The system of work with young children. Correctional and developmental work with young children. Formation of subject activity

Municipal budgetary preschool educational institution No. 105 - a kindergarten of a general developing type.

Speech to educators

the second group of young children on the topic:

"Features of working with young children."

Prepared by a psychologist

Erokhina O.V.

Tula 2015

Early age is that crucial period of a person’s life when the most fundamental abilities that determine the further development of a person are formed. During this period, such key qualities as cognitive activity, trust in the world, self-confidence, friendly attitude to people, creative opportunities, general life activity and much more are formed. However, these qualities and abilities do not arise automatically as a result of physiological maturation. Their formation requires adequate influences from adults, certain forms of communication and joint activity with the child. The origins of many of the problems that parents and teachers encounter (decreased cognitive activity, impaired communication, isolation and increased shyness, or, conversely, aggressiveness and hyperactivity of children, etc.) lie precisely in early childhood.

Meanwhile, this age stage has a significant qualitative specificity. It is impossible to apply methods and techniques of work suitable for the education of preschool children. Working with young children requires special training, which involves both specialized knowledge and experience with young children.

The need for an individual approach of the teacher to each child is obvious at all ages. However, at an early age, an individual approach is crucial not only because all children are different, but also because a small child can perceive only the impact of an adult thatpersonally addressed his. Kids do not accept calls or offers addressed to the whole group. They need a look in the eyes, a name by name, a gentle touch, in a word, all that testifies to the adult's personal attention and personal appeal. Only in this case can they accept and understand the adult's suggestions.

Another feature of working with young children isinefficiency of purely verbal methods of influence. Any instructions, explanations of the rules, calls for obedience turn out to be useless, since children still do not understand them well, and up to 3-4 years old kids can’t regulate their behavior through words. They live only in the present, and the effects of the situation (surrounding objects, movements, sounds) are for them much more powerful stimuli than the words of an adult. This feature of young children makes high demands on the actions of the educator. They should be extremely expressive, emotional and "contagious." Only one's own enthusiasm for any activity can arouse interest in a young child. The educator should have increased sensitivity to the states of the baby, expressiveness of movements and facial expressions. This does not mean that you do not need to talk with young children. But words must necessarily be included in the context of real actions, have a bright intonation color, accompanied by appropriate gestures and movements.

From what has been said, it is impossible to conduct organized frontal classes with young children, when an adult explains or shows something, and the children “learn”. Such activities are not only ineffective, but also harmful, since they can paralyze the activity of children. The task of raising children of this age is to stimulateactivity every child, cause hima wish act, communicate, to solve practical problems. It requires the emotional involvement of children, the creation of a common semantic field, the emotional involvement of an adult in the necessary actions. This is the only way to convey to the child an interest in a new activity, to attract and carry away with it and thus arouse his own desire. All this makes special demands on specialists working with young children. Emotional expressiveness, artistry, the ability to win over and convey interest in activities - these are the professional qualities of specialists working with young children. These qualities are necessary for educators.

Consultation for educators

Organization guidelines
work with young children

N. N. Dolgova, N. V. Egorcheva
MDOU TsRR - DS No. 53
"Christmas Tree", Tambov

Early childhood - the period of development of a child from 1 year to 3 years. In the period from 1 year to 3 years, the social situation of development and the leading activities of children change. The leading type of activity of a young child becomes - subject, and situational-business communication with an adult becomes the form and means of organizing this objective activity, in which the child masters socially chosen ways of working with objects. An adult becomes not just a “source of objects” and an assistant in the manipulations of a child, but a participant in his activities and a role model.

1. Features of the development of young children:

Work section	Child age	Key Development Indicators
Speech development	1 year 6 months	He is the initiator in communication: he knows his name, some parts of the body, communicates with adults not only through gestures and facial expressions, but also through speech.	To expand the stock of understandable words at the expense of nouns denoting parts of the body of a person and animals, objects and toys, loved ones. Develop active speech.
	1 year 6 months - 2 years	Understands the words denoting objects, some actions and their signs; Short phrases, simple sentences appear in speech, replaces onomatopoeic and incomplete words with common ones.	Expand passive vocabulary through nouns denoting objects of the world, verbs denoting actions, states and signs of objects, adjectives, adverbs; Develop dialogic speech.
	2 - 3 years	Can speak clearly Verbs, adverbs, adjectives appear in speech Use speech as a means of communication	To develop active speech, enriching it with adjectives, verbs, adverbs denoting color, size, form, quality, action, etc. Develop the sound side of speech Improve the grammatical structure of speech.
Actions with items	1 year 6 months	Actively acts with objects, achieving a certain result Able to more complex actions with objects: collects a nesting doll, a pyramid, examines them, tries to correctly act with objects with the help of an adult	To form the ability to distinguish objects by size, color, shape To develop the ability to use assistive tools for working with objects (pull up, roll, move, yank, etc.) To introduce children to the shape and size of objects
	1 year 6 months - 2 years	In his activity he actively uses objects-tools: scapulas, scoops, etc. 1. Find the right color when choosing from several offered 2. Lay out homogeneous objects in shape and size 3. Collect the pyramid, nesting doll (of three rings)doing simple constructions.	Form a generalized idea of \u200b\u200bobjects: create conditions for cognition of objects, group, correlate by color, shape, size, etc. Develop the ability to distinguish four primary colors: red, yellow, green, blue Exercise in mastering the simplest objects, use them as intended in everyday life
	2 - 3 years	Actively studies objects, their external properties and uses exactly as intended Identify signs of objects that are immediately apparent Notices the physical properties and qualities of objects, groups homogeneous objects on one basis, knows four primary colors	Continue to enrich the child with vivid impressions when introducing him to the world of objects To create conditions for the development of various actions with objects in activity Expand Color Concepts (orange, blue, black, white)

2. The development of the cognitive sphere of a young child.

Child's cognition of the world begins through sensations that form the initial tangible ideas about the objective world. Therefore, the development of the process of perception remains an important process in the development of the cognitive sphere of a child from 1 year to 3 years.

