Regina Shasherina
Organization of classes of a teacher-psychologist with children with mental retardation.

Since 2011 in our preschool institution There is a correctional group that is attended by children with various diagnoses, including those with mental retardation.

These three ominous letters are nothing more than a delay mental development . Unfortunately, today you can often find such a diagnosis in a child’s medical record.

IN psychology under the term"delay mental development(ZPR)» refers to temporary developmental delay syndrome psyche in general or its individual functions - motor, sensory, speech, emotional-volitional. ZPR belongs to the category of mild deviations in mental development and occupies an intermediate place between normality and pathology.

Over the past few years, there has been increased interest in the problem of ZPR, and there has been a lot of controversy surrounding it. All this is due to the fact that such a deviation in itself mental development is very ambiguous, it can have many different prerequisites, causes and consequences. A phenomenon that is complex in its structure requires close and thorough analysis and an individual approach to each specific case.

The main difficulties they experience are primarily related to social adaptation and training.

The explanation for this is the slowdown in the rate of maturation psyche. It should also be noted that in each individual child, mental retardation may manifest itself differently and differ both in time and in the degree of manifestation.

Reasons for delays mental developments can be very different, and therefore they can manifest themselves in different ways. It is obvious that the lag concerns both the emotional and intellectual spheres child's psyche, just to varying degrees.

Domestic experts M. S. Pevzner and T. A. Vlasova highlight the following.

Unfavorable course pregnancy:

Mother's illnesses during pregnancy (rubella, mumps, flu);

Chronic diseases of the mother (heart disease, diabetes, thyroid disease);

Toxicosis, especially in the second half of pregnancy;

Toxoplasmosis;

Intoxication body mothers due to the use of alcohol, nicotine, drugs, chemicals and medications, hormones;

Incompatibility of the blood of mother and baby according to the Rh factor.

Pathology of childbirth:

Injuries due to mechanical damage to the fetus during use various means obstetrics (for example, applying forceps);

Asphyxia of newborns and its threat.

Social factors:

pedagogical neglect as a result of limited emotional contact with the child as early stages development (up to three years, and at later age stages.

Delay mental development is usually divided into four groups:

ZPR of constitutional origin;

ZPR of somatogenic origin;

ZPR psychogenic origin;

ZPR cerebral- organic origin.

Each of these types is due to certain reasons and has its own characteristics of emotional immaturity and disorders cognitive activity.

With one type of delay mental development(constitutional origin) The emotional-volitional sphere of the child is, as it were, at an earlier stage of development, in many ways reminiscent of the normal structure of the emotional makeup of children more younger age. Such a child behaves spontaneously, emotions are bright, and the general mood is upbeat. In terms of physical characteristics, he often lags behind his peers. Those around him see in him only a small immature child and do not make special demands on him.

The same picture of behavior in a child with delay mental development(of somatogenic origin, caused by any chronic somatic disease child: chronic infections and allergic conditions, congenital or acquired heart disease, etc. Such children are insecure, fearful, capricious. They grew and developed for a long time under certain restrictions and prohibitions. It’s hard to blame parents for this, but in conditions of overprotection, children grow up unable to organize yourself in class, comply with the teacher’s requirements, control your own behavior and actions.

It should be emphasized that the listed delays mental developments affect mainly the emotional-volitional sphere of the child, and emerging problems in learning and assimilation of knowledge are their consequence. In these cases, it would be enough for the parents to change their attitude towards the child, or the conditions of upbringing.

Delays are much less susceptible to correction mental development of cerebral organic origin. The study of such children in most cases shows the presence of mild organic insufficiency of the nervous system, which is preceded by the pathology of pregnancy in the mother (severe toxicosis, infections, intoxication and trauma, prematurity, asphyxia and trauma during childbirth, as well as diseases of the first years of life.

This type of delay has greater persistence and severity of disturbances and manifests itself in the child in the insufficiency of the general stock of knowledge, limited ideas, predominance of gaming interests, immaturity of thinking, low intellectual focus, and rapid satiety with intellectual activity. Psychological Developmental disorders of these children affect not only the emotional, but also to a greater extent the cognitive sphere.

Psychological accompanying children with delay mental development of organic genesis is a complex of special psychological studies and exercises aimed at increasing cognitive interest, the formation of voluntary forms of behavior, the development psychological basics educational activities, such as rote memory, hand-eye coordination, stability and attention span.

Children's activities I carry out individually systematically, adhering to a certain scheme.

First I do gymnastics in order to create Have a good mood in children. In addition, it helps improve cerebral circulation and increases the child’s activity. It is especially important when working with such children to develop fine motor skills. In my work I use a massager "Su-Jok", which promotes the development of fine motor skills of the hands.

Then follows the main part, which includes exercises and tasks aimed primarily at the development of one particular mental process(3-4 tasks, and 1-2 exercises aimed at developing other mental functions.

The final part is productive activity child: drawing, applique, paper design, etc.

Thus, while working with children having a delay mental development, it is necessary to take an individual approach, be sure to prevent the onset of fatigue, using a variety of means. While working with such children it is necessary to show special pedagogical tact. It is very important to constantly notice and encourage the slightest successes of children, to help each child in a timely and tactful manner, to develop in him faith in his own strengths and capabilities.

Publications on the topic:

Documentation of the teacher-psychologist on the lessons conducted with children To effectively structure the activities of a teacher-psychologist, a certain package of documents was developed. After each lesson with.

In the work of a teacher-psychologist in a kindergarten, there is such a form of work as group classes. At MBDOU "Kindergarten No. 99" (Taganrog, head.

