Final lesson with mentally retarded preschoolers. Corrective classes for children with mild mental retardation. Methods and techniques

Mental retardation in a child is always a difficult pathology to correct and a difficult test for parents. Most often, cognitive problems associated with pathology of the central region nervous system, are irreversible, so it is not possible to completely eliminate mental retardation. Corrective classes for children with mental retardation are aimed at improving the properties of higher nervous activity, as well as adaptation to social life. They provide opportunities to independently take care of themselves in everyday life and earn money by doing simple but important work.

Education of children with mental retardation in conditions preschool institutions, specialized schools or individually at home should pursue the following goals:

1. Build basic skills oral speech, writing and reading.
2. Teach basic arithmetic and geometric skills and develop spatial thinking.
3. Explain to the child the structure of the world and society, with an emphasis on possible dangers to life and health that can be encountered on the street, at home, in nature, etc.
4. To develop the basic principles of etiquette and behavior in public places.
5. Develop an understanding of your personality, knowledge of your contact information, addresses and coordinates of your parents.
6. Teach terrain orientation, first within your apartment and then to important elements of urban infrastructure.
7. Explain to the child situations when he needs the help of adults, especially in moments of threat to his life, health problems, etc.

Classes with a small patient should be conducted in the most accessible form for him (conversations, songs, games, etc.). If you plan to attend a secondary school, the format of education should change to one that is as similar as possible to the generally accepted one.

Thus, the main objectives of such correctional classes are the development of thinking skills, memory training, as well as social adaptation to life and situations that may arise in everyday life and society.

Children with mild mental retardation adapt to society quite quickly and are often educated in ordinary schools. They can also receive vocational education and then work in certain conditions industrial production, factories, etc.

Children with severe forms of mental retardation need much more time to master basic speech and writing skills, as well as to develop successful independent communication with other people.

Where are they held?

Depending on where the child is being brought up, as well as the degree of mental disability, classes with him can take place both in specialized preschool institutions of both regular and boarding type, in special correctional classes of general education schools, or individually at home. Corrective exercises for children with mental retardation should be carried out by specially trained teachers, taking into account individual characteristics

pathology, behavior and desire to learn. The advantage of collective classes and exercises compared to individual training is that the child adapts more quickly to his peers, can show his emotions and play more actively and willingly. Depending on the age of the children, corrective exercises can take the form of active outdoor games, individual tasks

, creative crafts, etc. Specialized institutions often have a fairly wide material base of various visual aids, special educational toys, etc., which facilitate the perception of information and better train the thinking of such children.

Unfortunately, group activities are often not available to children with severe mental retardation.

This is due both to the behavioral characteristics of such children (it is quite difficult for them to leave the familiar area where they live and play), the inability to care for themselves, and to the phenomena of psychiatric abnormalities that often accompany such pathology. Therefore, children with severe intellectual disabilities are usually homeschooled.

Is it possible to study with a child at home? Parents who are raising children with insufficient cognitive functions quite often do not want to isolate their child in boarding schools or are afraid of various troubles when attending group classes. Therefore, the question of how to organize correctional classes at home is quite relevant. Availability various techniques , a variety of educational toys, and visual aids, allows specialists to teach such children at home.

But parents should rely not only on a specialist. They should also take Active participation in the development of the child’s mental abilities.

Exercises and activities can be built in the form of a game, thanks to which it will be easy and relaxed to master new educational material, as well as important elements of communication with other members of society. Working with hands with various toys, creating crafts, applications, drawings, etc. will allow you to develop not only fine motor skills, but also build associative connections, but also to express their own personality traits.

An important circumstance that must be observed when teaching mentally retarded children at home is is to maintain safety and create comfort. Often such students do not always adequately perceive new people; they need quite long time to get used to the teacher or psychologist. Therefore, the presence of parents at the initial stages of educational exercises is mandatory. It is also important to take into account the features of educational toys, which should not have small parts or sharp edges. By negligence, this is what can lead to injuries, the development of emergency conditions (suffocation) and even the death of the child.

The key to the effectiveness of correctional exercises with mentally retarded children is the daily painstaking work of not only teachers, psychologists and doctors, but also parents. It is the large amount of time required for upbringing that often becomes a limiting factor for adults, which pushes them to decide to educate such a child in a specialized boarding school.

Forecast of correctional classes

For students with mild degree mental retardation with proper and constant exercise – the prognosis is favorable. Big number these guys are trained in regular secondary schools, on a par with peers. Some of them achieve good results even when studying at universities.

Unfortunately, a severe form of mental retardation, especially against the background of congenital hereditary syndromes or abnormalities of brain development, is very difficult to effectively correct. The effect will be noticeable after a long period of time.

Conducting and prognosis of correctional classes for children with mental retardation updated: March 21, 2018 by: admin

Summary of correctional and developmental classes on development mental processes for children with moderate mental retardation "Snow White and the Seven Dwarfs"

Arkhangelsk region, Verkhnyaya Toyma village, MBOU "Verkhnetoyemskaya secondary school"
Theoretical background:
In correctional and developmental classes, conditions are created for the child’s upbringing personal qualities, independence, activity, voluntariness, development of visual-spatial perception and visual-motor coordination, attention, speech, memory, mental activity.
Tasks for correctional and developmental classes on the development of mental processes are selected in such a way that children are in the zone of moderate difficulty, but are accessible to a particular child, which ensures the experience of success against the backdrop of a certain amount of effort.
Children are taught to analyze the content of tasks and complete them, justify the choice of each action, and make accessible generalizations based on the facts under consideration.
These skills form the basis for successful development of the school curriculum.
Target: to acquaint colleagues with experience in correcting deficiencies in the cognitive and emotional-personal spheres of children with moderate mental retardation using the studied program material.
Tasks:
Educational:
-Increasing the level of general development, filling gaps in previous development and training;
- Learn to compare objects according to one or three properties (signs).
-Formation of positive motivation for learning;
Educational:
-Correction of deviations in the development of the cognitive and emotional-personal spheres; formation of mechanisms of volitional regulation in the process of carrying out a given activity;
-Develop the ability to identify properties (features) in objects, abstract these properties (features) from others, follow certain rules when solving practical problems.
Educational:
-Cultivate a sense of collectivism in children.
-Develop confidence in completing tasks.
Children's age: 18 years old, 12 and 11 years old.
Lesson form: Journey into a fairy tale.
Preliminary work:
1. Listening to a fairy tale and watching the cartoon “Snow White and the Seven Dwarfs.”
2. Conducting correctional and developmental classes, according to the approved thematic plan.
3.Complete similar tasks in these classes.