By the end of 3 years of life, the child

Distinguishes geometric patterns: circle, triangle, square, rectangle, oval. Recognizes familiar subjects by form. Groups objects according to the model, compares, applying or superimposing on each other;

Distinguishes the main colors: red, yellow, green, blue; recognizes familiar objects by color, groups them, compares them by applying them nearby;

Distinguishes between large and small objects; groups according to the pattern; compares by applying and applying;

Practically mastering close space, which is necessary for orientation and practical actions; distinguishes between far and near distances; distinguishes directions: above, below, front, back;

Differentiates time of day (day Night); distinguishes simple movements, can repeat them after an adult: raise hands, wave them, sit down, tilt your head;

Differentiates temperature (hot, cold); surface (prickly, fluffy); density (hard, soft); taste (sour, sweet); smell (pleasant, unpleasant); sounds (familiar objects and animal voices);

Recognizes familiar objects by one property or part, distinguishes images of individual objects, images of heroes and their actions and mood in short verses and stories, distinguishes interactions and moods expressed in external actions, distinguishes movements, imitations, sounds.

Of no less importance is the process of developing children's independence, the normative indicators of which in the period from 1 year to 3 years are as follows:

In 1 - 1, 5 years - he drinks from a cup, eats with a spoon, starts walking, takes the necessary toys on his own, plays with the pyramids, independently takes the objects of interest.

At 1, 5 - 2 years old - knows how to take off his clothes, asks for a pot, turns pages (2-3 at once)throws the ball holds a spoon confidently.

In 2 - 2, 5 years - repeats household activities (sweeping, opening the door with a key, puts the toys in a box, “rings” on the phone), eats independently, can ride a tricycle.

At 2, 5 - 3 years old - she dresses and shoes on her own, but without buttons and shoelaces, holds a pencil in her hands, scribbles them, knows several poems and songs, plays with her parents “to the hospital”, “store”, “trolley”.

3. Analysis of comprehensive pre-school education programs for working with young children.

1). An approximate general educational program for the education, training and development of children of early and preschool age. Developed by the team of authors: T.I. Aliyeva, T.V. Antonova, A.G. Arushanova and others, edited by L.A. Paramonova. The purpose of the program: to determine the basic content of the educational process in preschool educational institutions, the balance of all its components. The authors note that this program is basic and is aimed at the comprehensive and full-fledged development of children from birth to 7 years, preservation of their mental and physical health. The program consists of interconnected blocks: the first contains the characteristics of the psychological ages of children: infancy, early age; the second block is devoted to the content of training, education and development of children of the first group of young children (first year of life)second group of young children (second year of life) and the first group of younger preschool age (third year of life), structured in four main areas: health and physical development, social, cognitive, aesthetic; the third block of the program is integrated development indicators, reflecting the main achievements of children of every psychological age.

2). The program of education and training in kindergarten. Ed. : M.A. Vasilieva, V.V. Gerbova, T.S. Komarova. The purpose of the program: to comprehensively develop the mental and physical qualities of children from birth to 7 years in accordance with their age and individual characteristics. The main criterion for the selection of program material is its educational value, the high artistic level of the cultural works used, the possibility of developing the child’s comprehensive abilities at every stage of preschool childhood. The leading goals of the program are realized in the process of various types of children's activities: game, educational, artistic, motor, elementary labor. The objectives of the program include timely assistance to each child in the formation of leading skills characteristic of a specific age period of the baby’s life and the zone of his closest development. The solution of the goals and objectives indicated in the program is possible only with the targeted influence of the teacher on the child from the first days of his stay in the preschool institution.

3). Childhood: A program for the development and education of children in kindergarten. Authors: V. I. Loginova, T. I. Babaev, N. A. Notkin and others. Scientific editors: T. I. Babaev, Z. A. Mikhailova, L. M. Gurovich. The purpose of the program: to ensure the holistic development of the personality of the child during preschool childhood (intellectual, physical, emotional, moral, volitional, social and personal). The program is focused on the social and personal development of the child, the upbringing of a positive attitude to the world. The program consists of three parts focused on the development of children from 2 to 7 years: younger age (third and fourth years of life), average (fifth year of life)senior preschool age (sixth and seventh years of life). The content of the program is divided into four blocks: “Healthy lifestyle”, “Cognition”, “Humane attitude”, “Creation”.

4). The Baby program (education, training and development of children under 3 years old). Group of authors: employee of the faculty of preschool education of the Nizhny Novgorod Institute for the Development of Education under the leadership of G. G. Grigorieva. Scientific editor G. G. Grigoriev. "Baby" is a holistic scientifically based program and methodology for the consistent upbringing, education and development of children from birth to 3 years. This is the first teaching aid for parents and teachers in Russia published in 1996. The objectives of the program are to help parents realize the intrinsic value and special significance of the early period in a person’s life, to convince them of the need to raise a child, taking into account the knowledge of the general laws of their development and natural individuality, to assist in understanding your own child, in the search and selection of adequate ways, means, methods of education. The authors note the indicative nature of the program, the need to take into account the individual pace, level and orientation of the development of the child.

Summarizing all of the above, it is important to remember that the full, diverse development of a child of a given age period depends on the successful completion by the subjects of education of the following tasks:

Strengthening the health of the child, hardening it, increasing the efficiency of the nervous system.
The development of the main types of movement (walking, running, throwing, catching, jumping).
Enrichment of the baby’s connection with the world around him, the development of interest in the phenomena of this world accessible to his understanding in everyday life and in specially organized activities with the child, their transfer to play, visual, musical and other activities.
Expanding the stock of understandable words and enriching the active vocabulary.
A variety of objective activities of the baby: familiarity with objects of the immediate environment, their properties, purpose and actions with them, showing the selection and grouping of objects by properties; stimulation and support of a positive emotional response to the implementation of elementary self-care actions (dressing, undressing, cleaning toys). Raising interest in labor activities, encouraging the desire to perform them independently.
Promoting the development of a child’s personality: creating conditions for the development of his independence in various activities, self-esteem and self-esteem through an assessment of success in activities and communication.
Instilling tidiness and cleanliness skills.
Encouraging a child to have a friendly relationship with adults and peers.
Education of love and respect for all living things (to animals, plants) and to the world of things.