Goal: to introduce children to the concept of “mental health.” Objectives: To introduce children to the concept of “mental health” and its components; Education.

Summary of a lesson by a teacher-psychologist with children “Development of auditory memory in children with speech disorders” Topic: “Development of auditory memory in children with speech disorders” Participants: pupils with speech disorders of the preparatory group, teacher - psychologist. INTEGRATION OF EDUCATIONAL.

ECD of a teacher-psychologist with children of the senior group “Magic Forest of Emotions” Summary of educational activities for a teacher-psychologist with children: “The Magic Forest of Emotions.” Goal: developing a sense of trust in people around you; eliminating the psychological.

Project “Use of information and communication technologies in the work of a teacher-psychologist with children” Relevance: The 21st century is called the age of information. Modern information and communication technologies are increasingly being introduced into various.

Work of a teacher-psychologist with children with disabilities. WORK OF A TEACHER - PSYCHOLOGIST WITH CHILDREN WITH LIMITED HEALTH CAPABILITIES The specificity of the development of disabled children is negative.

Developmental lesson by a teacher-psychologist with children of senior preschool age “Not at all scary” Developmental lesson of a teacher-psychologist with older children preschool age on the topic “Not at all scary.” Etc. sod. 1. Promote reduction.

Specifics of the work of a teacher-psychologist with preschool children with mental retardation The specifics of the work of a teacher-psychologist with preschool children with mental retardation. A priority direction of state policy in the field of education.

Image library:

Municipal educational institution for children,

those in need of psychological, pedagogical and medical and social assistance

Center for diagnostics and consultation "Vysota"

g.o. Zhukovsky, Moscow region

SYLLABUS

Target:

emotional development.

Training period:

Forms of training:

Lesson mode:

Municipal educational institution

Center for diagnostics and consultation "Vysota"

g.o. Zhukovsky, Moscow region

CURRICULUM - THEMATIC PLAN

The program for the comprehensive development of various aspects of the psyche for preschool and younger children “The Other We” (for children with mental retardation).

Target:

Introduce children with mental retardation into the complex world of human relationships.

Create a zone of proximal development to overcome deficiencies in intellectual and

emotional development.

To prepare children with mental retardation for school, and in the future for independent life.

Training period: from October to May (inclusive).

Forms of training: cognitive classes, mini-game trainings and exercises on body-oriented techniques.

Lesson mode: The duration of classes is 30-40 minutes throughout the year, 2 times a week.

Explanatory note

The problem of raising and training preschoolers with developmental disabilities is one of the most important in educational psychology. In connection with the increase in the number of children with mental retardation, the problem of developing their readiness to study at school becomes urgent. Finding the most effective methods for correcting children with mental development disorders is an urgent problem. modern pedagogy and psychology. It is known that among underachieving schoolchildren primary classes almost half lag behind their peers in mental development. These students experience great difficulties in mastering writing, reading, number concepts, counting operations, constructive activity and so on.

Failure to perform well at school often causes this group of children to have a negative attitude towards learning, towards any activity, and creates difficulties in communicating with others, with successful children, with teachers. All this contributes to the formation of antisocial forms of behavior, especially in adolescence. Therefore, the abnormal development of the mental sphere of children and, above all, mental retardation should be considered as a psychological and social problem.

Work with such children is aimed at developing higher mental functions (HMF). If the formation of the VMF is uneven, appropriate corrective work is carried out. In children, there are symptoms of age-related underdevelopment and immaturity of certain HMFs. Formative teaching is carried out taking into account the age of our students and the leading activities of this age. Therefore, we consider our main task to be the formation of higher mental functions that are experiencing developmental deficits (perception, attention, memory).

Naturally, the main role in raising a child is given to the family. To give fathers and mothers pedagogical knowledge, to turn them towards the child, to protect the latter’s childhood from unjustified punishment, rudeness and injustice - this is what we see as our primary task. After all, any professional activity of a teacher can be effective if parents are his active assistants and like-minded people. To make parents like this, you often have to work with them no less than with their children. We consider the upbringing of parents as the formation of pedagogical reflection in them, that is, the ability to self-critically evaluate themselves as an educator, to look at the situation through the eyes of a child. The main task of an educational psychologist in working with parents of children with mental development disorders is to interest parents in the prospects for a new direction in the development of children. Parents need to be constantly kept informed of all matters, and therefore the most successful forms of interaction with them must be chosen in advance. Then we will be able to ensure one of the most important conditions for the development of a child’s personality - coordinated joint work of the adults around him. This gives the child the opportunity to move to the next, higher stage of development.

Corrective work is carried out on the basis of the principle of formative and gentle teaching. We teach children elements of psycho-gymnastics, relaxation, and switching from one type of activity to another.

Work begins with an examination, during which information about the child is collected. The information obtained helps to outline the directions of correctional and educational work. Feature of the ZPR is the unevenness of disorders of various mental functions. Children with mental retardation are characterized by low cognitive activity, insufficient processes of perception, memory, and attention. It is difficult for them to connect individual details into a single image, but all deviations from the norm are variable. Children in this category are able not only to accept and use help, but also to transfer learned mental skills to other situations. With the help of adults, these children can carry out the instructions and intellectual tasks offered to them at a level close to normal.

Children with mental retardation, as a rule, have very weak motivation for learning activities. Therefore, we focus on the “second way of teaching” (S.L. Rubinstein).

According to Rubinstein’s definition, “there are two types of learning, or, more precisely, two ways of learning and two types of activity, as a result of which a person acquires new knowledge and skills. One of them is specifically aimed at mastering this knowledge and skills as its direct goal. The other leads to the mastery of this knowledge and skills, achieving other goals. Teaching in this case is not an independent activity, but a process carried out as a component and result of other activities in which it is included.” For "other activities" we use constructive activity with a variety of models, therefore, play and play forms of work are the most adequate means of correcting the mental development of a child’s personality.

Problematic children are passive and do not show a desire to actively interact with objects and toys. Therefore, a teacher-psychologist needs to constantly create positive experiences in children. emotional attitude to the proposed activity, so that the child has the opportunity to act independently in a certain situation.

A child with problematic development requires multiple repetitions to master ways of orienting himself in the world around him, to identify and record the properties and relationships of objects, and to understand a particular action.

The educational psychologist also needs to constantly remember: The pedagogical creativity of a psychologist should not contain danger that jeopardizes the freedom, psyche and personality of the child, his physical and mental health. A child’s emotionally positive attitude towards classes is the key to the successful work of a teacher-psychologist.

Target:

1. Introduce children with mental retardation into the complex world of human relationships.

2. Create a zone of proximal development to overcome deficiencies in intellectual and emotional development.

3. Prepare children with mental retardation for school, and in the future for independent life.

Tasks:

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

Conditions

The program is designed for children 4-7 years old and includes educational activities, mini-game trainings and exercises in body-oriented techniques.

The duration of classes is 30-40 minutes throughout the year, 2 times a week. The academic year consists of 72 classes. Classes are held in groups of 2-6 people.

Class structure

All classes have a flexible structure, designed taking into account age characteristics children,

degree of severity of the defect. Classes are based on the principles of integration including elements of music, art, dance and movement therapy), consistency and continuity. The choice of subject matter is determined by the nature of the developmental disorder and the selection of the most appropriate tactics for correctional and developmental work. The forms of work are determined by the goals of the classes, which are characterized by a combination of both traditional techniques and methods (frontal and individual classes) and innovative ones (drawing tests, drawing to music, playing with sand, etc.).

The structure of the classes is flexible, it includes educational material and elements of psychotherapy. In the process of classes, children develop communicative skills, enrich their emotional experience, activate their thinking, realize and experience successes and failures,

results of activity, social interactions and motor acts are designed, personal orientation is formed.

The mood of children, their psychological state at specific moments can cause variations in methods, techniques and structure of classes.

Traditional methods, used in classes are enriched with game situations.

The lesson is structured approximately as follows:

1. Warm up in a circle: psychological mood for the lesson, greeting (duration 3 minutes).

2. Exercise for our fingers: work with nuts, pencils, buttons, grains + finger games (duration 5 minutes).

3. Corrective and developmental block: any educational material related to one game plot. Includes tasks for the development of perception, memory, and thinking (duration 15 minutes).

4. Motor warm-up: “Transformation” technique or game mini-training “Bring the picture to life” (duration 5 minutes).

5. Relaxation, psycho-gymnastics (duration 3 minutes).

6. Farewell (duration 2 minutes).

In the interaction of an educational psychologist with a child’s family, we distinguish three stages:

1. Creating a mindset among parents to jointly solve problems of correction and development of the child with teachers;

2. Development of a general cooperation strategy;

3. Implementation of a unified, coordinated individual approach to the child with the goal of maximum correction of developmental delays for the transition to the next stage of development.

Expected results:

The “Other We” program is focused on holistic personality correction and development of cognitive and emotional spheres children with developmental problems. This program is characterized by accounting individual characteristics pupils, their personal qualities.

Realizing his “I”, the child asserts himself (“I am myself!”), strives to influence the situation, and enters into relationships with other people. In the preschool period, the child’s connection is established with the leading spheres of existence: the world of people, the objective world, nature, he is introduced to culture, to universal human values. The foundations of self-awareness and social motivation of behavior are formed. In the process of mastering the program, the child learns the basic rules and ways of communicating with others, his level of general awareness increases, his motor sphere is formed and improved, his cognitive abilities and the ability to accept and transform the help of an adult develop.

Program

1. FORMING COOPERATION OF A CHILD WITH ADULTS AND PEERS AND MASTERING WAYS TO LEARN SOCIAL EXPERIENCE.

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

Lesson No. 1. Getting to know each other

Goal: To allow each child to express their individuality, find their positive traits and feel the value of their personality; help children gain new positive experiences.

1. Minute of meeting
2. Exercise “I love”
3. Game "All - some - just me."
4. Exercise “Balloon flight”.
5. Drawing a "Balloon"
6. Creative task “Living names”.
7. Parting.

Lesson No. 2 “Why are rules needed?”

Goal: To teach children to consciously follow the rules and take responsibility for it.

1. Minute of meeting.
2. Exercise "Snowball"
3. Exercise "Peeping Game"
4. Conversation "Belkin's Questions"
5. Game "Market"
6. Drawing "On the contrary"
7. Parting.

2. EMOTIONAL DEVELOPMENT

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

CORRECTION OF THE EMOTIONAL SPHERE OF CHILDREN OF SENIOR PRESCHOOL AGE

Goals

your body and control your emotions. Removing muscle tension. Equipment

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

PROGRESS OF THE CLASS Children sit on the carpet in a circle.

Educational psychologist. Guys, do you like to travel? I knew it. Now we will go to a mysterious island. The rug you are sitting on is not simple, but magical. Sit with your legs extended in front, hold your hands and close your eyes. (Music plays.) Imagine that we are rising up into the clouds, even higher, higher than the clouds, flying, the carpet swaying. Hold your hands tighter. We all breathe easily, evenly, deeply. Deep breath, long exhale. It's good for us to fly holding hands. But now the carpet goes lower, lower. Open your eyes, we are on a mysterious island. How did you feel when you were flying?(Children's answers.)