Progress of the lesson:

Organizing time.
The children come in listening to the music. They greet the guests. They stand next to the teacher, dressed in a Snow White costume.
Snow White: Today you and I will have an unusual activity - a fairy tale. Because today I will be Snow White and my friends, the gnomes, came to class with me. Where are they? (The teacher invites the children to sit in their seats and look at the board.) Let's count how many gnomes came to our lesson. (Children count). These Dwarves also have names: Quiet, Grumpy, Sneezy, Cheerful, Shy, Simpleton, Sleepyhead.
Slide No. 2
Snow White: Tell me, what do we develop in our classes when the Dwarf comes to us? Why are we doing this?
(The fairy-tale character Gnome came to all correctional and developmental classes, so the children will be able to tell themselves what they will do in this class and set a goal.)
Snow White: Each Dwarf has prepared an interesting task for you, and I will watch how you cope with them. Are you ready to go into a fairy tale? Then nod your head.

Main part:
Quiet: Slide No. 3.
Guess the riddle:
He wears it instead of a hat
Fun cap.
And he's only tall
With a child's shoe.
With a flashlight and a song
Walking in the forest at night.
You can't go wrong if
You will say: “This is a Dwarf!”
(Show which Dwarf matches the description in this poem.)
Grumpy:
Slide number 4,5,6,7,8,9.
Children are offered the tasks “4-odd”, “What has changed?”
Sneeze: Slide No. 10,11.
Children are asked to color the picture according to the sample.

Veselchak:
Slide No. 12, 13.
A physical exercise “Jolly Dwarves” is being held.
Simpleton: Slide No. 14.
It is proposed to carefully examine the Gnomes on the slide and then show a Gnome that matches the description:
-Which Dwarf is the thinnest?
-Which one is the thickest?
-Which Dwarf has a red hat?
-Which Dwarf has poor vision? How did you guess?
-Which Dwarf is the most fun?
Shy:
Children are asked to assemble a picture from parts. Collective task. (You will get a picture with the image of a Gnome).

Sleepyhead:
Slide number 15.
It is proposed to find the Dwarf who hid. Who else is in the picture?
Snow White: What a great fellow you are! You have completed all the tasks that the Dwarves have come up with for you. Tell me, what did we develop in class today? If you liked our fabulous activity, then nod your head. Let's look at the board, did the Dwarves like what you did? Slide number 16.
(Children are awarded sweet prizes for their work in class).

Wizards-gnomes,
Slide number 17.
A lot for us
They could do something wonderful.
But more miracles
Commits a hundred times
The magic word “THANK YOU”!
Snow White: Thank you guys for great job in class. Thank you, dear colleagues, for coming to visit us.

Presentation on the topic: Snow White and the Seven Dwarfs

Integrated correctional and developmental lesson in the preparatory group “How does a hedgehog winter in the forest?”

Synopsis of a comprehensive GCD lesson in 1st grade for children with moderate mental retardation on the topics: colors (subject-practical activities, design, manual labor) and the concept of quantity (counting).

Pimonova Elena Vladislavovna, teacher-defectologist of the Borisoglebsk boarding school for orphans and children left without parental care, with disabilities health."
Description of material: I offer a summary of a comprehensive correctional lesson in 1st grade direct educational activities for children with moderate mental retardation on the topics: colors (subject-practical activities, design, manual labor) and the concept of quantity (counting). The summary is compiled in accordance with special state standards(SFGOS), coming into force on September 1, 2016.
The material I offer will be of interest to teachers working with children diagnosed with F-70, F-71, as well as preschool teachers. The lesson material is aimed at continuing the formation of the concept of “the same amount”, spatial concepts, as well as developing the ability to independently name colors (red, blue, yellow), differentiate them, and be able to correlate the visual and sound images of an object.
It is assumed that the character of the cartoon “The Engine from Romashkovo” will be present at the lesson: The engine; Brownie, as well as forest inhabitants Belka and Hare.
Target: continue to form ideas about the concept of “the same amount”, spatial concepts; continue to develop the ability to differentiate colors.
General education and educational tasks:
- consolidation of knowledge about the concept of “the same amount” and spatial representations;
- development of the ability to independently name colors (red, blue, yellow);
- introduce the name and appearance wild and meadow flowers;
- development of communication skills;
- fostering a friendly attitude towards each other.
Corrective tasks:
- development of purposeful actions with objects;
- development of the articulatory apparatus;
- development of speech and thinking;
- develop children's auditory and visual perception, attention;
- development of the analytical and synthetic sphere.
Lesson form: collective.
Equipment: model of a locomotive; Brownie; a Squirrel toy, a Bunny toy, subject pictures of wildflowers: bell, dandelion and poppy according to the number of children; subject pictures of insects: bees, butterflies (blue), ladybug according to the number of children; three identical cardboard boxes.
The sound of wheels is heard, accompanied by rhythmic, quiet music, and the whistle of a steam locomotive sounds.
Teacher: Guys, I hear the whistle of a steam locomotive, can you hear it?
Children: Yes.

Teacher: Look, the Little Engine arrived alone and brought us a letter.
The teacher takes out a letter from the Train's carriage.
Teacher: Let's find out what is written in the letter. I will read to you, and you listen carefully. So.
“Guys, a mischievous Breeze flew into our forest clearing and carried away all the bugs and butterflies from the flowers in different directions. Help us bring them back to the forest clearing. We are looking forward to Squirrel and Hare.”
Teacher: Well, guys, let's help the forest dwellers bring bugs and butterflies back to the clearing?
Children: Yes.
Teacher: Well, then we sit down comfortably and the Engine will whisk us to our place in an instant.
The sounds of the wheels of a locomotive

Flowers of blue (bells), red (poppies) and yellow (dandelions) are laid out on the carpet in advance. The number of wildflowers of each color corresponds to the number of children present in the lesson. Boxes are placed on one edge of the carpet (in the corners and in the center), in the first there are butterflies (they are blue), in the second there are bees (yellow), in the third there are ladybugs (red). The number of insects of each type corresponds to the number of children.
Children stand with the teacher in the center of the carpet, on which flowers are laid out.

