Organization of correctional and developmental work in preschool educational institutions in the context of the implementation of the Federal State Educational Standard.

Emelyanova N.V. - teacher speech therapist,

Turk A.V. - teacher speech therapist

MBDOU TsRR – d/sno. 70 Firefly"

Organization of correctional and developmental work in preschool educational institutions in the context of the implementation of the Federal State Educational Standard.

We live in an era of change. Global changes are currently taking place in the preschool education system. First of all, they are related to the fact that in accordance with the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation,” the preschool education system has become the first educational level of the Russian education system, which guarantees the unity of the educational space, provides uniform conditions and quality of education, continuity of basic educational programs of preschool and primary general education.

New changes in the preschool education system have resulted in the adoption of the federal educational standard for preschool education (FSES DO), which determines what the program of a preschool educational institution should be and what conditions are needed for its implementation. In accordance with the Federal State Educational Standard for Preschool Education, the teaching staff of each preschool educational institution creates its own model of the pedagogical process, choosing the main educational program, partial programs, technologies, forms, methods and techniques of working with preschoolers.

The model of correctional and developmental activities in preschool educational institutions is an integral system. The goal is to organize the educational activities of a preschool educational institution as a system that includes diagnostic, preventive and correctional and developmental aspects that ensure a high, reliable level of speech and mental development of a preschooler. The work of a kindergarten is determined by a strict, well-thought-out system, the importance of which lies in the speech therapy of the educational process and various types of children’s activities. Creating a holistic correctional and developmental system for children with developmental disabilities is a complex task that requires the involvement of various specialists. To carry out qualified correction of violations, a program mechanism for children with disabilities must be launched. This means that the main general educational program of preschool education of a preschool educational institution, developed on the basis of the Federal State Educational Standard for Preschool Education, should include all the specific features of the education and development of children with disabilities: varying the timing of learning materials, a system of correctional work, special approaches, methods and techniques aimed at mastering OOP, special conditions for implementation. And also provide for adaptation of the general education program to the perception of the education system by children with disabilities. children with disabilities. In a kindergarten, correctional work will be effective only if it is carried out in a complex that includes pedagogical and psychological correction, as well as medical support for students.

The purpose
of correctional work
in groups for children with special health needs is to ensure the correction of deficiencies in the physical and (or) mental development of various categories of children with disabilities and to assist children of this category in mastering the general education program.

The correctional work program should be aimed at ensuring the correction of deficiencies in the physical and (or) mental development of children with disabilities and assisting children in this category in mastering the basic educational program.

The correctional work program contains

list, content and plan for the implementation of individually oriented correctional measures that ensure the satisfaction of the special educational needs of children with disabilities, their integration into preschool educational institutions and their mastery of the basic educational program;
a system of comprehensive psychological, medical and pedagogical support for children with disabilities in the educational process, including a psychological, medical and pedagogical examination of children in order to identify their special educational needs, monitoring the dynamics of children’s development, their success in mastering the program, adjusting corrective measures;
description of special conditions for the education and upbringing of children with disabilities, the use of an adapted educational program and methods of teaching and upbringing, conducting individual and group correctional classes;
a mechanism for interaction in the development and implementation of correctional measures with a speech therapist and preschool education specialists who must ensure the unity of correctional and developmental work in the preschool educational institution;
planned results of correctional work.

The correctional work program at preschool educational institutions contains several areas: diagnostic, correctional and developmental, advisory, information and educational.

Diagnostic direction includes:

timely identification of children in need of special assistance;
early diagnosis of developmental disorders and analysis of the causes of adaptation difficulties;
comprehensive collection of information about the child based on diagnostic information: study of the development of the emotional-volitional sphere and personal characteristics, socialization of the developmental situation and conditions of family education, adaptive capabilities of the level of socialization, systematic comprehensive monitoring of specialists over the level and dynamics of development, analysis of the success of correctional and developmental work.

