Correctional developmental work individual routes in the nursery. Individual correctional and developmental route for a child with cerebral palsy
Individual development path for a child with ADD(D)
Group No.______
Age_________
Notes________________
Components of integrated development:
The results of the examination of the child:
Psychological and pedagogical support of the child and his family
Annex 1
Primary examination.
Psychological and pedagogical characteristics of the child
(according to the results of the initial survey)
Social and personal development
1. Emotional state:
cheerful - sad - calm;
anxiety;
tearfulness - aggression.
2. Features of communication with peers:
sociable - closed;
conflict - calm;
social status: leader, accepted, rejected.
3. Features of communication with adults:
easy - hardly makes contact;
shows - does not show initiative in the process of communication;
positive - negative attitude towards an adult.
4. Features of behavior:
activity - passivity,
arbitrariness - involuntary behavior,
formation - unformed self-regulation,
slowness - hyperdynamics.
5. Personal features:
confident - unsure
high - low self-esteem,
balanced - quick-tempered,
benevolent - aggressive.
cognitive sphere
1. Perception: reference type, mixed type, syncretic type.
2. Thinking:
classifies according to essential - non-essential features;
uses - does not use generalizing concepts;
establishes causal relationships correctly - incorrectly;
when comparing objects, names distinctive - similar features;
ability to perform arithmetic operations: knows the account in direct order before; v reverse order before; performs computational operations
3. Memory:
visual (in%), which corresponds to the level;
auditory (in%), which corresponds to the level.
4. Attention:
stability: long-term, short-term, unstable;
concentration (in %)
5. Workability type:
slow inaccurate;
fast accurate;
impulsive;
reflective.
6. Fine motor skills:
right-handedness - left-handedness;
strong - weak pressure;
strokes in one - different directions.
7. Speech development:
Corresponds to the norm;
Not in line with the norm.
Annex 2
Diagnosis of ADHD
Diagnosis of attention deficit hyperactivity disorder is based on a number of criteria.
Attention impairment is diagnosed when 4 of the 7 signs are present:
1. Needs a calm, quiet environment, incapable of work and the ability to concentrate.
2. Often asks again.
3. Easily distracted by external stimuli.
4. Confuses details.
5. Doesn't finish what he starts.
6. Listens, but does not seem to hear.
7. Difficulties in concentrating attention unless a one-on-one situation is created.
Impulsivity is diagnosed when 3 out of 5 signs are present:
1. Shouts out during class.
2. Extremely excitable.
3. It is difficult to endure time when waiting for your turn.
4. Overly talkative.
5. Hurts other children.
Hyperactivity is diagnosed when 3 out of 5 signs are present:
1. Climbing on cabinets and furniture.
2. Always ready to go, runs more often than walks.
3. Fussy, wriggling and writhing.
4. If he does something, then with noise.
5. Must always do something.
Other diagnostic criteria include:
1. Manifestation of symptoms up to 7 years.
2. Duration of symptoms for at least 6 months.
In addition, for the diagnosis of attention deficit hyperactivity disorder, it is necessary to use the criteria of the American Psychiatric Association (1987), presented in our modification.
At least 8 of the 14 features must be present for a diagnosis to be made. Their manifestation at the age of up to 7 years and duration for at least 6 months are mandatory.
1. Makes fidgety movements with arms and legs or squirms while sitting in a chair (adolescents may have a subjective feeling of impatience).
2. With difficulty remains in a chair when performing any tasks.
3. Easily distracted by extraneous stimuli.
4. With difficulty waiting in line to join the game.
5. Answers questions without thinking and before the question is over.
6. Has difficulty following instructions from others.
7. With difficulty keeps attention when performing tasks or in game situations.
8. Often switches from one unfinished business to another.
9. Restless during games.
10. Often overly talkative.
11. In a conversation, he often interrupts, imposes his opinion, in children's games he is often a "target".
12. Often does not seem to hear what is said to HIM or HER.
13. Often loses items and things necessary for work at home or in the classroom (toys, pencils, books, etc.).
14. Ignores physical danger and possible consequences (for example, runs down the street "without looking back").
Application3
For parents.
Criteria for hyperactivity
(Child Observation Scheme)
Active Attention Deficit
1. Inconsistent, it is difficult for him to hold attention for a long time.
2. Doesn't listen when spoken to.
3. With great enthusiasm, he takes on the task, but never finishes it.
4. Experiencing organizational difficulties.
5. Often loses things.
6. Avoids boring and mentally demanding tasks.
7. Often forgetful.
Motor disinhibition
1. Constantly fidgeting.
2. Shows signs of restlessness (drumming fingers, moving in chair, running, climbing).
3. Sleeps much less than other children, even in infancy.
4. Very talkative.
Impulsiveness
1 .Begins to answer without listening to the question.
2. Unable to wait for his turn, often interferes, interrupts.
3 . Poor concentration.
4. Cannot wait for reward (if there is a pause between actions and reward).
5. When performing tasks, he behaves differently and shows very different results (in some classes the child is calm, in others not).
If at least six of the listed signs appear before the age of 7, the teacher, parents can assume that the child he is watching is hyperactive.
Appendix 4
Conversation with parents
Child Development History____________________________________________
______
Situation in kindergarten
__________________________________________________________________
social development _______________________________________________ speech development __________________________________________________ intellectual development ___________________________________________ strengths child ______________________________________________ child’s weaknesses _____________________________________________
hobbies _________________________________________________________
parenting style ______________________________________________ typical parental responses to behavioral disturbances ___________________
Differences in the interaction of the child with mother and father ___________________
__________________________________________________________________
parental stress level
__________________________________________________________________
presence of other children in the family
__________________________________________________________________
Individual
correctional and developmental route
Target: Overcoming excessive motor activity, muscle tension
Destination: child group no.
Tasks:
1. Relieve tension, muscle clamps, develop sensory perception of excessive motor activity.
2. Develop the ability to focus on details
3. Develop observation, the ability to act according to the rule, volitional regulation
4. Develop the ability to control impulsive actions
5. Teaching relaxation techniques
Forms and methods of work:
§ Exercises to relieve muscle tension
§ Games for the development of arbitrariness
§ Relaxation exercises
Organization of classes:
There will be 10 sessions in total. Classes are held individually at least 2 times a week, in the psychologist's office. The duration of the lesson is up to 30 minutes.
Individual correctional and developmental route
for a child with visual impairment and TNR (OHR)
MBDOU "Kindergarten No. 60 of a compensating type", Syktyvkar.
Compiled by:
Speech therapist Mitina Elena Alekseevna
Educator Sergeeva Evgenia Evgenievna
Syktyvkar
2016 - 2017 academic year year
RBI route for a pupil of MBDOU "Kindergarten No. 60" with ONR
October - December 2016
1. General information about the child
F.I. child. Michael
Date of Birth. 06/05/2012
Visual diagnosis. Retinopathy of prematurity grade 3 OD, cicatricial phase, congenital myopia medium degree convergent periodic strabismus; retinopathy of prematurity grade 3 OS, congenital moderate myopia, retinal detachment.
Speech conclusion. General underdevelopment of speech III level. MDR.
Accompanying illnesses. PEP CNS, ZPRR, MARS (LLC).
Health group. 3 (disability)
Psychological and pedagogical characteristics.
Misha has been attending the middle group No. 2 of the MBDOU "Kindergarten No. 60 of the compensating type" since September 2016.
The level of physical development is average, level general development below average, the third health group, physical culture group - special.
Adaptation took a long time, the boy was hard to get used to the group, he cried for a long time during the day.
Cultural and hygienic skills are not sufficiently formed in accordance with age, the boy does not dress himself, does not undress, does not know how and does not try to fold his clothes, constant supervision and assistance from adults is required when performing self-service activities (wash hands, dry with a towel, proper use of cutlery, careful eating, dressing and undressing).
Communication with adults is situational in nature, Misha himself does not enter into an active dialogue, but he answers questions from adults, does not always fulfill the requests of an adult. Misha shows a pronounced lack of desire and interest in classes. In group and subgroup classes, he can sit with children, but does not complete tasks, perceives information with difficulty, does not take part in the process of activities, is often distracted, quickly gets tired. Attention and memory are involuntary, visual-effective thinking, decision practical tasks performed by trial and error.
Due to a complex visual impairment, Misha experiences difficulties in orienting in the surrounding space, in assessing the depth of space, in recognizing objects presented for perception in various modalities, in composing a whole according to a model, in designing. At a low level, the development of touch and fine motor skills, at a level below the average, social orientation and the development of visual attention and memory.
Poorly developed fine motor skills are the cause of difficulties in the classroom for productive activities. The boy cannot correctly hold a pencil, a brush, paint over simple colorings, draw, sculpt, needs the help of an adult when performing microdynamic actions of the hand. General motor skills are poorly developed, it is difficult for Misha to perform basic movements and physical exercise, movements are awkward, inaccurate, unsteady gait, often stumbling.
Vocabulary below the age norm. The phrase is mostly simple, agrammatic. Connected speech is situational. There is no independent story, the conversation is in a question-answer form, it does not independently establish cause-and-effect relationships.
Phonemic hearing is not well developed. Appositional sounds are differentiated with numerous errors. Phonemic analysis, synthesis and representations are not formed.
Articulation tests are performed not in in full. The upper lifting of the tongue is difficult, switchability is impaired. With a static load, salivation and deviation of the tongue. The sound pronunciation of oral sonors [R] [R '] [L] [L '] is disturbed.
Game actions are poor and monotonous. The boy can silently drive the car alone, he refuses the offer to use the designer or some other toys. With reluctance, he plays board games with an adult. With great interest plays round dance and outdoor games.
2. The purpose and objectives of the route.
Target. Development of visual perception and social orientation, psychological and pedagogical support and correction of speech disorders in order to overcome deviations in the psychophysical development of a child with special educational needs.
Tasks.
1. Formation of a system of sensory standards and development of orientation skills in space and time.
2. Enrichment of knowledge about objects and objects of the surrounding world, development of ways of perception.
3. Development of touch and tactile sensitivity, fine and general motor skills.
4. Emotional and personal development of the child.
5. Development of mental processes.
6. Development of communication skills.
7. Enrichment of vocabulary.
8. Development of coherent speech.
9. Development of articulatory motor skills, the formation of the correct sound pronunciation.
10. Formation of phonemic representations, preparation for literacy.
11. Formation of elementary mathematical representations.
12.Formation of interest in the occupation of fine arts. Teach in drawing, sculpting, appliqué.
Draw simple objects. Develop fine motor skills.
3. Conditions for the successful implementation of the route.
1. Compliance with the regime of the day at home and in kindergarten.
2. Regular visit preschool child.
3. Daily conduct of individual or subgroup correctional and developmental classes.
4. Joint work of all specialists of the preschool educational institution (educator, teacher-defectologist, teacher-speech therapist, teacher-psychologist, music director, instructor of exercise therapy) on the implementation of IFR.
| Program section | Program content | ||
| Development of visual perception |
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| Defectologist teacher | Formation of a system of sensory standards: 3) value | To expand knowledge about objects of the surrounding world that have a constant feature: primary colors, orange and brown, learn to focus on this feature when recognizing an object. To teach visually to recognize and name a circle, square, triangle, rectangle (in silhouette and contour image) with the connection of manual exploratory actions. Recognize three-dimensional shapes (cube, brick, ball). Learn to differentiate and name a circle - an oval, a square - a rectangle. To form a generalizing concept of "form"; to activate speech, exercising in the application of this concept in practical activities. Learn to correlate and select objects in size by imposing and applying. To increase the visual differentiation of objects in size, to single out and arrange 3-4 objects in a row in a small and large space, to learn to choose the same objects in size from a variety of objects located differently in space. | "Find a couple", "Colors and paints", “Draw the rug”, “Magic colors”, “Multi-colored balls”. "Geometric Lotto", “Make a pattern”, “Part and whole”, Domino "Geometric shapes", “What does it look like?”, “Find the difference”, “Recognize the shape”. "Different Pasta" "Compare and Match Shapes" did. panel "Caterpillar", "Color Geometry" "Ladders-steps", "One after the other" |
| Formation of orientation skills in space and time | To consolidate knowledge about the parts of your body, about the spatial arrangement of body parts. To learn to determine and verbally designate directions in the near space with a reference point from oneself: forward-backward, up-down, right-left. | "Where is what?" "Left right", Where is the arrow pointing? "Arrange the toys as in the picture" |
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| Development of subject representations, objectivity of perception | Expand ideas about the objective world, exercise in examining the main features and properties using visual and other analyzers. To teach to understand the purpose of objects, to distinguish and name the essential details of objects. | "Say one word" “Know by touch”, “Whole or part”, “What will happen?”, "Who lives where", "Find all the wooden objects" |
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| Correction of speech disorders |
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| Teacher speech therapist | Development of auditory attention | Expand the scope of auditory perception; Develop auditory functions, focus on auditory attention, memory; To form the basis of auditory differentiation, the regulatory function of speech; Develop the ability to differentiate non-speech and speech sounds. | Attracting attention to a sounding object (“What sounded”); Determining the direction of the sound (“Where does the sound come from?”); Distinguishing the sound of noises, muses, instruments, voices (“Who came, what did he bring?”); Memorization of the sequence of sounds (noises of objects); Recognition and differentiation of individual sounds. |
| Development of motor coordination, fine motor skills of hands | Develop manipulative activity and fine motor skills of hands, tactile memory; Development of tactile sensations. | Massage activating movements of the hands and fingers; Recognition by touch of various textures of objects; Finger gymnastics; Activation of passive and active movements of the fingers; Exercises with spinning tops, mosaic, Su-Jok, dry pool, etc. |
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| The development of articulatory motor skills, the formation of the correct sound pronunciation | Activation of mimic muscles; To form the ability to use non-verbal means of communication; Develop the muscular apparatus involved in gestural and pantomimic movements; Formation of articulation structures and movements; Development of arbitrariness, accuracy and differentiation of mimic posture and articulation; movement; Formation of articulation patterns of missing and distorted sounds [l], [l '] with the help of kinesthetic sensations; Called sound automation. | Consistent formation of arbitrary gestural and mimic movements of eyebrows, lips, cheeks, tongue; Articulatory and mimic gymnastics; Tasks to imitate the position of the mouth, lips, tongue Development of statics of art movements; Development of dynamic coordination of articulatory movements; Exercises to overcome resistance; Massage of the face, lips, tongue; Clarification of the correct pronunciation of available sounds; Production of distorted sounds; Fixing the correct pronunciation of sound in isolation, in syllables, words (of various syllabic structures), phrases |
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| Improving the quality of speech exhalation: strength, pressure, economical long exhalation; Activate purposeful oral exhalation; Differentiation of oral and speech expiration. | “Blow off the fleece”, “Pipes”, “Airplanes”, “Racers”, “Carousel”, “Let's warm our hands”. |
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| Development of a sense of rhythm, tempo of speech | To form the rhythmic-intonation side of speech, associative connections based on the coordinated work of analyzers (speech-auditory, speech-motor, tactile). | Rhythmic exercises for hands and feet; Reproduction of a given rhythmic pattern by tapping and slapping ("Repeat after me"); Development of actions of motor and rhythmic-intonational activity (“Merry rain”, “House for bunnies”, “Drummers”); Rhythmic pronunciation of vowel sounds and sound chains; Differentiation of rhythmic chains. |
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| Development of lexical and grammatical means of language and connected speech | Clarification and expansion of vocabulary by lexical topics: “Our Body”, “Toilet Items”, “Vegetables”, “Fruits”, “Garden. Kitchen garden”, “Autumn”, “Clothes”, “Shoes”, “Dishes”, “Wild animals”, “Winter”; clarify and consolidate general concepts; To teach to distinguish and highlight the signs of objects according to their purpose (what? what? what? what?); Learn to form words with diminutive suffixes; agreement of nouns with adjectives; Learn to distinguish the spatial relationship of objects expressed by prepositions: in, on, under; - formation of the skill of constructing two-three-word sentences. | "Guess what it is", "Name the cub" “One - many”, “Big - small”, “Tell me which ones”, “Greedy” "Hide and Seek" |
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| Formation of phonemic representations | Develop attention to the sound side of speech and auditory memory; Learn to hear individual sounds in the composition of the word. | Determining the direction of sound; Differentiation of non-speech and speech sounds; Isolation of a given sound against the background of a sound, syllabic row against the background of a word (“Catch the sound”, “Repeat do not make a mistake”); - naming words for a given sound (“Find a toy with a given sound”); Intonation selection of sounds. |
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| Psychological and pedagogical support |
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| Educational psychologist | Emotional and personal development | To form the skills of confident behavior (learn to control oneself in traumatic situations), increase self-esteem; Learn ways to relieve muscle and emotional tension. | "Sand Therapy" "Fairytale Therapy" "Music therapy" (relaxation, drawing to music, musical outdoor games, plastic dramatization to music) |
| Development of mental processes | To form the perception of form and spatial relationships based on the visual correlation of figures; Develop the integrity of perception, the ability to visual synthesis; Develop the ability to understand instructions, stability, concentration and attention span. | "Find a window for the figure" ("Box of Forms") “Disassemble the nesting doll”, “Assemble the nesting doll”, “Put the nesting dolls in height” (Matryoshka 4-component) "Show and name" |
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| caregiver | Acquaintance with the surrounding world: 1) the child about himself and the people around him; 2) child and the world | Consolidate knowledge about your name, surname, home address, age; Continue to acquaint with your own body, name the parts of the body, know their purpose, functionality; learn to watch yourself appearance using a mirror; Learn to distinguish and name vegetables, fruits, berries Broaden your horizons on the topic "autumn", the work of adults in the fall; expand ideas about wild animals and their cubs (features of their behavior, movement; nutrition); To give initial ideas about the adaptability of plants and animals to their environment; | "Magic Mirror" "Vegetables fruits", "What grows where?", "Whose children", "Animals" "Guess when it happens." "Seasons" lotto "Seasons" cut pictures |
| Learn to find one, several, few and many objects, use in speech. Learn to coordinate the numeral "one" and the adverb "many" "few" "several" with nouns in gender, number and case. Learn to compare objects by size (wide-narrow high-low, big-small) _ Learn to distinguish between a circle, a square, a triangle, a rectangle. Learn to understand the meaning of the notation: top-bottom; in front - behind; left-right; on, over, under; before, behind, between, upper, lower strip. Temporal orientation (morning, afternoon, evening, night) | "One is many" "Find a lot of the same items in the room" "Bring some items" "Show me some items" "Gyenes Blocks" "Color and Shape" "Geometric Lotto" "Compare and choose" "Kuizener sticks" "Comparing Opposites" "Where did the ball go" Where did the bear hide? "Daily regime" "Wonderful bag" with geometric shapes, small handouts. Plot- role-playing game"Score" |
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| Visual activity: drawing, modeling, applique | Learn to hold a pencil, felt-tip pen, brush correctly without straining your muscles and without squeezing your fingers tightly; achieve free movement of the hand with a pencil and brush while drawing, To teach how to pick up paint on a brush: gently dip all the pile into the paint, remove excess paint on the edge of the jar. Learn the rhythmic drawing of lines, strokes, spots, strokes Learn to draw simple objects, draw straight lines (short and long) in different directions, objects different shapes(round, rectangular). Activate and clarify the properties of clay and plasticine; Learn to roll out lumps in straight and circular motions, connect the ends of the resulting stick, flatten the ball, crushing it with the palms of both hands; Learn to sculpt simple objects from 2-3 parts, pressing them together; To form an interest in the art of appliqué. Learn to pre-lay out compositions on paper of various shapes (square, circle, strip); Learn how to use glue carefully. To form the ability to name the shapes of objects and their colors. | "Visiting the brush and pencil" "It's raining" "Falling leaves" "Berries" "Jar of Jam" "Handkerchief Decoration" "Sweets" "Beautiful striped rug" "Fence" "Colour pencils" "Balls big and small" "Fairytale house" "Visiting Mr. Plasticine" "Vegetables" "Sweet apples" "Berries" "Breads big and small" "Tumbler" "Chicken" "Hare" "Snowman" "Beautiful rug" "Pattern on the square" "Plate" |
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| Structurally - model activity. | Develop the ability to distinguish and name building parts (cube, plate, brick, bar) Improve constructive skills; Learn to build buildings from large and small building material according to the sample; Change buildings in two ways (replacing them or building on them); Learn basic paper building techniques. | "Wonderful bag" with construction details. "Build a house like mine" "Build the same house, but high" Fence " Game "Select the details" « long bridge» Checkbox |
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| Development of fine motor skills | Develop fine motor skills of hands and arms. Develop finger strength. Develop the ability to coordinate hand work with visual perception. Learn to hold a pencil correctly, trace an object along the inner and outer contours. Mastering different types of movement, like a drawing technique (movement in a straight line, in different directions, in a circle, sketchy), without turning a sheet of paper. Improve the movement of hands, developing mental processes: voluntary attention, logical thinking, visual and auditory perception, memory and speech. | Finger games on the topic: "Our body" "Vegetables" "Fruits" "Autumn". “Button Sorting”, “Collect Beads”, “Colorful Mosaic”, “Smart Lacing”, “Colored Pebbles”, “Winders”, “Clothespins”, “Wrist Expanders”, “Grass” Mat, Exercises with a refracted ball. "Dry pool" "Magic bag with small items" Finger theater based on the fairy tale "Kolobok", "Visual activity (drawing, modeling, appliqué) |
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| Musical director | Development of rhythm and rhythmic hearing | Generate interest in different types of musical activity; To form a culture of listening to music; To form singing and musical-rhythmic skills and abilities. | “Sun and rain”, “High and low”, “How many of us sing”, “What kind of sound?” etc. Baby musical instruments: tambourine, maracas, metallophone, bell, triangle, etc. |
| logorhythmics | Cultivate a sense of rhythm; Develop accuracy and clarity of movements; Normalization muscle tone; Coordinate speech with movement and music. | Walking with a change of rhythm; Work on coordination and switchability of movements. |
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| Physics instructor. education | Development of basic movements | Form the correct posture; Develop the ability to walk and run with coordinated movements of the arms and legs; Learn to crawl, crawl, climb over objects. | Corrective walking; "Step over the mushrooms", "Crawl along the bridge", "Obstacle course", etc. |
| Development of physical qualities | Develop activity, speed, endurance, dexterity; Develop spatial orientation. | Mobile games and exercises. |
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5. Expected results.
1. The child knows and names, highlights the main geometric shapes and forms in the surrounding objects. Able to group objects according to one of the sensory features.
2. Focuses on his own body, correctly shows and names the opposite parts of his body. Oriented relatively own body, names the directions of the surrounding space (left - right, top - bottom, front - back).
3. Knows how to group objects according to their characteristics (shape, color, size, material, purpose), establishes links between the purpose of an object and its structure or material from which it is made.
4. Uses touch as a means of understanding the surrounding world.
5. The child gives his first and last name, age, home address.
6. The child alone, with the help of an adult or children, relieve muscle and emotional tension effective ways.
7. The child is able to listen to speech, which indicates the expansion of the function of auditory perception, the development of the basis of sound orientations, auditory differentiations. Able to hear individual sounds in the composition of words, differentiate sounds similar in sound.
8. The child has an active vocabulary and correct pronunciation words.
9. More high level fine motor skills, technical skills and abilities.
10. Owns singing, musical and rhythmic skills and abilities.
11. Shows activity in various activities.
6. Working with parents
1. Involve parents in the educational process, establish cooperation with them.
2. Consult daily on results corrective work in the classroom and in regime moments.
3. Provide the family with informational support in the form of literature and Internet resources.
4. Develop uniform requirements for the upbringing and development of the child.
5. Active participation in the activities of the group and preschool educational institutions.
6. Consultations: "Raising and educating a child with OHP (OHP) at home", "How and what to read to children with OHP".
7. Conversation: “Game - best helper in activities with children at home.
8. Exhibition of didactic games and exercises developing fine motor skills; games for the development of auditory attention.
9. Master class "Working with the contour as one of the means of expanding the scope of the visual experience of children with visual impairments."
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1 INDIVIDUAL CORRECTION AND DEVELOPMENT ROUTE FOR A CHILD WITH ICP PERIOD: FROM THE YEAR F.I.R.: Tasks: Development of fine motor skills Development of orientation in space Theme "Kindergarten and toys" "Berries" "Mushrooms" "Vegetables" Thematic lesson plan Contents 1. Finger gymnastics: "Friendship" "On a visit to the big finger" "Ball". 2. "Figures from sticks" (swing). 3. Game with peas or beans (lay out a toy, a ring, a cube). 4. Affectionate game for fingers "Wonderful bag (choose one of the 3 toys you need by touch). 5. "Draw a pattern" 1. Finger gymnastics: "Hello" "Grass" "This finger" 2. "Stick figure" (basket for berries) 3. Playing with pebbles (lay out berries along the contour) 4. Nitkography (clearing) 1. Finger gymnastics: "Basket", "For mushrooms" 2. Figures from sticks (lay out mushroom and stump). 3. Game with barley (mushrooms) 4. Affectionate game for fingers "A wonderful bag, find a fungus among other objects" 5. Drawing on the image of light geometric figures 1. Finger gymnastics: "Salting cabbage" 2. Figures from sticks (the machine carries the harvest from the fields) 3. Playing with red beans (laying out beets) 4. Playing with a tennis ball, holding between the fingers October "Migratory birds" 1. Finger gymnastics: "Flock of birds" "birdhouse" "Chicks in the nest "2. Figurines from twigs (flocks of birds) 3. Playing with women and peas (sort women and peas with your eyes closed). 4. "Recognize me!" (connect Eat points in one line) "Swan" "Poultry" 1. Finger gymnastics: "Ducklings" "Goose" "Cockerel" "Chicken". 2. Working with gouache [color the chickens with yellow gouache with your fingertips, crumple the paper into small lumps - feed]
2 3. Game with rice: (circle the duckling around the contour and lay it out with rice) 4. Self-massage with faceted pencils "Mail" ("Professions") "Autumn" 1. Finger gymnastics: "Guests" " Mailbox 2. Figures from sticks (envelope). 3. Work with gouache (draw a postcard with your fingertip). 4. Artistic work (envelope) 1. Finger gymnastics: "Fingers5" Rakes "2. Figures from sticks 3. Picking (the form of leaves of various trees) 4. Self-massage with balls. 5. Nitkography (autumn trees). November "Family" 1 . Finger gymnastics: "My family" "Who arrived" 2. Figures from sticks (face, glasses). 3. Working with decoy (draw a cheerful person on the decoy with your fingertip.) 4. Beads as a gift to mom from wads of paper. 5. The game "Piano". "Our city" "Clothes and shoes" 1. Finger gymnastics: "The lawn is dry" "Well" 2. Figures from sticks (tower, house) 3. Figures from branches (kindergarten building, group plan) 4 Work with pebbles (road and cars) 5. Self-massage with faceted pencils 1. Finger gymnastics: "mittens, boots, hooks" 2. Work with buttons, hooks, zippers, locks 3. Work with lacing 4. Stretching elastic (holding the ends with fingers) 5. Work with waste material (decorate clothes, shoes) 6. Weave a pattern from multi-colored laces. zor. "Pets" 1. Finger gymnastics: "Met", "Horses" "Sheep" "Dog" "Cat" "Goat" 2. Figures from sticks (pussy) 3. Work with pearl barley (calf along the contour) 4. Work with stamps
3 December "Winter" 1. Finger gymnastics: "Let's get warm" "Ice" "Frost" 2. Game: "Spread the ice into molds" 3. Work with cotton wool (snowdrifts) 4. Work with thin paper strips (snowflake in the image of a smaller size). "Wintering Birds" "Folk Toy" "Winter Fun" New Year"1. Finger gymnastics: "Pigeons" "Sparrows" 2. Working with small geometric shapes (bird) 3. Breaking off (decorate the bullfinch with small pieces) 4. Thread printing ( winter forest) 1. Finger gymnastics: "Hello" "Warm" 2. Figures from sticks (sun). 3. Work with millet (lay out a drawing along the contour) 4. Game (identify an object with a stick with closed eyes) 5. Mosaic panel based on Russian folk painting. 6. Draw the pattern 1. Finger gymnastics: "Snowball" "Snowman" 2. Stick figures (sled) 3. Working with rice (winter landscape) 4. Self-massage with balls. 5. Draw a pattern. 1. Finger gymnastics: "Holiday" "Christmas tree" 2. Figures from sticks (Christmas tree) 3. