- connivance - indulging the desires of the child, spoiling the child with the passivity of adults;
- respect and cooperation - help and support, experiencing difficulties together.
Appearance. It is necessary to note manners, gestures, describe the features of facial expressions, gait and posture, the degree of accuracy and grooming.
“Puppet therapy” is the correction of children’s problems using puppet theater: children perform sketches with dolls according to specially developed scenarios that reflect the individual problems of a particular child
Somatic health
Health group, presence of chronic diseases, appetite characteristics, whether the habit of daytime sleep has been developed, whether the baby suffers from enuresis.
Motor skills:
- general motor skills correspond to the age norm or there are disturbances in motor coordination;
- indicates the range of fine motor skills with characteristics of coordination, pace and volume of motor functions of the hand, left-handed or right-handed.
Cognitive skills
Attention - the ability to concentrate and maintain attention, qualitative characteristics (voluntary, involuntary).
Memory is the speed of memorization, the amount of material that a child is able to reproduce by heart or retell independently from memory, which type of memory (auditory or visual) is dominant.
Thinking:
- degree of understanding of spatial references (above, below, left, right, etc.);
- the ability to select a generalizing word for several homogeneous objects (furniture, vegetables, fruits, animals, etc.);
- the ability to highlight the main thing;
- skills in identifying the simplest cause-and-effect relationships (summer - hot, snow - winter, etc.);
- orientation in time parameters (day, night, year, month, etc.).
Scope of knowledge:
- primary knowledge about yourself and the world around you: knows your name, age, family members, residential address, names the signs of the seasons, has general knowledge about the animal and plant world in accordance with program requirements;
- development of design, drawing, modeling skills;
- level of proficiency in elementary mathematical concepts - ordinal counting skills, solving simple examples;
- skills of identifying and distinguishing shapes and colors.
A problem child especially needs positive emotions, adult support and understanding, and playing with water provides invaluable help in this regard.
Behavior during educational activities
Development of self-control, discipline, organization, determination and awareness of actions in the classroom.
Speech development
Sound characteristics, quality of pronunciation, vocabulary, grammatical organization and structure of speech.
Characteristics of the child's activities
- level of self-service skills;
- interest and personal activity demonstrated in gaming activities.
Features of character and behavior
- emotional portrait of a child - cheerfulness, depression, tearfulness, positivity, depression, calm or hyperactive, etc.;
- character traits, temperamental features - activity or passivity, aggressiveness or poise, confidence or timidity, prefers individual or collective forms of work;
- development of moral guidelines, culture of behavior and communication.
It is necessary to note personal preferences, the scope of the child’s creative or intellectual talent.
Sample for filling out general and diagnostic data in the IOM - table
| Full name of the student | |
| Date of Birth | |
| Mother's last name, middle name, age, education | |
| Father's last name, middle name, age, education | |
| IOM start date | |
| Reason for registration | Persistent failure to assimilate OOP of preschool education due to illness |
| Age at the beginning of correctional and developmental work | 4 years |
| IOM goals |
|
| Tasks |
|
| Number of classes per week | 5 lessons. |
| Forms of conducting | Game activity, Team work, conversations, observations, individual work. |
| Expected Result | |
| Form of work with parents | Consultations, workshop, interview, exchange of experience. |
| Diagnosis of child development | |
| Purpose of pedagogical monitoring | Summarization and analysis of information about the state of general development for assessment, planning of the correctional and developmental process (development of the IOM) and forecasting the final result. |
| Types and causes of difficulties (pedagogical symptoms) | Types of difficulties (pedagogical symptoms): |
| Reasons for difficulties: | |
| Physical development | |
| Somatic development | |
| Speech development | |
| Features of the development of cognitive processes | Memory: |
| Attention: | |
| Perception: | |
| Thinking: | |
| Contents of correctional work (activities of the teacher) | |
After diagnosing and determining the goals and objectives of the compiled route, the teacher and specialists determine which games, exercises and other activities will be used when working with the baby. This is also reflected in the IOM text.
An example of selecting forms of work with a preschooler according to an individual route - table
| Periodicity | Recommendations, forms of work with the student | Result of work |
| Daily | Pure talk. Finger gymnastics. Breathing exercises according to Strelnikova. |
|
| In one day daily | Didactic games of choice. Drawing with chalk on a blackboard, fingers, foam rubber. Modeling from clay, plasticine, plastic. masses. |
|
| 2 times per a week | Games for overcoming bronchopulmonary diseases “Train”, “Chickens”. | |
| 2 times per a week | Mathematical game “Fold the leaf”, “Dots”, “Dress the doll”, “Assemble a square of 5 parts”, “Pick up the key to the lock”, “Who can go through the maze faster”, “What is extra”, “Fold the square”, “Close door of the house", "Geometric shapes", "Cats", "Geom. shapes”, “Assemble a flower”, “Dress up a Christmas tree”, “Pick up a belt for a dress”, “Solving examples”, “Bee counting”, “How much”, “Samples for laying out”, “Guess it”, “Voskobovich square” , “Squirrel counting material.” | |
| 2 times per a week | Throwing exercises (game “Ring Throw”), “Reach the Flag”, “Gymnastic Wall”, etc. | |
| Daily | Lego construction. | |
| Daily | Outdoor games (“Snowball”, “Sly Fox”). Situational conversations, conversations on speech therapy topics, any group games of your choice. |
Productive joint activities of the student and the teacher, aimed at the successful implementation of an individual educational route, will allow for positive dynamics in the personal growth of the child. Such work will require a high level of teacher professional competence and performance, as well as personal interest in obtaining a good result.
Irina Sotskova
Development of an individual educational route for a preschooler
Dear colleagues, we present to your attention the material on compiling individual educational route for a preschooler.
In practice, the process of training and education is mainly focused on the average level of development of the child, therefore not every student can fully realize their potential. This poses challenges for educators, speech therapists, and psychologists preschool educational The institution's task is to create optimal conditions for the realization of the potential capabilities of each student. One solution in this situation is to draw up and implement (hereinafter referred to as IOM).
This is a personal way to realize the child’s personal potential (pupil) V education and training.
The main purpose of compilation individual educational route(IOM):
This is a creation in kindergarten conditions conducive to positive socialization preschoolers, their social and personal development.
Objectives for social and personal development baby:
Create a favorable subject-development environment for the social development of the child;
Organize unified system the work of the administration, teaching staff, medical staff of preschool educational institutions and parents on the social and personal development of the child;
Improve the teacher’s communication style with child: adhere to a psychologically correct communication style, achieve respect and trust of the student;
Create conditions for the development of a child’s positive attitude towards himself, other people, the world around him, and the communicative and social competence of children;
Develop in the child a sense of self-esteem, awareness of his rights and freedoms (the right to have his own opinion, choose friends, toys, activities, have personal belongings, use personal time at his own discretion)
The individual educational route is determined:
government order;
the needs and requests of parents;
individual functionality and the level of development of students;
possibilities of the preschool educational institution;
Individual educational routes are being developed:
For children who do not master basic general education program preschool education;
For children with disabilities, disabled children.
For children with high intellectual development.
Individual educational route includes basic directions:
Development of general and fine motor skills;
Development of cultural-hygienic and communicative-social skills;
Formation of the child’s activities (manipulative, sensory-perceptual, objective-practical, playful, productive), which include modeling, appliqué, drawing) and other types of productive activities.
Speech development (formation of the sensory basis of speech, sensorimotor mechanism, speech functions);
Formation of ideas about the environment (objective world and social relations);
Formation of ideas about space and time
Methods used in work:
Conversations, games, activities, reading fiction, sketches aimed at getting to know various emotions and feelings, with "magical" means of understanding;
Games, exercises and trainings that promote the development of emotional, personal and behavioral spheres (developing communication skills and improving relationships with others, relieving fears and increasing self-confidence, reducing aggression and weakening negative emotions)
Activities, games and exercises for the development of mental processes, (memory, attention, perception, thinking, imagination) ;
Art therapy techniques (puppet therapy, isotherapy, fairy tale therapy);
Relaxation psycho-gymnastic exercises (relaxation of the muscles of the face, neck, torso, arms, legs, etc.)
At developing an individual route we rely on the following principles:
The principle of relying on the child’s learning ability,
The principle of correlating the level of actual development and the zone of proximal development.
The principle of respecting the interests of the child. Another name for it is “on the child’s side.” Those educators must treat the child and his problems objectively! Always be on the child's side!
The principle of close interaction and coordination of the work of a “team” of specialists in the course of studying the level of child development (phenomena, situations);
The principle of continuity, when the child is guaranteed continuous support at all stages of assistance in solving the problem.
The principle of refusal of average rationing. The implementation of this principle involves avoiding a direct evaluative approach when conducting a diagnostic examination of the child’s level of development.
The principle of relying on children's subculture. Each child, enriching himself with traditions, norms and methods developed by the children's community, lives a full-fledged childhood experience.
Based on the analysis of the literature we studied, several stages of design were identified individual educational route
1. Observation stage.
2. Diagnostic stage.
3. Design stage.
4. Implementation stage
5. Final diagnostic stage.
Let's take a closer look at each stage
First stage of observation.
Purpose of the stage: identify group preschoolers experiencing difficulties: personal, regulatory, cognitive, communicative, psychomotor or complex. Based on the observation results, the table is filled in "Identification of groups preschoolers by difficulty»
Diagnostic stage. At this stage, a number of diagnostics are carried out jointly with an educational psychologist. The purpose of this stage is to identify the causes of the child’s difficulties. Based on the observation results, the table is filled in "Identified difficulties preschoolers and their reasons»
FI Identified difficulties causes Result (at the end of the accompaniment)
3. Design stage. Target stage: construction individual educational routes for preschoolers, based on the identified difficulties and the identified causes of these difficulties.
4. Implementation stage individual educational routes in the process of life preschoolers.
Individual educational route can be implemented in all types of activities, at any time, it all depends on the desire of the child, on his choice, self-determination.! Considering that the child’s leading activity is preschooler– a game for the teacher in implementation individual routes pedagogical technique helps "Mailbox", in which children find a letter addressed to a specific child with the symbols of the task.
At stage 5, the final diagnosis is carried out.
Purpose of the stage: identify the results of an action route(difficulty persisted or did not persist.
Expected result:
Development of social competence;
Development of communication skills;
Correction of anxiety, self-esteem (close to adequate);
Development of a sense of self-worth;
Correction of the child’s social and personal problems.
So way, thanks to the alignment individual educational development trajectories of children, we provide our students with equal starting opportunities when entering school.
Psychology and pedagogy
Individual route for accompanying a child with mental retardation
An individual development route for a child with mental retardation is a specially created comfortable learning environment to eliminate deficiencies in his development, professional support from all preschool and school specialists, and assistance from parents in difficult steps to master knowledge and accepted norms of behavior. The route for accompanying a child with mental retardation in preschool and school outlines the goals and objectives that are most accessible in this moment for the student, and determines the steps for their implementation.Deficiencies and resources of a child with mental retardation
Delay mental development is considered to be a slow pace of development of the child’s psyche. The causes of mental retardation lie in neurodynamic insufficiency, constitutional features, chronic somatic diseases, and family dysfunction. The consequence is the following developmental deficits:
immaturity of the central nervous system: weakness of inhibition and excitation processes, lag in the formation of systems of interanalyzer connections;
exhaustion of mental functions;
delay in the development of psychomotor functions;
low intellectual productivity;
insufficient volume, generality, objectivity and integrity of perception;
low memorization strength;
inability to use additional means of memorization;
emotional instability;
low level of arbitrariness of cognitive processes and behavior;
underdeveloped speech: delayed formation, limited vocabulary, agrammatism, difficulties in constructing coherent statements, difficulty understanding the meaning of words;
inertia of mental activity;
long period of receiving and processing information;
violations of spatial orientation;
desire to avoid difficulties;
lack of self-control.
Along with the listed disadvantages, these children have a good base of internal resources, which the individual development path of a child with mental retardation can implement:
- ability to use the assistance provided;
the ability to meaningfully perceive the plot of what is heard literary work;
ability to understand the conditions of a simple problem;
the ability to group objects and establish cause-and-effect patterns;
ability to understand educational material and carry out the task, guided by its pattern and purpose;
activity in searching for means to facilitate the completion of tasks;
interest in reading books and the ability to logically and scrupulously retell what you read;
the ability to show deep emotions about what you read;
interest in theatrical and visual arts;
desire for creative self-expression;
love of fantasies and their displacement of unpleasant life situations.
Individual correctional and developmental route for a child with mental retardation
A child with mental retardation who has entered a preschool educational institution is thoroughly studied by all specialists, and then an “Individual development and learning support card” is drawn up. For this purpose, “Diagnostic cards” are used individual development child."
Based on the map data, the preschool educational institution team draws up an “Individual Corrective Developmental Route” for the pupil for the entire period of his stay in kindergarten. The purpose of the individual route of a preschool child with mental retardation is to ensure the continuity of preschool and primary general education, developing in the pupil a functional basis for the formation of universal educational actions
The individual development route of a child with mental retardation determines:
1. Strategic development goal: to lay the foundations of knowledge about the world around us, to form speech, to give the simplest basic ideas about mathematics, to comprehensively develop mental processes.
2. Principles of the route. The most important of them
● the principle of an integrated approach to the diagnosis and correction of disorders.
It is based on the interconnected actions of all preschool specialists and parents. The psychologist develops the child’s skills of analysis and synthesis, comparison and classification, the speech therapist uses them in speech production, and the teacher and parents reinforce them in “social” situations.
● the principle of corrective-compensatory education
All actions of teachers prevent and correct violations using intact analyzers, functions and systems of the body, using modern special technical means, ICT, special organization training.
Each preschool educational institution specialist draws up his own “Individual correctional route for a preschooler with mental retardation.” Let's get acquainted with it using the example of the work of a speech therapist.
Individual speech therapy route for a preschooler with mental retardation
An individual route for a child with mental retardation in a preschool educational institution for speech development sets the goal: to improve his speech capabilities, taking into account all specific features. Let's consider the section of the speech therapy route “Coherent speech (monologue and dialogic speech)” for a child with mental retardation in the older group (5-6 years old).
| Tasks | Methods | The content of the work |
| Develop dialogical speech | Free conversation about yourself, family, friends, games |
Ask your child to draw what he likes to draw and then answer questions about the drawing: “What did you draw?” “Why did you draw this?” “What would you call your drawing?” |
| Form speech initiative and independence | Game "Zoological Museum" |
Invite the child to independently look at pictures of animals, come up with and ask educational questions on their own; then answer the adult’s questions about how he could help the animals |
| Develop the ability to speak on behalf of another character | "Game Dialogue" | Ask the child to independently come up with a dialogue between animate and inanimate objects |
| Develop the ability to conduct dialogue and comply with accepted norms of behavior | Game "Telephone conversation" | Voice to your child a list of telephone conversation etiquette rules and ask the two toys to voice their telephone conversation. |
Individual educational route for a child with mental retardation in a preschool educational institution
Using the strategic “Individual development route for a preschooler with mental retardation,” preschool teachers annually draw up a detailed program for the child’s education, or “Individual educational route for a child with mental retardation.” Its tactical steps comply with the recommendations of the Federal State Educational Standard of preschool education for children of early and preschool education with mental retardation and include:
●social and communicative development
●cognitive development
●speech development
●artistic and aesthetic development
●physical development
●sensory development
●knowledge of the surrounding world.
Teachers of preschool educational institutions determine the tasks and content of work with the child according to the “Individual educational route” in accordance with the AOOP preschool education for children of early and early childhood preschool age with ZPR
Let's consider the section “Physical Development”, the direction “Correction and Development of Psychomotor Functions” for a pupil with mental retardation middle group
| Tasks | Method | Content |
| Develop fine motor skills | Exercise “Pencil rolling” | A child rolls round pencils and pencils with edges in his hand |
|
Game "Icicle". Self-control of muscles based on contrast sensations. |
Ask the child to imagine that he is holding a cold icicle in his hands in winter: - muscles are tense; ask the child to imagine that he is holding an icicle in his hands in the spring - the muscles are relaxed. | |
| Optimize speech motor skills |
Different kinds hand massage Self-massage of hands using massage balls. |
Ask the child to imagine that he has a thread in his hands. |
|
Breathing exercise “Stretching the thread.” |
Pronounce vowel and consonant sounds in turn. Ask the child to repeat them with conditions. In response to a vowel sound, he opens his arms and stretches the “string”; in response to a consonant sound, he brings his hands together and squeezes the “string”. | |
| Restore the vestibular-motor system | Exercises "Jumping" |
Ask the child to perform a group of jumps 5 times: jump back - clench your fingers, jump forward - unclench your fingers. Ask the child to perform 3 jumps while simultaneously moving forward on one leg and clapping his hands. |
Individual route for a child with mental retardation at school
Graduates of preschool educational institutions with a diagnosis of mental retardation undergo a PMT before entering school. When violations are confirmed, inclusive schools organize special comprehensive support, the purpose of which is to compensate for deficiencies in the development of the cognitive sphere, correct specific personal characteristics, teach independent activity, controlling this process, and establish close cooperation with the child’s family. In the support system, an important place is given to the work of the school psychologist. He works with a schoolchild with mental retardation on the “Individual route of psychological correction.” The purpose of the route is, first of all, to provide the child with adaptability, to teach him to independently consciously maintain balance in his relationship with himself and the new school environment, and then, by regulating the processes of activity and inhibition occurring in the brain, to develop voluntary behavior and awareness of each educational step of his ward.