Educational psychologist. Did you feel good holding each other's hands? Let's go around the island and look around it. This place is unfamiliar, so you have to go and listen to every sound. (What sounds did you hear?)

Everything seems calm and safe. We can play. We jump from bump to bump. We climb through the hoop.

We reach the ears of an imaginary giraffe.

Well done! Look how many flowers there are! They sleep at night and bloom during the day. Let's imagine that we- flowers. Sitting on the floor, clasp your knees with your hands- the flowers are sleeping. Wake up- we shake our arms. The sun has disappeared- the flowers fell asleep again. Woke up- cheerful, fell asleep- sad. We woke up again.

A cobra lives on the island. She is kind. Let's imagine that we, like her, are basking in the sun (lie on the floor on our stomachs, hands under our chin). Cobra woke up- We rise to our hands, then to our knees, looking forward.

And there is also a boa constrictor. Do you know him? He curls up into a ball (lie on his back, hugging his legs), and then rocks on his back and stands up. Bunnies also live here.

One of them is afraid of everyone. Show him shaking with fear. Another- brave hare "I'm not afraid of anyone!"- stand up and say it boldly.(Children complete the task.)

Educational psychologist. Now let's play. Let's blindfold ourselves and go towards each other. Let's say peek-a-boo. Having met, we hug.

Now let's lie in the hammock(the parent helps the teacher-psychologist; together with him, the teacher-psychologist rocks the child on the blanket). There's a storm(the hammock sways a lot). You have to lie down and say loudly: “I- brave" .(The rest of the children stomp their feet - they create a storm.) Children, remember when you once said that you were afraid of the dark, scary animals, and riding on a swing? Here, on the island, you have become so brave and strong! Now I will turn off the music, and you will remember what you were afraid of before. Draw it all. When I clap my hands, everything will become different: fear will disappear, you will feel strength, kindness. (Music plays - children.

draw; There's a bang - they're tearing up their drawing.

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

3. INTELLECTUAL DEVELOPMENT

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

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

For children 4 years old, you can offer another game - “Mushroom picking” (see appendix). To form ideas about the subject as a whole, the educational psychologist offers children the well-known “Cut Pictures” exercise.
Problematic children often lack active search. They are indifferent to both the result and the process of solving practical problems, even in situations where the problem is a game one. In order to develop in children the skill of analyzing the conditions of a practical problem and finding ways to solve it, we offer the games “Get the car” and “How to get it?” (see Attachment).
A person cannot develop a comprehensive understanding of the world around him without visual, tactile-motor, auditory, olfactory and taste perception. The development of perception is especially important for problem children, since they sometimes do not even make any attempts to examine objects. Their general inertia leads to the fact that even at preschool age they cannot determine the shape and size of an object by touch, or guess a particular aroma by smell.
An educational psychologist conducts various games to develop visual, olfactory, gustatory and tactile-motor perception, for example the game “Magic Basin”

To determine the level of speech development in children in the first years of life, the following method has been developed: the child is asked to show 1 finger, 2 fingers, 3 fingers. Children who are able to make isolated finger movements are talking children. Children whose finger movements are tense, whose fingers bend and unbend only together and cannot move in isolation, are non-verbal children. Until the movements of the fingers become free, the development of speech and, consequently, thinking cannot be achieved.
Training fine movements of the fingers is stimulating for the overall development of the child, especially for the development of speech. Systematic exercises for training finger movements, along with a stimulating effect on speech development, are, according to V.V. Koltsova, " a powerful tool increasing brain performance." The formation of a child’s verbal speech begins when the movements of the fingers reach sufficient accuracy. The development of finger motor skills prepares the ground for the subsequent formation of speech. Since there is a close relationship between speech and motor activity, if a child has a speech defect, special attention must be paid to training his fingers.
Finger games are an important part of a teacher-psychologist’s lesson with children with developmental problems. A description of some finger games is given in the appendix.
Among children with mental retardation, many are hyperactive. Their hands are often in constant, sometimes aimless movement. It is useful to teach these children special exercises and games that would direct excess activity into the right direction.
In children with mental retardation who are preparing to enter 1st grade, the muscles of the hand, coordination of movements of the fingers, forearms and the shoulder part of the writing hand are not yet sufficiently developed. They are still poorly oriented in space and on a plane, and are confused in distinguishing between the left and right sides of the body, especially in relation to other people. The greatest difficulties in developing this skill occur in left-handed children. Ability to distinguish between left and right side- this is an important prerequisite for many types of learning (including preparing the hand for writing).
Therefore in the second half school year children of senior preschool age (6-7 years old) practice this skill (the ability to distinguish between left and right sides) together with a teacher-psychologist. Classes are conducted in the form of various games or trainings (additional 1 lesson per week).
To practice differentiating the right and left parts of the body, the following exercises can be recommended.

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

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

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

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

CORRECTION OF THE INTELLECTUAL SPHERE OF CHILDREN OF MIDDLE PRESCHOOL AGE

Goals

Forming in children the ability to make primary generalizations and present the subject as a whole.

Formation of positive personality traits (empathy, kindness).

Equipment

Stuffed Toys: parrot, squirrel, hare, fox and mouse: box with geometric

figurines; cut-out pictures (depicting these toys); fishing line; mushroom buttons;

bags with buckwheat, millet, rice.

PROGRESS OF THE CLASS

Children sit on chairs in a circle.