Pechora K. L. et al. Young children in preschool: Prince. for the educator garden / K. L. Pechora, G.V. Pantyukhin, L.G. Golubev. - M.: Enlightenment, 1986. - 144 p. : ill.
The education of young children in the family and kindergarten. Collection of articles and documents / Ed. T.I. Overchuk. - St. Petersburg. : "CHILDHOOD-PRESS", 2003.
Teplyuk S. N., Lyamina G. M., Zatsepina M. B. Young children in kindergarten. Program and guidelines. - 2nd ed. , rev. and add. - M.: Mosaic-Synthesis, 2007 .-- 112 p.
Pavlova L.N., Volosova E. B, Pilyugina E. G. Early childhood: cognitive development. Toolkit. - M.: Mosaic-Synthesis, 2006 .-- 152 p.
Smirnova E.O., Galiguzova L.N., Meshcheryakova S. Yu. First steps. Early Childhood Care and Development Program. - M: Mosaic-Synthesis, 2007 .-- 160 p.
Kroha: A manual for the upbringing, training and development of children under three years of age: Textbook. -method. allowance for preschoolers. educate. institutions and family education / G. G. Grigoriev and others. - M.: Education, 2003. - 253 p.

Early age is a special period in the formation of organs and systems, the formation of their functions, especially brain functions. The functions of the cerebral cortex develop as a result of the interaction of the body with the environment, this is especially intense in the first three years of life. During this period, the ability of the brain to receive signals from outside, process and store information is improved, which forms the basis for further intellectual development of the child. A number of features are characteristic of early childhood.

Firstly, it is an extremely fast pace of development, which is spasmodic. Periods of slow accumulation alternate with critical periods: a crisis of 1 year is associated with the mastery of walking, 2 years - with a turning point in the development of reye, a balance in the development of speech and cognitive activity, as well as the development of visual and effective thinking. At the age of three, the development of the child’s self-awareness begins, and vice versa, the absence of jumps is the result of deviations in the development of the child. In critical periods, a child may experience certain behavioral features, decreased performance, and functional disorders.

Another developmental feature at an early age is the instability and incompleteness of emerging skills.

Under the influence of adverse factors (stress, transferred disease, lack of targeted pedagogical impact), loss of skills may occur, the phenomenon of retardation (“stuck” at an earlier stage of development) is observed.

The reason for the uneven development of the psyche of a young child is determined by the fact that the maturation of various functions occurs at different times. Each mental function has its own sensitive time frame. In general, early age is a sensitive period for the development of all types of perception (sensory-perceptual activity), involuntary memory and speech. The formation of these processes occurs within the framework of objective activity with active interaction with adults. It is at an early age that the foundation is laid for the development of thinking and speech.

Another feature of early childhood is the interconnectedness and interdependence of the state of health, physical and psychological development of children. Changes in the state of health of the baby affect his neuropsychic sphere.

At an early age, a high degree of indicative reactions to the environment is clearly manifested. It is known that with sensory, emotional deprivation, the pace of development of a child significantly slows down. Sensory needs cause high motor activity, and the state of the motor sphere largely determines the child’s ability to learn about the world around him.

A young child is characterized by increased emotionality. The early formation of positive emotions is the key to the formation of a child’s personality, the basis for cognitive activity.

The psycho-motor development of the child in the first years of his life depends on many factors, primarily on hereditary characteristics, general health, gender, environment. Delayed psycho-motor development can cause various adverse factors affecting the developing brain in the perinatal and early postnatal period.

Differential diagnosis at an early age is difficult with different localization of disorders, similar symptoms can be observed (for example, speech underdevelopment in a hearing impaired, mentally retarded and alalik child). A slower pace of development may concern one or more functions, may or may not be combined with various neurological disorders.

Due to the different forms and different degrees of severity of the organic damage to the central nervous system, the maturation periods of different structures are delayed to varying degrees, which means that the sensitive periods for the development of certain functions have a time spread.

Assessment of the level of psycho-motor development of a child in early and preschool age should be done very carefully. In this case, one should take into account the features of the development of general and fine motor skills, sensory-perceptual activity, rhea, and emotional development.

In the diagnostic group can be taken children with consequences of perinatal damage to the central nervous system, in which a delay in psychomotor development and speech is detected. It is important to determine the severity of violations - children with gross organic damage to the central nervous system are sent to preschool institutions for children with intellectual disabilities.

In the conditions of a kindergarten for children with mental retardation, the diagnostic group can be formed as being of different ages, the main indicator is the level of mental and speech development of the child (children from 2.5 to 3.5 years old can be accepted). The number of children in the group is 6 people.

In the forefront in working with young children, the study of development dynamics with a focused examination and on the basis of constant observations in the process of correctional work is put forward.

Children entering a specialized group are distinguished by a number of features.

As a rule, these are somatically weakened children who are retarded not only in mental, but also in physical development. A history of a delay in the formation of static and locomotor functions (functions of moving one’s own body in space), at the time of the examination, all components of the motor status (physical development, technique of movements, motor qualities) are not formed in relation to age-related capabilities.

A decrease in the estimated cognitive activity is found, the child’s attention is difficult to attract and retain. Sensory-perceptual activity is complicated. Children do not know how to examine objects, find it difficult to orientate in their properties. However, unlike mentally retarded preschoolers, they enter into business cooperation with adults and with it help to cope with the solution of visual and practical problems.

Children practically do not know the speech - they use either a few babbling words, or separate sound complexes. For some of them, a simple phrase may be formed; the range of the child’s ability to actively use the phrase phrases is significantly narrowed.

Mostly manipulates objects, but they are familiar with some objective actions - they adequately use didactic toys, although the methods for performing the related actions are imperfect, children need a much larger number of tests and examples to solve an obvious problem. Unlike mentally retarded preschoolers, children accept and use adult help.

The general motor awkwardness and lack of fine motor skills leads to the lack of self-service skills: many find it difficult to use a spoon, can be difficult in the process of dressing.

Given the above features, the following program tasks are defined:

- Improving motor functions , which suggests the need for the development of general and fine motor skills, the formation of elementary graphomotor skills.

In close connection with the development of movements carried outsensory education aimed at improving the optical-spatial and auditory functions, improving sensory-perceptual activity.

The solution of the two above tasks is based onsubstantive activities as a leading activity of an early age (from 1 to 3 years). It is important not only to improve hand-eye coordination, it is necessary to encourage children to solve visual problems in didactic games and at home, developing visual forms of thinking.

The development of a young child occurs in active interaction with an adult, therefore it is very important to formulate in childrenemotional and situational business communication skills with adults and peers .

The main means of communication are speech means, the most important aspect of working with young children istargeted speech development , its functions.

The content of correctional work and its main stages, conditionally designated as “Steps of development”, which can be correlated with periods of training.

During the first month of the child's stay in the diagnostic group, an in-depth comprehensive examination is conducted to determine the level of development of the child.

In the future, classes are held individually or children are combined into subgroups of 2-3 people.

The main feature of correctional work is an integrated approach to the formation of certain skills in children, which involves:

Diagnostic study of the child at the time he enters the group to clarify the starting capabilities, prospects and pace of education;

Feedback with the family in order to obtain complete information on the development of the child and counseling the family;

Interaction with medical specialists, especially a neurologist and neuropsychiatrist, in order to monitor the health of the child and provide timely medical care;

Construction of classes taking into account age and individual characteristics;

Classes of an integrative nature, which suggests the possibility of solving several diverse tasks in the framework of one lesson;

Individually-differentiated approach: within the framework of one general task, the target settings may coincide, but the methods for completing the task by each child may be different depending on his violations, the most pronounced for each child;

The construction of the program is carried out in a spiral: at each next stage, the tasks of work are complicated and in each type of activity the skills are not only fixed, but also complicated;

Use of game motivation in all classes;

Duration of classes is established depending on the degree of difficulty of the session and on the condition of the children on a given day, but not more than 15-20 minutes;

The need for continuity in the work of the educator, speech therapist and defectologist: on the same material, within the framework of one topic, each of the specialists solves general and specific problems.

Conditionally, two months are allotted for the passage of each step. Dates may vary depending on the individual characteristics of the children.

1. The development of general fine motor skills. The formation of elementary graphomotor skills

1 step

Improving the motor functions of the child occurs on the basis of imitation of an adult and actions with objects, therefore it is necessary:

To develop praxis poses when simulating the individual movements of an adult (in terms of general motility: sit down, stand up, stomp, slam, shake his head, etc.);

Normalize the state of the tone of the small muscles, for this purpose you can use massage of fingers and hands in games with a walnut, alternately with cold and hot water (similar to an ice cube), with dough, clay;

To stimulate interest in visual activity, to introduce paper and various visual means: drawing with a finger and palm, applying color spots. In this case, children should be taught a proper fit, not forcing the child to work if he is tired and does not show interest in her.

2 step

In terms of general motility, to form more complex skills:

To teach to imitate more complex actions: walking, jumping, bending, imitating actions with objects: transfer, rearrange, rearrange, etc .;

Developing hand motility, it is important to improve grasping movements, to learn to grab large objects with two hands, and small ones with one hand, to fix various grasping methods: with a fist, a pinch;

When performing correlative actions in didactic games, to develop the accuracy of hand movements, hand-eye coordination;

To teach the correct grip of a pencil, to stimulate rhythmic games with a pencil and paper, to teach to perform free arcuate, as well as circular movements with the hand “Kalyaki-kalyaki”, “Tangle”, “Cloud”, “lamb”), while at first the child is passively involved in joint with adult activities (the adult leads the child’s hand) and then performs the movements independently.

3 step

To develop praxis poses when imitating the movements of an adult, constructing images with the fingers and hands (finger gymnastics, simple poses: “cam”, “roof”, “chair”);

To consolidate the ability to capture an object with a pinch and use the index type of grab (with two fingers: index and thumb), for this purpose, you can offer children didactic games for carrying, shifting and sorting small objects, stringing on a rod, games with a large mosaic, constructor);

To develop the movements of the hands (the relaxation exercises “Stroking a kitten”, “Painter”, “Rinse underwear” are especially useful); exercises of this type should be alternated with dynamic ones (“Fist - palm - fist”);

To teach how to thread a flexible cord through a hole, to teach button fastening (on special aids);

Learn to draw points of a given brightness, arrange them with different frequencies, learn to draw vertical and horizontal lines, then draw a line in different directions. (In this case, it is advisable to use the techniques of copying, rims, drawing on supports, drawing on a limited surface, arbitrary drawing lines with game motivation, drawing on reference points, painting a sheet without restricting the surface in different directions).

4 step

To teach to perform a series of movements in imitation (in terms of general and fine motor skills);

To develop the skills of fastening (buttons, buttons, "Velcro") and lacing;

To teach elementary expressive movements of hands in finger games - dramatization (“There is a horned goat”, “Finger-boy, where have you been?”);

Teach you to perform actions with objects, guided by verbal instructions (If children have learned the movement or action well, it is useful to use instructions opposite, which are contrary to the show: the teacher says: “Goat”, but shows the cam, and the child must act according to the instructions);

To learn to depict broken, wavy and arched lines, to teach when painting a sheet to perform movements in the same plane.

2. Sensory perception

2.1. Development of visual perception

1 step

The development of sensory-perceptual activity in the first stage involves the solution of the following tasks:

Stimulate indicative activity, attracting the attention of the child to objects and phenomena, providing motivation;

Improve the skill of fixing the gaze on the object, focusing, tracking its movement in a small space;

To develop the ability to recognize household items and toys, according to the instructions of an adult and to show them to be distinguished among different objects, to find identical ones (instructions like: “Give a toy”, “Show a ball”, didactic games with paired toys - a choice of two objects);

To develop visual attention and visual memory when observing two objects (games like “Where is the mouse?”, “Where did the bunny run away?”). At the same time, objects move before the eyes of the child.

2 step

More serious requirements are imposed on sensory-perceptual activity, therefore it is necessary:

To develop the skill of identifying objects based on holistic perception without analyzing signs and properties (the child follows instructions like: “Give the same toy.” “Find the same balls”, the adult comments on the child’s actions and summarizes: “That's right, these are the same balls, you have same as mine ”);

To learn to correlate the subject and its image, to recognize in the picture;

To learn to distinguish two objects by an undifferentiated attribute of magnitude (large - small);

Develop attention and memory, learn to track the movement and movement of objects in relation to other objects. For example, the teacher offers the child: “Look at the toys. Show the doll. Show me the bear. Close your eyes, ”- at this time, the teacher changes the location of the toys. The child opens his eyes and is asked: “Take the doll. Put her in her place ”;

To develop the ability to holistic perception of objects, work with split pictures without a two-part background;

To develop spatial orientations, first of all, a child should be taught orientations in his own body by imitation: "Show me where you have a head, arms, legs." Similarly, the child will recognize parts of the body upon presentation of the doll.