Teacher: Guys, here we are in a forest clearing. Here we are met by the Hare and the Squirrel.

Teacher: Look, the mischievous Breeze scared away all the butterflies, bees and ladybugs, so they hid in different corners. We need to get everyone back to their flowers. It is necessary to plant a blue butterfly on each blue flower, a red ladybug on each red flower, and a yellow bee on each yellow flower. But the problem is, we don’t know where to look for them. What to do? Look, Bunny and Squirrel are giving us another letter, who is it from?
The teacher takes the letter and reads it.

Teacher: Yes, it was Veterok who left us a message! Listen carefully. “Dear guys! I was having fun, playing in a forest clearing, and didn’t notice how all the butterflies and beetles got scared and hid in the boxes. Help them return to the clearing. I know that blue butterflies are hiding in the left corner of the clearing.”
Teacher: Let's find where it is?
Children must point to the box in the left corner of the carpet or do this together with the teacher. No participants take part in the game talking children, as well as children with mobility problems, to the extent possible.
Teacher: Okay, let's check it out.
Children take blue butterflies out of the box. The teacher reminds them that they must seat them on blue flowers.

Teacher: Well done! You did an excellent job on this task. On blue colors blue butterflies are sitting. Does anyone know what these blue flowers are called?
If the children find it difficult to name the flower, the teacher himself says that it is a bell that grows in forest clearings and meadows.
Fizminutka
Teacher: And now I suggest you rest a little. Get ready.
The flower was sleeping and suddenly woke up (hands on the belt)
I didn't want to sleep anymore.
Moved, stretched (hands up, stretch to the right, left)
Soared up and flew (running)
The sun will just wake up in the morning,
The butterfly circles and curls.
Teacher: Now let’s continue reading Veterok’s letter: “The red ladybugs hid in the right corner of the clearing.” Let's find where it is?
Children must point to the box in the right corner of the rug.
Teacher: Okay, let's check it out.
Children take ladybugs out of a box. The teacher reminds them that they must seat them on red flowers.

Teacher: Well done! And you did an excellent job with this task. Red ladybugs sit on red flowers. Does anyone know what these red flowers are called?
If the children find it difficult to name the flower, the teacher himself says that it is a poppy that grows in forest clearings and meadows.
Teacher: Now let’s continue reading Veterok’s letter: “The yellow bees hid in the middle of the clearing.” Let's find where it is?
Children must point to the box that is in the middle of the clearing.
Teacher: Okay, let's check it out.
Children take bees out of a box. The teacher reminds them that they must seat them on yellow flowers.

Teacher: Well done! And you did an excellent job with this task. On yellow flowers yellow bees are sitting. Does anyone know what these yellow flowers are called?
If the children find it difficult to name the flower, the teacher himself says that it is a dandelion that grows in forest clearings and meadows.
When insects are placed on flowers, children are invited to look at their hands, which helped them in their work.
Teacher: Guys, look at your hands, they were your helpers, now they should rest.
Physical exercise.
The teacher recites the verse, accompanying with finger movements.
- Here are my assistants,
Turn them any way you want
Do you want it this way, do you want it this way -
They won't be offended at all.
Hands forward, fingers straightened and unclenched, palms turned down. Fingers clench and unclench to the beat of the verse.
Teacher: Well done! Look at our beautiful meadow and tell me how many we have blue flowers and how many butterflies?
Children: There are as many blue flowers as there are blue butterflies.
Similar questions are asked about red flowers and yellow ones.
Teacher: Great! We returned all the inhabitants of the forest clearing, found out that there are as many blue flowers as blue butterflies, as many red flowers as ladybugs, and as many yellow flowers as bees. OK it's all over Now! Let's wish the forest inhabitants good luck, but it's time for us to go home. Let's take our seats and head back to class!
The sound of the wheels of a locomotive sounds.
Teacher: Here we are at home! Now it’s time to say goodbye to the Little Engine, let’s wave to him and look forward to his visit again.
Children accompany the train.
Teacher: Look, Brownie is already waiting for us. Rather, let's tell him about our adventures.

Lexical topic: "Signs of Spring."

Lesson topic: “Spring is coming and everyone is happy about it.”

Target:continue to get acquainted with spring changes in nature.

Tasks:

Educational:

Form an idea of ​​the signs of early spring.

Learn to make simple connections.

Corrective:

Activate passive vocabulary.

Develop visual and auditory perception.

Develop the ability to communicate in dialogue with a teacher and peers using gestures.

Train hand-eye coordination and fine motor skills.

Educational:

Develop independence, goodwill, and a desire to communicate.

Cultivate curiosity and interest in the environment.

Equipment:a doll in a spring outfit, subject and subject pictures, a cup with ice.

Vocabulary work: spring, early spring, March, drops, streams, thawed patches, melts, runs, murmurs.

Onomatopoeia: drip-drip, drip-drip.

Gestures:thank you, hello.

Progress of the lesson.

Organizing time

Educator:- Look who came to us? This is Spring-red. And how elegant and beautiful she is. (Children look at the doll and sit down at the table.)

Educator:- What did she bring us? Warm sunshine, ringing drops, the first grass. (The teacher takes it out and attaches it to the magnetic board.)

Main part

Spring:- What time of year is it now? (On the board or stand there is a plot picture “Spring”).

Educator:- Say hello to spring. We've been waiting for her for a long time. (The child responds with a gesture.)

Educator:- Spring comes after winter. According to the calendar March 1st. But in nature this does not always happen and not immediately. The weather in spring is not stable: sometimes warm, sometimes cold. During the day the sun begins to shine brighter. It's getting warmer. This causes snow and ice to melt. Streams are running.

Spring:- Look, children, what happened to the snow? - He melted. And in the morning there was snow in the cup. We brought him into the group, it was warm here, so he melted.

Educator:- March is the first month of spring. The sun is already getting hotter. From mid-March the snow becomes loose and grainy. In open areas where the snow has melted, thawed patches are visible - bare earth. It begins to drip - icicles melt on the roofs, melt water drips into puddles. Snow and frost sometimes return, but not for long.

Individual work.

(The teacher opens the window briefly.)

Educator:- Do you hear, drip-drip, drip-drip...Where do these droplets come from? (Children's answers).

Educator:- Right. Spring came. Melted the snow on the roof. Ice icicles are melting. Water drips down, drip, drip, drip. This is how icicles cry. They are sorry that winter is over.

Game exercise “Drop Song”.

Educator: -Let's play a little. I will read a poem, and you will perform the movements. See how to do it. (First, the teacher demonstrates the movements, then the children perform.)

Drip, drip, I drip, Index finger

Drip, drip, more fun. right hand slightly

In the spring warmth we tap on the open

The droplets ripened the palms of the left hand.

Drip, drip on the bench, lightly tap

Children use index fingers to play toys

Drip, drip-sparrow of both hands on the table top

Right on top of your head!

Calm down, sparrow, with your thumb and forefinger

It’s better to drink a drop with your fingers and imitate the beak.

Warm water

So as not to get angry!

Didactic exercise “Let’s go for a walk” (selection of clothes based on subject pictures).

Spring:- In winter it was cold; adults and children wore warm winter clothes. Which one?

(Children choose object pictures: fur hat, fur coat, felt boots, warm boots).

Educator:- In spring it became noticeably warmer and we feel hot in winter clothes. Look how the children are dressed in the picture?

Spring:- What should we wear for a walk?

(Children select pictures, the teacher comments on their choice.)

Educator:- The snow becomes loose and melts, streams run, the sun warms stronger, instead of snow it rains. In order not to sweat, get wet and get sick, clothes are changed to lighter and waterproof ones.

Reflection

Lexical exercise “Why?”

Spring:- Why does the snow melt? (The sun is heating up more, it has become warmer.)

Why do streams flow? (The snow melted and turned into water.)

Why are the drops ringing? (The icicles melt and water drips down into the puddles.)

Spring:- Thank you kids, you did great. Goodbye. We'll meet you on a walk.

Bibliography

1. Kataeva A.A., Strebleva E.A. Didactic games in teaching preschoolers with developmental disabilities. Teacher's manual. Publishing house "Vlados", 2001
2. T. V. Kalinina, S. V. Nikolaeva, O. V. Pavlova, I. G. Smirnova. Finger games for children 2-7 years old. Publishing house "Teacher", 2010
3. S. Vokhrintseva. Seasons. Publishing house "Fantasyland", 2009

Internet resources

1. www.detsad-kitty.ru
2. www.doshvozrast.ru

The presented program has been working in our institution for 7 years and is effective for the development of mentally retarded children. The program is addressed to current problem psychological stimulation and actualization of the process of development of the cognitive sphere of schoolchildren in the conditions of psychoprophylaxis. The developed correctional and developmental classes adequately reflect the structure cognitive abilities: active vocabulary, cultural awareness, meaningfulness and structure of perception, arbitrariness of attention, awareness of the processes of memorization and reproduction, mastering the techniques and means of establishing logical relationships between concepts and their features necessary for mental processing.

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PROGRAM

FOR STUDENTS OF 1st - 4th CLASSES

Introduction

The presented program has been working in our institution for 7 years and is effective for the development of mentally retarded children.

Mentally retarded children, due to underdevelopment of cognitive activity and the personality as a whole, experience certain difficulties in the learning process, which requires understanding the information being communicated, memorizing, reproducing and applying it in practice. To promote an oligophrenic child in general development, for the assimilation of knowledge, skills and abilities, a specially organized system of training and education is essential, including psychological correction of basic mental processes, emotional-volitional, communicative and motor-motor spheres. Particularly important is the formation and development cognitive processes, since it is mental activity based on adequate perception, sufficiently developed attention and memory that creates the basis for the advancement of a mentally retarded child in development, promotes the assimilation curriculum and lays the basis for the social and labor adaptation of graduates correctional school.

Research has established that the activation of cognitive activity among schoolchildren is uneven. In particular, in children with mild mental retardation, the greatest progress can be seen in the first two years of education, and then in the 4th-5th year and at the end of education. Therefore, it seems appropriate to organize and conduct additional correctional and developmental classes conducted by a psychologist, aimed at the formation and development of the cognitive and emotional-volitional spheres of students primary classes correctional school 8 types. Moreover, the experience of correctional schools for children with mental retardation indicates that the immaturity and underdevelopment of the cognitive and emotional-volitional spheres leaves an imprint on social maturity and personal development child with intellectual underdevelopment.

Purpose of the lesson:

correction of individual deviations junior schoolchildren through the formation and development of cognitive processes and the emotional-volitional sphere.

Main goals:

Develop imagination;

Promote development fine motor skills and hand-eye coordination;

Introduce children to basic emotions;

Help children understand their emotions and feelings;

Contribute to the enrichment of the emotional sphere of students;

To develop the ability to understand the emotions of other people, cultivate a sense of empathy and contribute to the creation of an emotionally positive background of communication in the children's team.

Organization of classes:

Correctional and developmental classes are conducted by a teacher-psychologist after a dynamic pause. The preferred form of work is group work (maximum number of 10 people). Individual sessions are appropriate if students have difficulty completing specific exercises.

Classes are planned on the basis of 32 lessons per year, of which 24 lessons are aimed at the correction and development of the cognitive sphere and 8 at the correction and development of the emotional-volitional sphere of younger schoolchildren. Classes are held weekly throughout the year: 1 lesson per week, the duration of each lesson is 30-35 minutes.

Structure of correctional and developmental classes:

Each lesson consists of several consecutive parts.

1 part. Introductory. An organizational moment that sets you up for work. Games and exercises to develop arbitrariness of mental processes.

Part 2. Main.Performing basic tasks and exercises aimed at developing cognitive processes (or the emotional-volitional sphere) in schoolchildren, gross and fine motor skills, and motor coordination. The skills of consistent analysis and observation are being formed; development of independent thinking skills, goal setting and systematic task completion. The main part necessarily includes relaxation exercises that help relieve muscle tension, fatigue and activate mental activity.

Part 3. Final.Exercises and tasks to develop self-control and adequate self-esteem. Reflection of the lesson, summing up the work.

Criteria for the effectiveness of classes:

Positive dynamics in the development of cognitive processes, normalization of the level of anxiety in situations everyday communication, normalization emotional state, children’s performance of diagnostic tasks is not below the average level.

The dynamics of development are reflected by comparing the results of input and output psychological diagnostics, carried out annually at the beginning and end of the school year.

To track the dynamics of development of the intellectual sphere, a children's version of D. Wexler's technique is used; to track the dynamics of cognitive processes - L.A.’s technique. Yasyukova “Readiness for school. Forecast and prevention of learning problems in primary school" To track the nature of changes in the emotional-volitional sphere - the Tamml, Dorki, Amen methods and the Luscher color test.

Literature used in compiling the program:

1. Stebeneva N. Guess, find and name. Program for children with mental retardation in preschool and junior age school age. //School psychologist No. 1 2001

2. Tikhomirova L.F. Exercises for every day: logic for primary schoolchildren. Yaroslavl, 1988

3. Zak A.Z. Development of mental abilities of younger schoolchildren. M., 1994

4. Rean A.A., Kostromina S.P. Development of perception, attention, memory, thinking, speech. / How to prepare your child for school. St. Petersburg, 1988

7. Uzorova O.V., Nefedova E.A. 350 exercises to prepare children for school. Games, tasks, basic writing and drawing. M.: Aquarium, 1999.

Working programm

correctional and developmental classes

for 1st grade students

special (correctional) school VIII

Explanatory note

The beginning of a child’s education at school is a difficult and important stage. How the child will study in the future largely depends on him. Children 6–7 years old are experiencing a psychological crisis associated with the need to study at school. It changes radically social status– he becomes a schoolchild, which leads to a restructuring of the child’s entire system of life relationships. He has responsibilities that were not there before, and which are now determined not only by adults, but also by his surrounding peers.

If in previous periods of age development the main activity of the child was play, now purposeful activity takes first place in his life. cognitive activity, during which the child receives and processes huge amounts of information.

The main feature of the development of the cognitive sphere of children of primary school age is the transition of the child’s cognitive mental processes to a higher level. This, first of all, is expressed in the more arbitrary nature of the course of most mental processes (perception, attention, understanding, ideas), as well as in the formation of abstract-logical forms of thinking in the child and teaching him written speech. Using these parameters, predictions can be made regarding the child's future learning and success in school.

Thus, one of the most important areas of work with children of primary school age is the development of the cognitive sphere. The development and correction of the cognitive sphere should be carried out in the context of both educational and gaming activities.

The presented exercises are used to develop various cognitive processes: memory, attention, thinking, perception, imagination. They can be used both in group and individual work.

Relevance

This program addresses the current problem of psychological stimulation and actualization of the process of development of the cognitive sphere of first-graders in the conditions of psychoprophylaxis. The developed correctional and developmental classes adequately reflect the structure of cognitive abilities: active vocabulary, cultural awareness, meaningfulness and structure of perception, arbitrariness of attention, awareness of the processes of memorization and reproduction, mastering the techniques and means of establishing logical relationships between concepts and their features necessary for mental processing.

The main goal of the program:

correction and development of the cognitive sphere of students.

Main objectives of the program implementation:

• psychological study of a child’s readiness for school;
• creating conditions for the formation of components psychological readiness children to school;
• development of intellectual abilities (thinking);
• development of memory, attention, imagination;
• development of cognitive activity;
• development of fine and gross motor skills;
• form the student’s internal position;
• creating conditions in the classroom for building a system of educational cooperation - is achieved through the use of group work tasks of different quality for joint activities and reflection on their results.

Expected positive result:

Students who have completed the course in this program:

• the volume of short-term verbal memory increases;
• phonemic hearing improves;
• development of voluntary and involuntary attention;
• development of thinking.

Expected negative result:

Failure in working with certain children, which is associated with the negativism of these children towards group work and lack of time for more complete contact with them. It is recommended that individual additional work be carried out with such students.

Predicted result:

Reducing risk factors that lead to impaired psychological health of first-graders initial stage adaptation to school.

Performance evaluation criteria:

• reducing the level of anxiety and mental defense of first-graders;
• child's emotional well-being in the classroom;
• development of communication skills.

Form of work:

group, individual and p/groups.

Basic methods:

games, exercises.

Duration classes:

30 - 35 min.

Conducting classes:

two times a week.

Number of persons:

4–5 people.

Progress:

1. Greeting ritual

2. Games and exercises

3. Farewell ritual

Thematic planning

No. Lessons	Lesson Objectives
Lesson 1.	– development of accurately and correctly naming objects; – development of spatial concepts (mastering the concepts “follows”, “is in front”, “left”, “right”, “between”, “above”, “below”).	Welcome ritual. Main part: Task 1. “Name the objects.” Task 3. “Development of fine motor skills.”
Lesson 2.	– development of the ability to copy a sample; – development of the ability to analyze and synthesize, establish patterns of spatial relationships; – development of the ability to generalize, the ability to differentiate essential and non-essential features of objects.	Brain gymnastics exercise “Lazy Eights”. Main part: Task 1. “House”. Task 2. “Cut pictures.” Exercise “Who flies?” Task 3. “Proofreading test.” Exercise: “Flower of Mood.” Results of the lesson. Ritual of farewell.
Lesson 3.	– development of switchability of voluntary attention; – development of productivity and stability of attention; – development of attention span; – development of auditory sensations.	Greeting ritual: “Smile!” Brain exercise gymnastics Main part: Task 1. “Triangles”. Task 2. “Find and cross out.” Exercise: “Name and check by tapping.” Task 3. “Who will draw more accurately?” Exercise: “Flower of Mood.” Results of the lesson. Ritual of farewell.
Lesson 4.	– development of concentration and stability of attention;	Greeting ritual: “Smile!” Brain gymnastics exercise “Cross movements”. Main part: Task 1. “Follow the example.” Game "Little Beetle". Task 2. “Color it correctly.” Task 3. “right” and “left”. Game "Drivers". Exercise: “Flower of Mood.” Results of the lesson. Ritual of farewell.
Lesson 5.	– development of visual sensations.	Greeting ritual: “Smile!” Brain gymnastics exercise “thinking hat”. Main part: Task 1. “Execute the command.” Task 2. “What color.” Task 3. “Colored stripes.” Task 4. “Color it correctly.” Task 5. “Follow the rule.” Exercise: “Flower of Mood.” Results of the lesson. Ritual of farewell.
Lesson 6.	– development of phonetic-phonemic perception; – development of spatial representations (determining the location of an object in a row and column); – development of conceptual thinking.	Greeting ritual: “Smile!” Brain gymnastics exercise “Lazy Eights”. Main part: Task 1. “Find the mistake.” Task 2. “Define the figure.” Task 3. “Copying points.” Task 4. “Geometric shapes.” Task 5. “Concretization of concepts.” Results of the lesson. Ritual of farewell.
Lesson 7.	– development of auditory attention (testing the ability to listen and follow the instructions of an adult); – development of attention.	Greeting ritual: “Smile!” Main part: Task 1. “Graphic dictation.” Psycho-gymnastics “Stream”. Task 2. “Five objects.” Task 3. “Hedgehogs”. Exercise: “Four elements.” Task 4. “Telegraph operators.” Exercise: “Flower of Mood.” Results of the lesson. Ritual of farewell.
Lesson 8.	– development of attention distribution, visual and auditory perception; – development of perception; – development of the ability to stimulate attention, quickly and accurately respond to sound signals; – development of conceptual thinking.	Greeting ritual: “Smile!” Brain gymnastics exercise “Balance points”. Main part: Task 1. “Count correctly.” Task 2. “Seller and buyer.” Exercise “Be careful!” Task 3. “Semantic series.” Task 4. “2 words.” Exercise: “Flower of Mood.” Results of the lesson. Ritual of farewell.
Lesson 9.	– development of attention stability, visual perception; – development of auditory attention; – development of attention switching; - development logical thinking; - development spatial relations(follows, is in front of, left, right, between, above, below, etc.).	Greeting ritual: “Smile!” Exercise: “Four elements.” Main part: Task 1. “Don’t miss a syllable.” Task 2. “Telegraph operators.” Task 3. “Don’t miss the plant.” Task 4. “Continue the pattern.” Task 5. “Searching for patterns.” Game "Little Beetle". Exercise: “Flower of Mood.” Results of the lesson. Ritual of farewell.
Lesson 10.	– development of motor-auditory memory; – determine the level of development of attention properties; – determine the degree of volitional effort; – determine the presence of self-regulation and self-control.	Greeting ritual: “Smile!” Games for the development of various muscle groups “Boat”. Main part: Task 1. “Remember your pose.” Task 2. “Labyrinth”. Exercise “Let it always be...”. Task 3. “Find the same ones.” Task 4. “Remember the combination of figures.” Breathing exercise “Washing glass”. Exercise: “Flower of Mood.” Results of the lesson. Ritual of farewell.
Lesson 11.	– development of such properties of attention as concentration, stability, volume, distribution;	Greeting ritual: “Smile!” Muscle relaxation exercises “Barbells”. Main part: Task 1. “Do the same.” Task 2. “Count.” Exercise “Finger gymnastics”. Task 3. “Graphic dictation.” Task 4. “Execute the command.” Breathing exercise “A leaf is falling.” Exercise: “Flower of Mood.” Results of the lesson. Ritual of farewell.
Lesson 12.	– development of voluntary attention; – development of auditory memory; – development of visual imaginative thinking.	“Gymnastics” (mobilization, readiness for activity). Main part: Task 1. “Repeat after me.” Task 2. “Calculate correctly.” Task 3. “Repeat the numbers.” Warm-up “Show your feelings with your hands.” Task 4. “Find a way. Task 5. “Don’t miss a number.” Exercise: “Flower of Mood.” Results of the lesson. Ritual of farewell.
Lesson 13.	– development of voluntary attention; – development of voluntary attention, attention span, spatial perception; – development of switching and distribution of attention; – development of visual-motor coordination.	Greeting ritual “Smile!” Main part: Task 1. “Edible – inedible.” Task 2. “Corrective test.” Task 3. “What happened?” Task 4. “Remember and find.” Task 5. “Hatching”. Exercise: “Flower of Mood.” Results of the lesson. Ritual of farewell.
Lesson 14.	– development of visual sensations and imaginative thinking; – development of the ability to analyze and compare a sample; – development of conceptual thinking; – development of voluntary attention.	Greeting ritual “Smile!” Brain gymnastics exercise “Owl”. Main part: Task 1. “Color fairy tale.” Task 2. “Find the same ones.” Task 3. “Pick up the pictures. Exercise "Beauty and the Beast". Task 4. “Knock - knock.” Task 5. “Familiar letter.” Exercise: “Flower of Mood.” Results of the lesson. Ritual of farewell.

Bibliography:

1. Anufriev A.F., Kostromina S.N.. How to overcome difficulties in teaching children. Psychodiagnostic tables. Psychodiagnostic techniques. Corrective exercises. – 4th ed., erased. – M.: Publishing house “Os89”, 2006. – 272 p.

2. Ilyina M.V. We train attention and memory. Tests and exercises for children 5 – 10 years old: A manual for psychologists, preschool teachers, teachers. – M.: ARKTI, 2005. – 136 p. (Development and education).

3. Lokalova N.P. 120 lessons psychological development junior schoolchildren (psychological program for the development of the cognitive sphere of students in grades 1–4). Part 1. Book for teachers. – 3rd ed., revised. And additional – M.: “Os-89”, 2006. – 272 p.

4. Lokalova N.P. 120 lessons on the psychological development of younger schoolchildren (psychological program for the development of the cognitive sphere of students in grades 1–4). Part 2. Materials for lessons on psychological development. – 3rd ed., revised. And additional – M.: “Os-89”, 2006. – 160 p.

5. Osipova A.A., Malashinskaya L.I.. Diagnostics and correction of attention: program for children 5–9 years old. – M.: TC Sfera 2004 – 104 p.

6. Sheverdina N.A., Sushinkas L.L.. Testing future first-graders / Series “Psychological Workshop”. – Rostov n/d: Phoenix, 2004. – 288 p.

7. Shevlyakova I.N. Look carefully at the world. – M.: Genesis, 2003. – 96 p.

Working programm

correctional and developmental classes

for 2nd grade students

special (correctional) school VIII

Target:

Correction of individual deviations of younger schoolchildren through the formation and development of cognitive processes and the intellectual sphere of students.

Main goals:

- to study the dynamic structure of cognitive processes of primary school students in order to effectively influence their development;

Stimulate the development of compensatory capabilities of the cognitive sphere of children;

- to form arbitrariness of mental processes and skills of voluntary behavior;

Develop observation, selectivity and integrity of visual and auditory perception;

Promote the development of concentration, distribution and stability of attention;

Develop auditory, visual, long-term and short-term memory;

Develop imagination;

Develop visual-figurative, verbal-logical, intuitive thinking;

Promote the development of fine motor skills and hand-eye coordination.

Class participants:

2nd grade students who have an insufficient level of development of cognitive processes and experience difficulties in mastering the program of a special (correctional) school.

Organization of classes:

Correctional and developmental classes are conducted by a teacher-psychologist after a dynamic pause. Group work (maximum number of 10 people) is combined with individual work. Individual lessons are most appropriate if students have difficulty completing specific exercise tasks and there is acute underdevelopment of certain cognitive processes.

Classes are held from October to May weekly throughout the year. The duration of each lesson is 30-35 minutes.

The programs are based on:

1. Stebeneva N. Guess, find and name. Program for children with mental retardation of preschool and primary school age. // School psychologist No. 1 2001

2. Tikhomirova L.F. Exercises for every day: logic for primary schoolchildren. Yaroslavl, 1998

3. Zak A.Z. Development of mental abilities of younger schoolchildren. M., 1994.

4. Rean A.A., Kostromina S.P. Development of perception, attention, memory, thinking, speech. / How to prepare your child for school. St. Petersburg, 1998

5. Ufimtseva L., Okladnikova T. It’s fun to play together. A program of psychocorrectional classes for somatically weakened primary schoolchildren. // School psychologist No. 25-26 2003

6. Bakanova N.S. Find, invent, draw. Development of cognitive abilities of students in correction classes. Practical materials. M.: Genesis, 2001.

5. Bakanova N.S. Find, invent, draw. Development of cognitive abilities of students in correction classes. Practical materials. M.: Genesis, 2001.

First four lessonsare carried out according to N. Stebeneva’s program “Guess, find and name!” Each lesson consists of 3 stages.

The purpose of the first (preparatory) stage: to gain the child’s trust, relieve his muscle tension, loosen his motor skills, give him the opportunity to believe in himself, that is, set the child up for productive mental activity.

The purpose of the second (main) stage: develop cognitive processes.

The purpose of the third (final) stage:help the child realize the value of other people and his own personality; develop a kind and attentive attitude towards classmates.

Lesson 1

Materials: table with picturessilhouettes or black and white images of wild and domestic animals, birds; cards with the same drawings, intended for individual work.

Preparatory stage:

Game exercise “Who walks how”.

Children depict various animals, for example: walking like a bear, like a giraffe; they run like a horse, an ostrich; they jump like a bunny and a sparrow; fly like an eagle, swallow, etc.

It is very effective to perform this exercise to music, using facial expressions and gestures.

Main stage:

Children are invited to look at the table with drawings of animals and birds.

Exercise 1. The psychologist makes riddles about animals, the children guess by searching on the table.

Task 2. Each child must find, name and show on the poster first all domestic animals, then all wild animals and birds, as well as their young.

Task 3. Each child receives a set of cards with pictures of animals. He is given the task of sorting them into groups and giving each group a name.

Final stage:

Game "Broken Phone".

Children sit in one line. The first child conceives of an animal or bird. The children's task is to pass this word along the chain as quickly as possible, whispering it in each other's ears. At the end of the game, the first participant says out loud the intended word, and the last - the heard one.

Children compare how much the meaning of the word has changed. Then the second child becomes first, and the first becomes last. The game continues until each participant thinks of his word.

Lesson 2

Materials: table with shadow or black and white drawings of trees, vegetables, fruits, mushrooms, berries.

Preparatory stage:

Game exercise “Zoo”.

Children depict any animal they wish - animals and birds. At first, everyone sits at chairs “in cages.” Each child comes out from behind the chair and introduces their animal. Others guess who he portrayed.

After everyone has been recognized, the “cages” open and the “animals and birds” go free, jumping, running, screaming, growling, flying to the music.

Main stage:

Children are invited to look at a table with drawings of trees, vegetables, fruits, mushrooms, and berries.

Exercise 1. The psychologist makes riddles about plants, and the children guess them by looking for them on the table.

Task 2. Each child must find, name and show fruits, vegetables, berries, mushrooms, trees, flowers on the poster.

Task 3. Children count to themselves the number of drawings on the poster, then take turns answering.

Final stage:

Game exercise “A kind word”.

Children sit on the carpet in a circle and each says a kind word to the other, using the names of plants (cucumber, cherry, mushroom, carrot, blade of grass, etc.).

Lesson 3

Materials: table with shadow or black and white drawings of furniture, dishes, clothing, tools, transport, measuring instruments; cards with the same drawings, intended for individual work.

Preparatory stage:

Game exercise " Vegetable world around us".

The presenter (who becomes a forester during the game) invites the children to turn into some small plant and name it. The forester treats the plants very carefully, waters them (pats the children on the head and body), and takes care of them. The sun has warmed up, everything is fine. But then the wind blew: the plants begin to sway in different directions, struggling with the weather (swinging with their arms, head, body). The wind intensifies (hands and head drop), the plants bend towards the ground and lie on it. They are sad and scared. But then the wind died down and a warm rain began to fall (everyone gets up), the sun came out (smiles to the neighbors). The plants have become more beautiful than before.

After the exercise, the children talk about what plants they turned into and how their mood changed.

Main stage:

Children look at a table with pictures of various objects.

Exercise 1. The psychologist makes riddles about objects made by human hands, the children guess them by looking for them in the table.

Task 2. Children are asked to take turns finding pieces of furniture, dishes, vehicles, tools, measuring instruments, toys and call them by a common word.

Task 3. Each child receives a set of cards. He is given the task of sorting them into groups and giving each group a name.

Final stage:

Game exercise "Jumble".

Small toys (furniture, dishes, cars, etc.) are scattered on the floor. In turn, each child cleans up the apartment, that is, collects all the toys in a certain place. Other children count out loud the seconds spent completing of this assignment. After each child has completed this task, the psychologist asks the children to put things in order together. At the same time, he himself counts the seconds.

During this game, children understand that together they can do faster and better: one in the field is not a warrior.

Lesson 4

Materials: a sheet of whatman paper, colored pencils, felt-tip pens or paints.

Preparatory stage:

Game "Living and Nonliving".