The correctional and developmental direction includes:

selection of correctional programs, methods, methods and techniques that are optimal for the development of a child with disabilities in accordance with his special educational needs: organization and conduct by specialists of individual and group correctional and developmental classes necessary to overcome developmental disorders and learning difficulties;
correction and development of higher mental functions, development of the emotional-volitional and personal spheres of the child and psychocorrection of his behavior, social protection of the child in the event of unfavorable living conditions under traumatic circumstances.

The information and educational direction includes:

various forms of educational activities (lectures, conversations, printed material), conducting thematic presentations for teachers and parents to explain the individual typological characteristics of various categories of children with disabilities. In this direction, information and training tools and techniques are widely used that help improve speech therapy literacy of both teachers and parents.

Advisory work includes:

development of joint, substantiated recommendations on the main areas of work with children with disabilities, common for all participants in the educational process;
consultation by specialists of teachers on the choice of individually oriented methods and techniques for working with children with disabilities;
consulting assistance to the family in matters of choosing an upbringing strategy and methods of corrective education for a child with disabilities.

In groups of combined orientation with OHP, when building a system of correctional work, the joint activities of specialists are planned in such a way that teachers build their work with the child on the basis of general pedagogical principles, not in isolation, but complementing and deepening the influence of each. A unified complex of joint correctional and pedagogical work, outlined by specialists, is aimed at the formation and development of motor and speech areas. The content of classes, organization and methodological techniques are determined by the goals of correctional education, taking into account specific ideas and speech experience accumulated by children in the process of working as a speech therapist in the sections of the program. The system of correctional and developmental activities provides for individual, frontal forms of work, as well as independent activity of a child with special needs in a specially organized spatial-speech environment .

All specialists work under the guidance of a teacher-speech therapist, who is the organizer and coordinator of all correctional and developmental work, draws up, together with colleagues, a block integrated calendar and thematic plan, organizes diaphragmatic-speech breathing, corrects sound pronunciation, automates them, differentiates them, introduces them into independent speech contributes to the speech therapy of routine moments and directly organized educational activities, the practical acquisition by children of the skills of word formation and inflection, which helps the child’s personal growth, the formation of confident behavior, a sense of dignity, adaptation in the society of peers, adults, and in the future – successful learning at school.

Forms and methods of working with children with disabilities in kindergarten

Forms and methods of work in kindergarten with children with disabilities

Today, children with disabilities do not have to study in special institutions; on the contrary, they can receive a better education and better adapt to life in a regular educational institution. Regardless of social status, race, physical and mental abilities, inclusive education provides every child with the opportunity to satisfy his developmental needs and equal rights to receive an education adequate to his level of development.

Our children's

The kindergarten is visited by children with various psychological characteristics.
Starting to work with children with disabilities
, I was faced with the problem of organizing the educational process for them, choosing
forms and methods of working
with this category of pupils.
Since at the current stage of implementation of the educational program the priority is personal-oriented education, when working with children
must rely on the individual characteristics of the child. The need for an individual approach to children is recognized by everyone, but implementing it in practice is not an easy task. The task of an individual approach is to most fully identify the ways of development and capabilities of the child.

As a rule, children with disabilities have difficulties in communication, behavior, learning, and emotional development. In addition to problems of social interaction and communication, children with disabilities have difficulties in adequately perceiving the world. Their idea of a holistic picture of the world is impaired. A child may perceive the world as a disparate, chaotic collection of elements. As a result, he cannot figure out his place in life and be a full-fledged member of society. As a consequence, the nature of interaction with the environment becomes destructive.

Psychological correction is one of the important links in the system of comprehensive rehabilitation of children. The main task of correctional work

— creating conditions for the comprehensive development of a child with disabilities in order to enrich his social experience and harmonious inclusion in a group of peers.
The main methods
of corrective action that I use in my
work are
:

1. Play therapy

Play is a child’s favorite pastime and leading activity from a very early age. It allows the child to get an idea of the world around him. With its help, they are formed

such important mental functions as thinking, imagination, fantasy.
Play therapy is also designed to help the child overcome developmental difficulties, eliminate behavioral problems, and figure out what is really bothering the baby. The result of the therapy is an increase in the child’s self-esteem, communication skills develop, and the level of anxiety and fear decreases. I conduct the play therapy process in the sensory room, or, if we are talking about group therapy, in the music room together with the music director. Different games are used, to improve psychological well-being the following games are used: “Blind Man’s Bluff”
,
“Obstacle Course”
,
“Paints”
, etc., games that help in correcting aggression:
“Battle”
,
“Calling vegetables, fruits, berries”
,
“Angry” - good cats”,
etc., games aimed at relieving stress, relaxing:
“Snowman”
,
“Pinocchio”
,
“Rag Doll”
,
“Pump and Ball”
,
“Colored Palms”
and others.

2. Psycho-gymnastics.

This is a course of special classes (studies, exercises, games aimed at the development and correction of various aspects of the child’s psyche. Psycho-gymnastics is adjacent to psychological, pedagogical and psychotherapeutic methods

, whose common goal is to maintain mental health and prevent emotional disorders.

The most effective are psycho-gymnastics exercises, which include further elements of art therapy at the end of the session.

— Game “Blots”

(blowing from a straw,
“Monotype”
, these exercises help weaken the imagination of overly disinhibited children and develop imagination.

— Free and thematic drawing (the child’s choice of color is important in this exercise)

.
To create a comfortable environment, children are allowed to draw while lying on the floor. For educational purposes, for friendly emotional communication, the production of joint works
on a large piece of paper is used. Drawing regulates behavior, children become calmer.

3. Fairytale therapy, puppet therapy.

The Russian philosopher I. A. Ilyin said: “A fairy tale is a dream that a nation has had.”

.
This is one of the most effective
young
children “Fairy tale - for personal development”
is a psychological term that means the development of emotional, volitional, moral, intellectual spheres
by working with a fairy tale
.
Fairytale therapy promotes the formation
of mental processes, helps children overcome fears and develop imagination.

I diversified my work

— development of attention: “Find the differences”

,
“Help the fairy tale hero go through the labyrinth”
,
“Where the fairy tale heroes hid”,
etc.,

- memory development: “Who is behind whom”

(memorizing the sequence of fairy tale characters,
“Retell the passage”,
etc.,

— development of thinking: “Assemble a turret for Masha”

,
“Sort out fairy tales into pictures”
, etc.,

-development of fine motor skills: “Collect beads for Alyonushka”

,
“Dress the Teddy Bear”
, etc. ,

— development of gross motor skills: “Show the movement of each character”

,
“Dance like a bunny, like a bear, like a fox”
.

Methods and techniques of work

The interactions with fairy tales are varied, and this is wonderful:
by working
with just one of the fairy tales, the child learns a lot - the process of socialization and individual growth.

3. Corrective work in the sensory room

Sensory stimulation is very important for children suffering from cerebral palsy and early childhood autism

, Down syndrome.
Relaxation and meditation in this room is not only about getting rid of emotional negativity and strengthening the nervous system - it is about preserving and increasing mental and physical health. Depending on the purpose of exercising in the pool, you can achieve the effect of relaxation (relaxation)
or, conversely, increase motor and emotional activity. When plunging into a dry pool and moving around in it, children take a pose that corresponds to the state of their muscle tone. At the same time, constant contact of the entire surface of the body with the balls allows you to better feel it, creates a soft massage effect, providing deep muscle relaxation.

Based on the results of the work carried out, I was convinced

that the interaction of a teacher-psychologist with
children
with disabilities is considered as a comprehensive technology of psychological support and assistance to the child, parents and teachers in solving problems of development, training, education, socialization on the part of the teacher-psychologist.
The effectiveness and usefulness of classes with children
with disabilities depends on the chosen
forms and methods of work
; the correctional
work
leads to psychological and social rehabilitation, and helps to increase the self-esteem of children.