Individual educational route for a student with mental retardation
The individual educational route of a schoolchild with mental retardation is his own quest for knowledge, the “path of a hero”, overcoming many difficulties along the way, to a well-deserved reward, which in the future will be a matriculation certificate and the opportunity to obtain an interesting, in-demand, highly paid profession. The school council, taking into account the proposals of the PPMK and the requests of the child’s family, on the basis of the Federal State Educational Standard and the AOOP NOO 7.1 or 7.2, develops an individual educational route for children with mental retardation, taking into account all special educational needs. These needs are met by basic textbooks for healthy schoolchildren and special applications, illustrative visual teaching materials, workbooks, both printed and electronic, for the 4-year training option under program 7.1.
Route of a child with mental retardation according to 5-year education programs 7.2. requires the addition of special electronic software applications to basic textbooks
Example. Individual educational route 1st grade, ZPR
I Organizational component
1. Explanatory note with information about the ZPR according to the Federal State Tax Service.
2. List of used regulatory documents.
3. The purpose of the “Individual educational route”. The educational route of a child with mental retardation in the 1st grade should ensure the student’s progress in mastering academic subjects and develop the ability to learn not only under the direct and immediate guidance and control of the teacher, but also with a certain degree of independence in interaction with the teacher and classmates.
4. Teacher's goals.
● Ensure the child masters the adapted basic educational program of primary general education, correcting the shortcomings of his physical and mental development
● Timely identify difficulties in completing the educational route and flexibly edit it.
5. The tasks set for the teacher by an individual route for a child with mental retardation are set out in “AOOP NOO for mental retardation” version 7.1
The most important of them:
● Create a pace of educational work that matches the student’s capabilities and the speed at which he develops generalized knowledge
● Create a protective pedagogical regime
● Use health-saving technologies
● Develop general intellectual skills
● To form the foundations of social competencies and the ability to use them purposefully and consciously
● Encourage and stimulate the child’s work using only qualitative assessment
6. Psychological and pedagogical characteristics of a 1st grade student. The diagnosis, main learning problems and level of knowledge in basic academic subjects are indicated.
II Weekly individual plan with the number of hours for each subject
Filled out in accordance with the selected type of AOOP NOO for the ZPR. 7.1 or 7.2
III Educational component of the individual route
1. Explanatory note with an analysis of the compliance of the selected program with the individual characteristics of the child
2. Planned results of the student’s mastering of the AOOP NOO ZPR, 1st grade.
● Describe for each academic subject (AOOP NOOO ZPR 7.1), for example, in mathematics, the results at the end school year:
- what the child will learn
Name numbers from 1 to 20 and pronounce their sequence. Operate with the words “addition” and “subtraction”. Determine the digit composition of numbers from 11 to 20. Compare groups of objects, making pairs of them. Determine the length of the segment.
— what will be learned:
Solve examples that have 1-2 actions. Solve simple addition and subtraction problems in 20 units. Recognize geometric shapes. Work with a two-line math table.
— mechanism for determining the level of knowledge and skills:
Tests, control and verification work.
IV Connections between basic educational activities and the content of educational subjects
"Mathematics".
Universal cognitive actions.