3 step

The formation of visual perception at this stage is due to the education of children in differentiating objects in shape and in identifying the subject and the shape of the standard sample. The following tasks are solved:

To teach you to follow the instructions “Give the same figure”, prompting practical example, comparison. The adult accompanies the child’s actions with a speech, summarizes them, resorting to “objectification”: “Well done, I have a window (square) and you have them, they are the same.” For practical familiarization with the form, “Segen's Board”, a box of forms (“Mailbox”), and then planar matrices — stencils and inserts for them in the form of subject images and geometric figures — are used;

It should be taught to perceive objects, differentiating them by quantity: one to many;

To teach how to collect cut pictures without a background, developing a holistic perception;

Improve orientation in one’s own body, as well as parts of the body of another person, doll, toy animals (“Show me where the bunny has ears, paws, tail”) and their images.

4 step

A new task is being set up - to form visual gnosis, in particular, the skill of identifying objects based on color (red, yellow, blue). If the child quickly masters the performance, green is added. At this stage, the tasks are solved:

Teach to follow instructions like: “Give the same ribbon”, focusing on the color of objects. An adult teaches a child the methods of practical trying on (applying), comments and summarizes his actions: “That's right, I have a red ribbon and you have one, look: they are the same - red.” At this stage, the child is not required to name the color and find the item as indicated by the color attribute. Used didactic games such as: “Hide the mouse”, “Pick up the dress for the doll”, “Close the pan”;

To teach the perception of objects in quantitative terms: one to many, one to two. The child follows the instructions: “give one, show where a lot”, “give as much (one, two)”, etc.

To develop optical-spatial functions in games with split pictures (image on a card with a white background);

Improve the perception of form in games for the selection of volumetric geometric bodies and planar figures of a more complex configuration (asterisk, oval, polygon);

Exercise in the perception of form in games with didactic toys: pyramid, matryoshka, matrices;

To develop spatial gnosis in the construction of imitation and pattern (using desktop building material, as well as arithmetic sticks, from which the child makes simple figures);

Form spatial orientations in the coordinates above and below.

2.2. Development of auditory function

1 step

Develop auditory concentration using sounding children's and musical toys. Games like “Guess where the rattle is?”, With the teacher facing two screens and a rattle behind one of them;

Develop auditory attention and memory: the game “What sounds?” - sound is produced behind the screen, and the child selects the desired toy from the two in front of him.

2. step

To develop auditory perception when distinguishing non-speech sounds (a consecutive series of 2-3 sounds), to learn to recognize objects and animals in pictures, focusing on the adult onomatopoeia: “Chu-chu-chu” - what is it going to do? ”,“ BBC ”- and what is this? ”,“ Who is calling you - meow? ”

3 step

To develop the ability to recognize and distinguish non-speech sounds in a series of 3-4 signals;

Recognize and distinguish vowel sounds “A”, “O”, “I”: “Mom sings a song, shakes her daughter:“ Aaaa ”,“ Who sings, show a picture? ”,“ The doll cries: “Oh “oo”, the steamer is buzzing: “Oooo,” the mouse beeps: “I-and-and”;

Develop orientation on the volume and duration of sound in games. For example, a child should find a toy, focusing on the volume of the drum (loud, close, quiet, far). Another option is that the children stand in a circle and pass a bell behind each other, the driver must find a toy. "What is buzzing?" (depending on the volume? A large steamer is humming loudly, a small one is quiet).

4 step

Orientation in the sound of musical instruments: pipe, bell, tambourine, drum, metallophone;

To teach to perceive and reproduce an iterative rhythm (repeat rhythm, sounds are presented with the same time intervals) of no more than two signals. The child is offered to pat, tap on a tambourine, drum (with and without visual inspection, when the teacher pronounces the sound behind the screen);

Teach to focus on the height, strength, timbre of the voice: “Who meows - big cat or small kitten, big or small pipe plays?”, “Who calls you - big bear or small:“ Au? ”.

To teach with closed eyes to locate the sound source;

To consolidate the ability to focus on the sound of vowels. On a signal (A, O, Y, I) to perform certain actions;

To learn to listen to the intonation of an adult, to respond to the volume of the sound of his voice (loud, quiet, whisper).

3. The formation of substantive activity

1 step

The propaedeutic period involves the solution of the following tasks:

Develop somatosensory gnosis in touch localization games. For example, a child is offered: “Catch a ksiku.” The child closes his eyes, and the adult touches the legs, knees, and heads of the child with a toy. The baby must catch the pussy;

Develop visual-motor coordination, teach the actions of grabbing, feeling, moving objects (first, joint movements are allowed, then the child performs them independently);

More complex tasks involve training in gun actions with objects that have a fixed meaning: a spoon, a cup, a scoop, a bucket, a watering can.

2 step

To improve grasping with a pinch, index finger and thumb in games for sorting, carrying;

To teach you to perform some correlative actions in games with inserts, pots, pyramids, to encourage orientation in size;

To teach combining a figure with a slot, to act sequentially, purposefully, to support an object with the other hand, to exercise in coordinating the movements of both hands (use Segen board, matrix)

Exercise in capturing and carrying objects of various sizes and shapes (“Collect balls”, “Collect cubes, rings, sticks”);

Teach gun actions using auxiliary tools or tools in problematic situations: “Get the candy,” “Get the toys from the can,” etc.

3 step

Develop tactile gnosis, learn to feel the object, trace a finger along its contour;

Develop stereognosis, exercise in recognizing objects to the touch, different in size and shape (ball, pussy, wand). You can offer games with a “wonderful bag”: “Find your toy”, “Whose handkerchief?”; games with the "Mailbox" to the touch;

Teach by touch to navigate the texture of the subject;

Improve correlative actions in games with a pyramid, matryoshka. Learn to assemble a pyramid of 3 rings, taking into account the size, disassemble and fold a 2-piece matryoshka;

To learn to correlate pairs of objects in size, for example, to choose dishes, clothes, furniture of different sizes for dolls;

Improve gun actions in problematic situations: “Push the ball”, “Repair the car”;

Teach you how to make a simple tool or auxiliary tool: instead of a scoop, use a tablet, instead of a chair - a cube, with the help of a teacher, tie two strings to hang doll clothes, etc .;

To improve hand-eye coordination, to strengthen the skills of examining the subject: feeling, tracing the contour with a finger. The adult comments and summarizes the actions of the child, naming the large and small details of the subject, their size and shape;

To teach to recognize objects by the outgoing movement of a hand and to show them;

Learn to draw with your finger on the table and in the air the outline of a circle, square;

To develop a constructive praxis: to reproduce the simplest constructions in imitation and pattern.

4 step

To improve tactile gnosis: to learn to distinguish temperature properties (cold, hot, warm);

To teach practical distinguishing by touch the features of the texture (smooth, hard, fluffy, soft), to find paired objects in texture, size in a "wonderful bag";

To reinforce design skills in imitation and pattern;

Perform correlative and weapon actions in games with objects;

Teach subject-game actions: drive a car, ride a doll, feed a hare, rock a doll.

4. The formation of communication skills

1 step

Establish emotional contact with the child, encourage visual contact, form the ability to listen to the teacher, respond to treatment, follow simple instructions: “Come to me”, “Look at me”, “Show me the toy”;

Create a warm emotional atmosphere, evoke a positive emotional attitude towards the situation in the kindergarten, take into account the individual characteristics of children. At first, you can offer a flexible mode of visiting the group, bring your favorite toys, be in the group with your mother;

To develop the ability to pay attention and respond to facial expressions and gestures of an adult, his intonation;

To learn to perform exercises, imitating the movements of an adult;

To form an image of one's own Self in children, to learn to recognize oneself in a mirror, to choose one's reflection from two (paired with another child);

Arouse joint emotional experiences in children (joy, surprise) in outdoor games, fun, round dances and musical games;

Teach to greet and say goodbye to adults and children of the group.

2 step

To consolidate the desire and readiness for joint activities with adults. Joint games and exercises with one subject (ball, bucket, ball) are recommended;

To teach to imitate the expressive movements and facial expressions of an adult, depicting a bear, a hare, a bird, etc .;

Exercise in imitation of mimic movements in game situations: raise eyebrows, frown, smile, wrinkle your nose;

Understand gestures and expressive movements (pointing gesture, nodding your head, shaking your head, inviting gesture, etc.), combined with and without verbal instruction;

To learn to recognize yourself and your loved ones in photographs. It is advisable that each child bring a small album with such photographs;

To unite children in pairs and to learn to interact in games with one subject (to roll each other a ball, a typewriter, pour sand in one bucket).

3 step

To learn joint activities with adults during individual lessons, in games, in everyday life;

Encourage speech in communication situations, appeal with a “give” request, indicate “here”, etc .;

To teach to imitate elementary articulatory movements: open your mouth - yawn, stretch your lips - blow, show your tongue - "aaaa" - does the neck hurt?

Encourage imitation of expressive movements in outdoor games: a fox is sneaking, a cock is proudly walking, a hare is jumping;

To learn to recognize yourself, your loved ones, teachers in photographs;

Organize "Games nearby", encouraging children to interact: pass the toy, perform joint actions - build a tower, alternately placing cubes on top of each other.

4 step

To expand the range of joint activities with adults in games with the plot elements “Dress the doll”, “Feed the animals”, “Build a house”;

Use elementary dramatization in games using folklore (songs, nurseries), improve skills of expressive movements;

Develop articulation praxis in role-playing games;

To learn to recognize peers from a group in photographs by considering joint photographs: “Our Holidays”. "We are walking".

To unite children in procedural games and introduce plot elements: “Let's put the dolls to sleep,” “Build a house,” etc .;

To learn to address each other by name, say hello, say goodbye, show sympathy, sympathy.

5. Speech development

1 step

Developing the impressive side of speech, you should strive to solve the following problems:

The child must understand and correlate the word with familiar household items, toys, actions;

To teach to understand elementary one-word instructions: "Give". “Take”, “Go,” etc. and the questions “Who is this?”, “Where?”, “What?”;

To learn to listen to adult speech, to respond to treatment by name.

In expressive speech, the simplest vocabulary is formed on the material of onomatopoeia. A child imitates an adult in pronouncing vowels: “Aaaa - mother sings”; "Wah-wah" - the baby is crying ", etc .;

The child should be encouraged to pronounce the babbling words in relation to a particular subject.

2 step

In terms of the development of phonemic processes, learn to listen to non-speech and speech sounds, to imitate them.

Vocabulary

Improve onomatopoeic skills: "Au", "Wa", "Tu-tu", "Boom-boom";

Enrich impressive and expressive speech, form an understanding of nouns - names of body parts: arm, leg, head, nose, eyes, etc. and animal body parts: paw, tail, ears, etc .;

To teach to understand and follow the instructions: find, show, give, call, bring, raise, open, close; understand adjectives: give a big, give a small ball; pronouns: me, you, my, yours, such;

In the active dictionary, learn to use nouns in the nominative case of the singular; verbs in the singular of the present tense and the imperative mood; possessive pronouns: mine, mine; personal pronouns: with me, with you, with him;

Encourage the construction of grammatical constructions, ending the teacher’s phrase with onomatopoeia: the pussy meows “meow”, the machine buzzes “bi-bi”, the dog barks “woof-woof”;

To consolidate the ability to perform simple designs.

3 step

Phonetic and phonemic development:

Repeat vowel sound imitation, imitating adult articulation: A, U, I, AU.

In impressive speech:

Recognize objects by their name: toys, body parts, clothing, toilet articles, household items, natural phenomena (rain, snow, sun), animal names. A passive verb dictionary should include the names of actions performed by the child himself with loved ones, animals;

To learn how to perform actions with familiar subjects according to instructions. In this case, the adult comments on the actions of the child, sums them up, prompts the child himself to do so.