Educational psychologist.Children, guests promised to come to us today. Here. first guest- parrot Kesha. He wants to meet you and play. What do you think we can do to make him like it with us, so that he wants to come to us again? The children answer. Then the educational psychologist carefully hands the toy to the child sitting next to him and asks him to press it to himself, stroke it, say something affectionate and pass it to another child.

Educational psychologist.A squirrel, a hare, a fox and a bear also came to visit us. Let's treat them to something tasty. You, Tanya and Sasha, collect mushrooms on a string (we will dry them for the squirrel). You, Antosha and Misha, put 10 grains of millet and rice each for the parrot Kesha, and you, Seryozha, put 10 grains of buckwheat in a plate for the mouse.(Children complete the task.)

Educational psychologist.Well, now our guests are full and want to play with us. There are boxes with geometric figures on your table. To prevent the animals from getting lost in the forest, each one has its own path. At the squirrel's- circle, by the hare- square, chanterelle- triangle, by the mouse- oval.

Build your own path for each guest by choosing figures from the box(on the teacher-psychologist’s table there are toys, next to each there is a corresponding geometric figure). (Children complete the task.)

Educational psychologist.Now put the figures in the box. Now sit on the edge of the chair, lean against the back, put your hands on your knees, and close your eyes. Imagine a warm wonderful day(music sounds). There is a bright blue sky above you. Soft rays of the sun and a warm gentle breeze kiss your eyes and cheeks. A gray cloud flies across the sky. We will place all our grievances, sorrows and disappointments on it. We will always be joyful, kind and strong. Now open your eyes and smile at each other. I love you very much!

4. DEVELOPMENT AND IMPROVEMENT
ENGINE SPHERE

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

CORRECTION OF THE MOTOR SPHERE OF MIDDLE PRESCHOOL CHILDREN

Goals

Strengthening the ability to roll a ball in order to hit a moving object.

Strengthening the muscles of the fingers and hands.

Development of the eye and coordination of movements.

Teaching proper breathing.

Formation of correct posture.

Equipment

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

PROGRESS OF THE CLASS

Introductory part “Whistle all up!”

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

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

MAIN PART

A set of kinesiological exercises

Children line up in one line.

Divers

Starting position: legs apart, arms down. Holding your breath. Take a deep breath and

hold your breath as long as possible, 3-4 times.

Starting position: sitting in a tucked position (squatting, hands clasped around knees, head lowered). Imagine that you are a seed that gradually germinates and turns into a tree. Slowly stand on your feet, straighten your torso, stretch your arms up. Tense your body, imitating a tree. Performed 3 times. Inside Outside

Starting position: lying on your back. Close your eyes and listen to the sounds around you (the noise of traffic outside the window, the creaking of a door, the breathing of others, etc.), then turn your attention to your body and listen to it (your own breathing, heartbeat, sense of body posture). Performed 3 times. Our ears hear everything Children do self-massage of the ears. To be friends with balls, we need to develop our fingers

Starting position: legs apart, small ball in hands in front of chest. Simultaneous and alternate squeezing and unclenching of the ball with the fingers; rolling the ball between the palms; squeezing the ball with your fingertips; rotation of the hands with the ball. Each movement is performed 4-5 times. Bike

The exercise is performed in pairs. Starting position: stand opposite each other, touch your partner’s palms with your palms. Perform movements similar to those performed by the legs when riding a bicycle, with tension. 8 movements + pause. Performed 3 times. Kitty

Starting position: standing on all fours. Imitate a cat stretching: as you inhale, arch your back, raising your head up; as you exhale, arch your back, lowering your head. Performed 6-8 times. Jumping on the command of the leader

4 jumps forward + 4 jumps back + 4 to the right + 4 to the left + pause (sea roll - roll from heel to toe). Performed 2 times. The waves hiss

Starting position: standing on your heels, arms down. Standing on your toes, smoothly raise your arms forward and up (inhale); As you exhale through your mouth with the sound “sh-sh-sh”, smoothly lower your arms and return to the starting position. Performed 3-4 times. Game exercise"Battleship"

After training, the sailors will have to get into a “torpedo”; The adult quickly rolls large balls along the wall, and the children roll their balls across, trying to hit the “torpedoes.” Who is the most accurate? Performed 3-4 times.

FINAL PART

The sailors coped well with the tasks and are invited to visit the king of the sea for a water carnival. Everyone turns into fish, starfish, mermaids, crabs, seahorses... Smooth music sounds - sea creatures, dancing, begin their carnival. The sea king (leader) praises the dancers he likes.

At the end of the lesson, depending on the condition of the children, you can do a relaxation exercise.

Starting position: lying on your back, legs apart, arms to the sides, jellyfish pose. Children relax their arms and shake their legs. The presenter says at this time:

I I'm lying on my back

Like a jellyfish on the water.

I relax my hands and lower them into the water.

I’ll shake my legs and relieve the fatigue.

The children leave the hall to calm music.

Used Books

1.S. Aryukova, L. Pushkin “Correction and developmental program for preschool children with mental retardation.” School psychologist, No. 20, 2003.

2.0. V. Zashirinskaya. Psychology of children with mental retardation. Speech. St. Petersburg. 2003.

3. E.K. Lyutova, G.B. Monina. Cheat sheet for adults. Psychocorrectional work with hyperactive, aggressive, anxious and autistic children. Genesis. M., 2003 I

4.I.I.Mamaichuk Psychological help children with speech development problems. , St. Petersburg. 2001 I

5.M.I.Chistyakova. Psychogymnastics.M.D995.

6.E.O.Smirnova, V.M. Kholmogorov. Interpersonal relationships preschoolers Vlados, M., 2003.