Children stand in one line. The leading child stands opposite. He names an object and throws the ball to one of the children. If this object is animate (living), the child catches the ball, and if not, throws it away.

Main stage:

Game "I Know"

Children stand in a circle and throw the ball to each other with the words:

“I know five names of pets...”

“I know five names of wild animals...”

“I know five names of pieces of furniture...”

“I know five names of fruits...”, etc.

The child must throw the ball and quickly say the corresponding name.

Final stage:

Game exercise “Joint drawing”.

The group members discuss what they want to draw and begin working together, creative work. After completing the task, the children talk about what they depicted and compose a fairy tale based on the drawing.

Working programm

correctional and developmental classes in

development of the emotional sphere in 3rd-4th grade students

special (correctional) school VIII

Target:

Development of the emotional sphere in 3rd-4th grade students with intellectual disabilities.

Main goals:

• introduce children to basic emotions: interest, joy, sadness, anger, fear, shame, disgust, contempt;
• contribute to the enrichment of the child’s emotional sphere;
• teach children to recognize the emotional manifestations of other people by various signs (facial expressions, pantomime, intonation);
• give children the concept of dividing emotions into positive and negative;
• teach schoolchildren to recognize the difference between feelings and actions (no bad feelings, there are bad deeds);
• promote the open expression of emotions and feelings in various socially acceptable ways (verbal, physical, creative);
• help the child react, track existing negative emotions (fear, anger, etc.) that hinder his full personal development;
• enrich children's vocabulary with words that enrich emotions, feelings, and moods.

Organization of classes:

Classes are held with a group of 5-10 people, once a week. The duration of one lesson is from 30 to 40 minutes.

Rules for conducting classes:

The most important condition for the effectiveness of classes is the interest of children and voluntary participation in them.

You cannot evaluate children and try to achieve the only correct answer.

Classes should not be tiring, so if children are tired, the lesson should be stopped.

Each lesson should end with something joyful, cheerful, positive, especially if the lesson was about, for example, fear or greed.

Between classes, it is necessary to draw children’s attention to their actions and emotions and those of those around them, thereby reinforcing the material covered.

Methodical techniques:

Conversations aimed at getting to know different emotions and feelings.

Verbal, board-printed and outdoor games.

Drawing emotions.

Playing etudes.

Program used:

Kalinina R. Program for the development of the emotional sphere of preschoolers and primary schoolchildren. // School psychologist No. 19 2001

Approximate planning:

This program is presented in a series of sequential steps. Each step is one or more lessons united by one topic. The number of lessons in each step is determined by the psychologist, depending on the age of the children, the speed and depth of their mastery of new material.

Step		Move	Questions
	Learn to recognize moods facial expressions: joy, anger, surprise and sadness	With the help of plot pictures and schematic images, introduce children to emotions. Depict one or another emotion on your face. Practical task: complete facial expressions in the plot picture.	What is the mood of the characters in this picture? How did you find out? What mood are we in?
	Learn to recognize the same emotions by pantomime and voice intonation.	Repeat the material from step 1 according to the diagrams. Practical task: play sketches (themes are suggested by a psychologist).	What mood is depicted here? Can we know a person's mood without seeing his face? How? How do human movements change in different moods? How does the voice change?
	Give an idea of ​​the difference between emotions and actions.	Game "Mood Lotto". A conversation about the difference between experiences and actions (there are no good and bad emotions - there are bad or good actions).	Who can experience certain emotions? What can Baba Yaga be happy about? How does she express her joy? What about Cinderella, Pinocchio, Barmaley? And you?
	Give an idea of ​​different degrees of intensity of emotions.	Game "Guess the Emotion". Conversation about varying degrees of intensity of emotions. Practical task:play sketches to depict emotions of varying intensity (themes are suggested by children and a psychologist).	What did you notice when watching the episodes "Annoyance", "Rage", "Pleasure", "Glee"? What's the difference here? What does the girl experience when she gets her dress dirty? Having lost your beloved dog? What other examples can you give?
	Learn to express emotions and mood using artistic techniques.	Assignment: draw a “Picture with a Mood.” Analysis of drawings: content, use of color, graphic characteristics(lines, spots).	How can you express your mood, your experiences? Can a drawing convey the author's mood? What mood did the author want to convey in this drawing? How did you determine this?
	Introduce fear: teach it to recognize and depict it; respond to existing fears.	Using a plot picture and a schematic image, introduce a new emotion, its manifestation in facial expressions, pantomime, and voice. Disassemble different degrees intensity of fear. Practical task:play sketches depicting fear with a transition to surprise, joy (themes are suggested by children).	See questions for step 1 and step 2. When have you experienced fear? What happened next?
	Repeat 5 completed emotions; introduce the emotion “interest”, teach to recognize and depict it.	Games “Name something similar” and “Damaged phone”. Introduce a new emotion. Practical task:play sketches on the image of interest.
	Introduce the emotion “shame”; consolidate what has been learned.	Games “What would happen if…” and “Screen test”. Introduce a new emotion. Practical task: play etudes (possibly more complex ones).	See questions for step 1 and step 2.
	Introduce the emotion “disgust”; consolidate what has been learned.	Introduce a new emotion. Practical task:play complicated etudes.	See questions for step 1 and step 2.
	Introduce the emotion “contempt”; consolidate what has been learned.	Drawing “My mood”. Introduce a new emotion. Practical task: play complicated etudes.	See questions for step 1 and step 2.

Games used during classes

Guess the emotion

Schematic images of emotions are laid out face down. Children take turns taking any card without showing it to the others. The child’s task is to recognize the emotion and depict it using facial expressions, pantomimes, and vocal intonations.

At first, an adult can help a child.

The rest of the child spectators must guess what emotion the child is portraying and what is happening in his mini-scene.

Mood Lotto

To play this game, you need a set of pictures that depict animals with different facial expressions (for example, a cheerful fish, a sad fish, etc.). The number of sets corresponds to the number of children or microgroups.

The psychologist shows the children a schematic image of some emotion, the child needs to find an animal with the same emotion in his set.

Name something similar

Purpose of the game: activate lexicon through words denoting different emotions. The presenter names the main emotion (or shows a schematic representation of it, or acts it out himself), and the children remember the words that denote this emotion (see K. Izard’s emotion scale).