In expressive speech:

To learn to use words that are simple in the syllabic structure (classes 1 and 3 of syllabic structures according to A.K. Makarova), the names of relatives, their names, the names of toys, their images, the names of household items, natural phenomena, and distortions of the sound-reproducing side are permissible;

Encourage making requests (“Give”, “More”, “Show”), expressing your condition, needs (with the verbs: “I don’t want”, “I'll go for a walk” and interjections: “Ah”, “Well”, “Here”) ;

To teach to actively use onomatopoeia to animals, vehicles, musical instruments ("Meow", "Av-av", "BBC", "U-u-u", "Du-du", "Bam-bam");

To teach in impressive and expressive speech to use nouns in the form of the accusative case of the singular in the meaning of the object ("Eat porridge", "Dress the doll") and in the plural in the nominative case;

To teach to understand nouns in the form of the dative case in the meaning of the face (“Give me the doll”, “Show mom the ball”);

The dictionary expands due to the understanding and use of verbs in the singular of the imperative mood and 1 and 3 persons of the only person present tense; adjectives denoting the magnitude (large-small) in the initial form.

In terms of the formation of the syntactic side of speech:

To teach to understand in impressive speech, and in expressive to reproduce in imitation two-part uncommon sentences (“I'm coming.” “Dog barks”), to spread the phrase through onomatopoeia (“Pussy meows“ meow ”);

To teach to understand and follow two-step instructions ("Come to me and take a doll");

Understand two-word combinations with an adjective (“gray hare”), adverbs (“crying loudly”, “squealing quietly”).

4 step

The development of phonemic processes:

Improve orientation in speech and non-speech sounds;

Teach to imitate the pronunciation of vowels (A, U, I, O), combinations of vowels (UA, AU, IA);

To learn to listen to the sound of consonants (P, B, M, C, F, T, D, H, K, D, X), to correlate with the display of certain objects in the name of which a sound is heard.

We are happy to help you and your kids!

Firstly, it is an extremely fast pace of development, which is spasmodic. Periods of slow accumulation alternate with critical periods: a crisis of 1 year is associated with the mastery of walking, 2 years - with a turning point in the development of speech, the beginning of the development of speech and cognitive activity, as well as the development of visual and effective thinking. At the age of three, the development of the child’s self-awareness begins. The absence of jumps is a consequence of deviations in the development of the child. In critical periods, a child may experience certain behavioral features, decreased performance, and functional disorders.

Another developmental feature at an early age is the instability and incompleteness of emerging skills.

A young child is characterized by increased emotionality. The early formation of positive emotions is the key to the formation of a child’s personality, the basis for cognitive activity.

The psychomotor development of a child in the early years of his life depends on many factors, primarily on hereditary characteristics, general health, gender, and environment. Delayed psychomotor development can cause various adverse factors affecting the developing brain in the perinatal and early postnatal period.

Differential diagnosis at an early age is difficult. With different localization of violations, similar symptoms can be observed (for example, speech underdevelopment in a hearing impaired, mentally retarded and alalik child). A slower pace of development may concern one or more functions, may or may not be combined with various neurological disorders.

Due to the different forms and different degrees of severity of the organic damage to the central nervous system, the maturation periods of different structures are delayed to a different extent, which means that the sensitive periods for the development of certain functions have a time spread.

Assessment of the level of psychomotor development of a child in early and preschool age should be done very carefully. In this case, one should take into account the features of the development of general and fine motor skills, sensory-perceptive activity, speech, and emotional development.

In the diagnostic group can be taken children with the consequences of perinatal damage to the central nervous system, in which a delay in psychomotor development and speech is detected. It is important to determine the severity of violations - children with gross organic damage to the central nervous system are sent to preschool institutions for children with intellectual disabilities.

In the conditions of a kindergarten for children with mental retardation, the diagnostic group can be formed as uneven, the main indicator is the level of mental and speech development of the child (children from 2.5 to 3.5 years old can be accepted). The number of children in the group is 6 people.

Children entering a specialized group are distinguished by a number of features.

As a rule, these are somatically weakened children who are retarded not only in mental, but also in physical development. A history of a delay in the formation of static and locomotor functions (functions of moving one’s own body in space), at the time of the examination, all components of the motor status (physical development, movement technique, motor qualities) are not formed in relation to age-related capabilities.

Children practically do not know the speech - they use either a few babbling words, or separate sound complexes. Some of them may form a simple phrase, but the range of the child’s ability to actively use phrasal speech is significantly narrowed. The understanding of simple instructions is not broken.

They mainly manipulate objects, but they are also familiar with some objective actions - they use didactic toys adequately, but the methods for performing the corresponding actions are imperfect, children need a much larger number of tests and examples to solve a visual problem. Unlike mentally retarded preschoolers, children accept and use adult help.

The general motor awkwardness and lack of fine motor skills leads to the lack of self-service skills: many find it difficult to use a spoon, can be difficult in the process of dressing.

Given the above features, the following program tasks are defined:

Improving motor functions, which suggests the need for the development of general and fine motor skills, the formation of elementary graphomotor skills.

In close connection with the development of movements, sensory education is carried out aimed at improving the optical-spatial and auditory functions, improving sensory-perceptual activity.

The solution of the two above-mentioned tasks is carried out on the basis of objective activity as a leading activity of an early age (from 1 to 3 years). It is important not only to improve hand-eye coordination, it is necessary to encourage children to solve visual problems in didactic games and at home, developing visual forms of thinking.

The development of a young child occurs in active interaction with an adult, so it is very important to develop children's emotional and situational business communication skills with adults and peers.

The main means of communication are speech means, the most important aspect of working with young children is the focused development of speech, its functions.

Let us consider in more detail the content of correctional work and its main stages, conditionally designating them as "Steps of development", which can be correlated with the periods of training.

Recall that during the first month of stay in the diagnostic group, an in-depth comprehensive examination is carried out to determine the level of development of the child.

In the future, classes are held individually or children are combined into subgroups of 2-3 people.