7. K. Fopel. How to teach children to cooperate. Psychological games and
exercises.Genesis.M., 1998

8. Paul I. Dennison, Gail I. Dennison. Brain Gymnastics. M., Climbing, 1998.

9. V.L. Sharokhina Correctional and developmental classes. (in the younger, middle group) Book lover, M., 2004

10. L.I. Kataeva Correctional and developmental classes in preparatory group. Knigolyub, M., 2004

11. I.L. Artsishevskaya. Psychologist's work with hyperactive children in kindergarten. Bibliophile. M., 2008

12. L.I.Kataeva. Psychologist's work with shy children. Bibliophile. M., 2008

13. L.D. Postoeva, G.A. Lukina. Integrated correctional and developmental classes for children 4-6 years old. Knigolyub, M., 2006

14. I.S. Pogudkina. Work with problem preschoolers. Cycle of correctional classes. Knigolyub, M., 2008

15. O.N Saranskaya, Psychological training for preschoolers. Let's be friends! Knigolyub, M., 2008

16. S.I. Semenaka, Learning to sympathize and empathize. Correctional and developmental classes for children 5-8 years old. Arkti, M., 2003

Corrective and developmental classes

for children with mental retardation.

Relevance of classes.

The beginning in our country is determined from the age of seven. When entering school, children are identified who are not ready to start learning due to a seemingly minor developmental disorder, that is, due to mental retardation.

It is important to start working with such children as early as possible, to provide them normal development, correct the deviations that have arisen, since it is at an early age that the actual formation of the child’s personality occurs. And the earlier work with children begins, the more effective it is.

Purpose of the lesson: creating conditions for optimizing mental and physical development children with mental retardation.

Specifics of the implementation of classes:

Requirements:

Classes should be taught by an educational psychologist. It is for the psychologist, who does not teach regular lessons and is not associated with assessment activities in the students’ perception, that it is easier to create an atmosphere of trust in which students can freely express their opinions, role-play situations, and perform exercises.

The methodological feature of conducting a lesson is problem-based learning, which is achieved by involving students in discussing issues, providing students with the opportunity to express their own opinions and feelings.

An important condition for the implementation of classes is the dialogical nature of learning, which excludes critical assessments and requires the psychologist to have active listening skills, flexibility and a creative approach.

Materials and equipment : albums, colored pencils, audio recordings of sounds of nature and quiet, calm and moving music, recording of a musical excerpt by P.I. Tchaikovsky. "Seasons", carpet.

Duration of classes : 45 minutes.

Target group: children with mental retardation, students aged 7-10 years.

Lesson No. 1.

Target:

development of self-knowledge skills, I - child’s concept

developing a sense of unity and cohesion;

development of tactile perception;

development of attention, memory, thinking;

Material:

posters depicting the rules of behavior in the classroom;

postcards cut into two parts;

albums and pencils;

tape recorder with recording of calm and active music.

Progress of the lesson:

Children enter the room and sit on chairs in a circle.

Hello guys! Glad to see you! (The psychologist introduces himself to the children.)

Exercise 1.

Now I want to meet you. And the game will help us with this“Who lives in the little house?”

Children “climb” into the little houses - to do this, each child closes his hands with a corner above his head in the form of a roof. The presenter “knocks” on each house with the words: “Who lives in the house?” The child says his name. The host asks: “What do you love most?” What don't you like?

Now that we have met you, I want to tell you what we will do in our classes.

We will play different games and draw. And we need to learn to follow certain rules of behavior.

A psychologist demonstrates posters depicting the rules of conduct in class.

Rules of our classes:

to help each other;

when one speaks, the other listens and does not interrupt;

If you want to say something or answer a question, raise your hand;

“STOP” rule: when the bell rings or a clap is heard, silence is established.

Exercise 2.

Now we'll play a game"Train".

Children stand one after another, placing their hands on the shoulders of the person in front. The “driver” drives the train in different directions, sometimes quickly, sometimes slowly, he puffs and whistles (all children should be a “driver”). At the end of the "crash", everyone falls to the floor.

Game discussion:

Did you enjoy playing?

Who was uncomfortable? Why?

Exercise 3.

The next game is called“Do as instructed.”

The psychologist calls the children various words: table, cup, banana, snake, pen, etc. Children must, by agreement, respond to certain words. For example, clap when you see a word for a plant.

Discussion:

Did you like the game?

Was it easy for you to play this game?

Exercise 4.

Our next game is called"Save the chick."

Imagine that you have a small, helpless chick in your hands. Extend your arms forward with your palms facing up. Now bend your elbows and bring them closer to you. Slowly, one finger at a time, fold your palms, hide the chick in them, breathe on it, warming it with your even and calm breathing. Now open your palms and you will see that your chick has joyfully taken off. Smile at him and don't be sad. He will still come to you.

Exercise 5.

A game"Okay."

And now I will give you half of the postcards. Consider them and find your soul mate with another student. Those who find it become pairs. We will play the game "Ladushki".

Okay, okay!

Where were you? - By Grandma.

What did you eat? - Porridge.

What did you drink? - Brazhka.

Children clap their hands crosswise, pronouncing the words of the nursery rhyme.

Pairs change.

Discussion:

Guys, who got the game? Who has never lost their way?

Who was easy for you to play with? Why?

With whom did the game not work? Why?

Were you attentive to each other?

Guys, now take your albums and try to draw a picture on the topic:"My mood now."

View pictures.

Discussion:

Did you like drawing?

What was difficult?

What do you see in common in our drawings?

Exercise 6.

Reflection.

Our lesson is coming to an end. Let's sit in a circle and close our eyes. Let's remember what we did in class today. And I will touch you, and whoever feels my touch will leave the circle.