● Development of skills in working with information: the ability, with the help of a teacher, to distinguish the new from the known; ability to navigate through a textbook.
● Development of research abilities: the ability to find answers to questions using a textbook, knowledge gained in class and one’s life experience; the ability to consciously interact with information, drawing your own conclusions about the work of the class
● Development of the ability to classify and generalize: the ability to compare and group numbers, numerical expressions, equalities and inequalities, flat geometric figures.
Starting to go through his individual route at a preschool educational institution and continuing the educational “journey” at school, a child with mental retardation has every chance of successfully mastering the AOOP NOO option. And then the first achievement of a “special” student may be the decision of the PPMK to consider him healthy child who do not need special educational conditions.
Svetlana Parkhomenko
Individual educational route for a preschooler
Individual educational route for a preschooler(IOM) is mandatory element the effectiveness of the work of every modern teacher.
The essence of IOM preschooler Federal State Educational Standard defines a new approach to preschool education . One of the main requirements for it is the effective use of all pedagogical resources to achieve maximum results in the education and development of future schoolchildren. Considering that the program is aimed at the average student, it is possible that the weaker ones may not learn it well enough, and the most capable ones may lose motivation to learn. That is why individual IOM provides an approach to all children, taking into account all their characteristics preschooler. By it is meant educational program, which is aimed at teaching a specific child and takes into account all his personal qualities.
Purpose and directions of IOM Individual educational route for a preschooler according to the Federal State Educational Standard, an example of which is found today in all educational institutions , aimed at solving specific problems.
Purpose of development and implementation in the training program educational route- this is the formation in kindergarten of factors that will be aimed at positive socialization and social and personal development of pupils. The latter includes the basic processes of intellectual, emotional, physical, aesthetic and other types of development.
The main problem that it solves individual educational route for a preschooler - development of cognition, an example of which is demonstrated at open classes. Areas of work educational route is as follows:
Formation of movement, which includes improving motor skills;
Opportunity to engage in different areas of activity;
Improving speech skills;
Development of ideas about the surrounding world of objects and social relations;
Development of ideas about time and space.
At the same time, the implementation individual route involves regular monitoring to track the degree of development educational programs for each pupil preschool. IOM structure In the process of being introduced into the system formation of new standards, all educators were required to take advanced training courses. An example was shown to them, sample which has been discussed in some detail. However, this type of monitoring of child development is important not only for workers education, but also for parents, who often do not know about the purpose of this pedagogical tool. To the structure educational route must include the following components: How: - target, which involves setting specific goals that meet new standards; - content - systematization and grouping of educational subjects; - technological, stipulating the use of certain pedagogical technologies, methods and techniques; - diagnostic, defining complex of diagnostic tools; - organizational and pedagogical, determining the conditions and ways to achieve the goals; - effective, containing the final results of the child’s development at the time of transition to schooling. Necessary preliminary steps before compilation educational route Since the main goal educational route- this is the identification of difficulties in the learning process and social development of each child; a careful study of its characteristics is necessary.
Example individual educational route for a preschooler presupposes preliminary research activities before recording the child’s results and is mandatory, including the following actions:
1. Drawing up a profile of the child. This document must indicate the pupil’s visits to other preschool institutions and breaks between their shifts. It is also necessary to note the speed and level of adaptation to the group.
2. To determine the key difficulties in a child, a thorough study of his family is necessary, followed by drawing up its characteristics. In this case it is worth reverse attention to the relationship between the child and parents, since excessive care can cause suppression of the pupil.
4. Determination of the degree of development of attention, memory, thinking, as well as speech development is mandatory for further monitoring of his progress;
5. It is also necessary to identify the child’s propensity for specific types of activities in order to help in development through such games. Decor educational program Example of an individual educational route for a preschooler proves the extent to which it is necessary to carefully study all areas of the life of each individual child. Having studied all the necessary data, the teacher begins to compile individual route, which includes the following sections:
General information about preschooler;
Family characteristics;
Peculiarities appearance preschooler;
Health;
Features of motor skills;
Cognitive sphere preschooler;
Level of knowledge by program sections;
Level of speech development;
Attitude to classes;
Characteristics of activities;
Having difficulties in communication;
- individual characteristics;
More information about preschooler.
This in-depth analysis allows us to build individual work with a preschooler quite effective.