The main feature of correctional work is an integrated approach to the formation of certain skills in children, which involves: a diagnostic study of the child at the time he enters the group to clarify the starting opportunities, prospects and pace of education;

· Feedback with the family in order to obtain complete information about the development of the child and counseling of the family;
· Interaction with medical specialists, especially a neuropathologist and a child psychiatrist, in order to monitor the health of the child and provide timely medical care;
· Construction of classes taking into account age and individual characteristics;
· Classes of an integrative nature, which makes it possible to solve several diverse problems within the framework of one lesson;
· Individually-differentiated approach: within the framework of one general task, the target settings may coincide, but the methods of each child's task may be different depending on violations;
· The construction of the program is carried out in a spiral: at each next stage, the tasks of work are complicated and in each type of activity the skills are not only fixed, but also complicated;
· The use of game motivation in all classes;
· The duration of classes is determined depending on the degree of difficulty of the lesson and on the condition of the children on that day, but not more than 15-20 minutes;
· The need for continuity in the work of the educator, speech therapist and defectologist: on the same material, within the framework of one topic, each of the specialists solves general and specific problems.

Conditionally, two months are allotted for the passage of each step. Dates may vary depending on the individual characteristics of the children.

Regina Novikova
Work with young children

Early age It is important for all subsequent mental, physical, speech and emotional development of the child. Indeed, with the help of speech we exchange information, interact with each other. But there are many people with speech impairments. Often this problem arises from birth.

In our kindergarten, 17% of children have severe speech impairment (rhinolalia, onr of 1 and 2 levels, systemic speech underdevelopment). And classes with them begin from 3 to 4 years.

Classes with kids require a special approach, not every specialist has the necessary knowledge, experience, as well as the desire to deal with small children. It is much easier to conduct classes with a child of 5 years, whose behavior is already sufficiently arbitrary.

When conducting systematic speech therapy sessions, some of the children can completely overcome their speech impairment, catch up with their peers in the level of speech development, and successfully study in a mass school in the future.

Classes with young children differ not only in the volume and content of the material, but also in specific methods of conducting classes. To build work well, the speech therapist should also have a good understanding of the psychological characteristic early age: Features of the development of perception, attention and memory, speech, thinking, activity, etc.

Therefore, in work with young children the following should be considered moments:

1. The child learns the world with the help of an adult, by imitation. Classes with kids are based on imitation of an adult, his movements, actions and words, and not on explanation, conversation, suggestion. In the joint activity of a child and an adult, it is necessary to combine elements of play and learning

2. Children early active, agile and inquisitive. Toddler education is possible only when the positive emotions of the child are affected. This emotional recovery can only be achieved in the game. (Learning elements must be introduced into specially organized games.)

3. For a new skill to gain a foothold, repetition is necessary. The assumption that it is necessary to constantly make a difference in the games and activities of the child, is correct for older children age. And kids feel more comfortable in a familiar situation, act more confidently in the course of familiar favorite games. In order for new knowledge, abilities and skills to gain a foothold, it is necessary to repeatedly repeat the past.

5. It is necessary to control the level of complexity of the proposed material. If the baby tries to complete the task, and he does not succeed, he will quickly lose interest. In this case, both the child and the adult will be disappointed, and the next time the baby may abandon attempts to perform a difficult task. The material should be accessible to a small child, the complication of the same task occurs gradually, from lesson to lesson.

6. It is necessary to control the duration of the game. It should be borne in mind that the attention of young children is involuntary and short-lived. Also during the lesson, it is necessary to flexibly vary the duration of the games, depending on the situation, the capabilities of the children and their behavior.

7. A change of activities is needed. Changing activities when the game consists of several different games allows you to hold the attention of the kids longer, increase the duration and effectiveness of the lesson.

8. Kids need a positive assessment of their performance. During the training period, emotional support from an adult, a positive assessment of achievements are necessary for kids. Therefore, try to celebrate any, even the most modest, achievements and successes. In case of failure, do not focus on it. Tell me eg: “Then try again”, “Next time, I’ll definitely succeed”, “You tried, well done!”. To help kids develop faster and more confidently, praise them more often.

1. One of the main tasks of training is the development of passive and active speech of children.

Passive vocabulary development games: show in the picture

Active Dictionary Development games: imitation first (wonderful pouch, pets, onomatopoeia)

2. The development of general motility. The higher the motor activity of the child, the better his speech develops. The relationship between general and speech motility has been studied and confirmed by the studies of major scientists. Speech impairment correction (as well as the speech development of a normally developing child) begins with the formation of motor skills, basic and general developmental movements.

games:

3. The development of fine motor skills. The movement of the fingers and hands is of particular developmental importance. The fingers are endowed with a large number of receptors that send impulses to the central nervous system.

The formation of elementary graphic skills.

games:

4. The development of auditory perception, speech and phonemic hearing: playing with instruments Where does it sound? What does it sound?

5. Formation of articulation motor skills. One of the indicators of a successful speech development of a child is formed skills of correct sound pronunciation. For this, the baby needs to learn how to control the organs of the articulation apparatus, be able to "hear" yourself and others. This also includes the development of an air stream.

games:

6. The development of mental processes: attention, memory, thinking.

The child must highlight the properties of objects perceived through vision: color, shape, quantity; understand the plot of the picture (if the picture is plot, highlight the objects of perception, establish a connection between them.

games: correlation by color, size, shape.

7. The formation of prosodic components of speech. Prosody is the general name for super-segmented speech properties, such as raising and lowering the tone, accelerating and slowing the tempo, rhythmic characteristics, arrangement of logical stresses, soft voice attack, strength, duration of sounding, smooth speech exhalation, sharpness of diction, intonation, timbre coloring. Without all these qualities, our speech would turn into a speech of a robot. Children early age with normal speech development already at 6-7 months they perfectly understand the intonation of adults and, accordingly, respond to it.

games:

In addition to standard methods of speech therapy, in working with young children uses a fairy tale. Given the limited speech capabilities of primary school children age The speech therapist himself first tells the familiar tales, asking the child only with onomatopoeia to accompany his story. Gradually tasks and requirements for the child get complicated: he begins to reproduce all the speech units available to him.

The use of fairy tales helps the development of children's speech activity.

Thus, the directions of speech therapy work with children junior preschool age include the development of expressive speech, the development of impressive speech, the development of general and fine motor skills, the sensorimotor base of speech.