Goodbye!

These exercises contribute to the development of the child’s cognitive mental processes. And this is very important, because the child gets the opportunity to develop normally and fully, enter the world of human relationships and not feel inferior. A properly constructed system of correctional measures can reduce the gap in the development of the cognitive sphere between children.

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Explanatory note

Children with mental retardation have a number of features in psychophysical development and communication. These features do not allow for effective development, mastery of knowledge, and acquisition of vital skills and abilities. With mental retardation, not only the formation of speech and verbal thinking slows down significantly, but the development of cognitive activity in general suffers.

The exercises proposed in the program are designed for one year of work with primary schoolchildren. By analogy with these exercises, teachers, educators and psychologists can create tasks using other didactic material, changing the ways of presenting tasks. However, the sequence of exercises and the logic of their construction must remain unchanged.

These exercises contribute to the development of the child’s cognitive mental processes. And this is very important, because the child gets the opportunity to develop normally and fully, enter the world of human relationships and not feel inferior. A properly constructed system of correctional measures can reduce the gap in the development of the cognitive sphere between children.

The goal of this program is to develop the cognitive sphere of children with

ZPR, such mental processes as memory, thinking, attention, perception.

Tasks:

1. increasing the level of memory development

2. increasing the level of attention development

3. increasing the level of development of thinking

4. increasing the level of development of perception

Methods and techniques used: conversation, observation, testing, individual correctional classes, individual consultations.

Target audience: the program is intended for primary schoolchildren.

Form of work: individual, classes will be held in the office of a teacher-psychologist.

Implementation stages:

1. Psychodiagnostic

2. Psychocorrectional

3. Consulting

4. Analytical.

The results of this program are expected to increase the level of development of cognitive mental processes in children with mental retardation, such as memory, attention, thinking, and perception. A comparative analysis of the results of the first and final diagnostics, which will be carried out after all the classes provided for in the program, will help determine the effectiveness of the work done. The results of the comparative analysis will help to draw a conclusion about whether the goal we set was achieved and whether the tasks we set were solved, and will also allow us to make the necessary changes and additions to the program, if necessary.

The goal of correctional rhythmics is to overcome psychological and speech disorders through the development and correction of non-speech and speech mental functions, the motor sphere in combination with words and music, and ultimately - better adaptation to environmental conditions. Corrective rhythm is designed to increase emotional tone and correct motor deficiencies. Preschool teachers developed a system of classes on corrective rhythms for children with mental retardation and intellectual disabilities (from 3 to 7 years old). In the classroom, the basic principle of special education is implemented - the correctional orientation of the educational process.

Corrective work is carried out in the main areas: development of intellectual functions (thinking, memory, perception, imagination, attention), orientation in space and time; development of sensory and motor functions; formation of the kinesthetic basis of articulatory movements; development of facial muscles; development of the emotional-volitional sphere and gaming activity; formation of traits of a harmonious and uncomplicated personality (friendliness, love, respect and self-esteem, criticality and self-criticism, etc.).

The correctional focus of classes is ensured by taking into account the mechanism and structure of psychological and speech disorders, age and personal characteristics children, the state of their motor system, the nature and degree of impairment of non-speech and speech processes: spatial praxis, gnosis, auditory and visual perception, attention, memory, etc. Solving educational tasks in the classroom contributes to the mental, moral and aesthetic development pupils.

It is recommended to conduct corrective rhythm classes once a week with the entire group (10 children). The duration of classes in the junior group is 15 minutes, in the middle group - 20 minutes, in the senior group - 25 minutes, in the preparatory group - 30 minutes.

Correctional classes with mentally retarded children should be carried out taking into account the requirements of the program “Correctional and developmental training and education” (preschool program educational institutions compensatory type for children with intellectual disabilities) ed. Ekzhanova E.A., Strebeleva E.A. - M., 2002. Group classes for children with mental retardation according to the program “Preparation for school of children with mental retardation”, ed. Shevchenko S.G. - M., 2003. Material of the program on familiarization with the environment, speech development, gaming activities, musical development used in classes in accordance with the age of children and their individual capabilities.

All classes ensure the child’s mental security and satisfy his need for emotional communication with the teacher.

In each corrective rhythm lesson, all exercises are combined common theme and the plot. The plots of the classes include images of fairy tale and cartoon characters, animals, toys, and exciting adventures. During the classes, imaginary journeys, excursions, trips are made. All this emotionally colors the learning process, ensures sustained attention, and therefore contributes to better performance. When conducting classes, close interaction between the speech pathologist is necessary, music director and a teacher.

Good results in corrective rhythm classes are achieved provided that the psychophysical load is evenly distributed. The structure of the classes takes this requirement into account and includes the following elements:

Rhythmic warm-up (introductory exercises);

Regulating exercises muscle tone;

Exercises to develop attention, perception, memory, thinking;

Exercises to develop a sense of tempo and rhythm;

Exercises to develop coordination of speech and movement;

Exercises to develop speech and facial movements;

Development exercises creativity, imagination;

Exercises aimed at generalizing, expanding and activating vocabulary, developing grammatical structure, forming correct sound pronunciation and developing phonemic processes;

Exercises to develop small muscles of the fingers;

Outdoor game;

Relaxation (relaxation, calmness).

Musical accompaniment plays a special role in classes. Music influences the development of movements and their expressiveness. Movements with musical accompaniment have a positive effect on the development of attention, thinking, memory, time and spatial orientation; the ability to fit one’s movements into a certain time period as dictated by the music, its metrical and rhythmic basis), stimulate the child’s speech activity, and have a positive impact on his emotional -volitional sphere.

The group is attended by both children with paresis, awkward, uncoordinated movements, and preschoolers with hyperkinesis, tics, and myoclonus. Therefore, the musical accompaniment of movements in classes is selected taking into account the characteristics of all students. The lesson includes not only rhythmic music that stimulates movement (march, gallop, polka - musical works in short but clearly expressed phrases), but also smooth music, with a calm pattern, with phrases emphasizing movements, as well as songs with a rhythmic chorus and a smooth chorus (waltz, lullaby, music illustrating natural phenomena: the murmur of water, the sound of the breeze, rain, etc.).

In classes, work is systematically carried out to develop oral speech children: in the process of verbalization game situations, verbal explanation of exercises, during learning texts, songs (clarification difficult words, practicing their rhythmic structure, clarity of pronunciation of sounds). Work is being done to enrich the vocabulary, grammatical generalizations are being formed; forms of speech gradually become more complex.

The main purpose of introductory exercises is to set the mood for the lesson and organize the children. Such exercises include introductory walking (maintaining clear construction lines, precise coordination of the beginning of movements and their end, with the beginning and end of the music); easy running; alternating walking, running, jumping, galloping.

Rhythmic warm-up exercises develop coordinated movements of the arms and legs while walking and running, form correct posture, movement skills in a group, basic and imitative movements, and develop orientation in space.

Most children with mental retardation are characterized by an imbalance between the processes of excitation and inhibition, increased emotionality, and motor restlessness. Any, even minor, stressful situations overload their weak nervous system. Muscular and emotional relaxation is an important condition for the development of correct body movements and natural speech. Children need to be made to feel that muscle tension, at their will, can be replaced by pleasant relaxation and calm. It has been established that if the muscles are sufficiently relaxed, then emotional arousal weakens. Therefore, relaxation exercises and exercises that correct muscle tone occupy an important place in corrective rhythm classes.

Among the pupils of special groups there are many children with dysarthria. Therefore, tasks to relax or activate muscle tone have special meaning. They are used to increase the overall tone of the body, restore the volume, strength and quality of movements, combat increased tone, reduce muscle rigidity and synkinesis, restore the coordinated activity of weakened and healthy muscles.

Exercises that activate muscle tone are carried out at the beginning of the lesson, and at the end of each lesson - relaxation exercises (total relaxation time - no more than 10 minutes).

Attention exercises develop a quick and accurate response to visual and auditory stimuli, as well as all types of memory: visual, auditory, motor. Children learn to concentrate and demonstrate strong will. As a rule, one exercise is carried out in a lesson to activate attention.

Exercises to develop breathing develop correct diaphragmatic breathing, increase the duration of exhalation and its force. They can be combined with movements of the arms, torso, and head. Breathing exercises include speech material, pronounced while exhaling, pronunciation of vowels and consonants while exhaling. Work on your voice and diction begins with these exercises.

Singing corrects the tempo of speech and normalizes breathing. While working on the lyrics of the song, oral speech is corrected. It is necessary to carefully explain to the children the content of the lyrics of the song, and repeat the lyrics loudly and clearly repeatedly.

Exercises to develop coordination of speech and movement form the skill of coordinating movements that are heterogeneous in direction, speed, and intensity. These exercises can be done with or without musical accompaniment. First the text is learned, then the movement. Therefore, the text can be learned with children in any other classes.

An important place in corrective rhythm classes is occupied by exercises for the development of fine motor skills of the fingers and articulatory organs. Their goal is to attract the child’s attention to the sensations that arise during the movements of the muscles of the fingers, tongue and lips, and to teach them to control these movements. These exercises help develop coordination of movements and increase the child’s overall performance in class. Since with dysarthria, paresis of the facial muscles of varying severity is observed, exercises for the restoration and development of facial movements are included in the corrective rhythm.

Much attention in corrective rhythm classes is paid to games for generalization, expansion and activation of vocabulary, for the development of the grammatical structure of speech, for the formation of correct sound pronunciation and the development of phonemic processes. These games are played with a ball. The very movement of the ball activates involuntary attention, and since the ball in the game can be thrown by the teacher to any child, voluntary attention is also formed in children. Playing with a ball encourages the child to communicate, develops gross and fine motor skills, spatial orientation, regulates the strength and accuracy of movement, develops and normalizes the emotional-volitional sphere (which is especially important for hyperexcitable children), and develops the eye, dexterity, and speed of reaction.

Outdoor games are characterized by great emotionality. These include various shapes movement - running, jumping, hopping, walking, etc. They require speed, strength, agility, coordination of movements, endurance and have a comprehensive effect on the body, causing significant changes in the functions of the muscular, respiratory and cardiovascular systems. Outdoor games are used taking into account the age of children, their health status, physical fitness, mental development, and individual personality characteristics.

Children with mental retardation and dysarthria are recommended to play outdoor games with moderate psychophysical stress accompanied by rhythmic, quiet music at a medium tempo. This is due to the fact that children are emotionally excited and do not feel the onset of fatigue.

In corrective rhythm classes, it is possible to use elements of psycho-gymnastics, pantomime, and improvisation.

At the end of the classes, the results are summed up - a positive emotional assessment of the children’s work is given, for example: “I was pleased to work with you. It’s a pity that the lesson ended so quickly and we have to leave.” It is equally important to find out the children’s opinion about the activity. To do this, they are asked questions: “What did you like? What tasks did you find interesting? What was the most difficult task? etc. The result can be summed up in game form. It is important to end the lesson in such a way that the children look forward to the next meeting with joy.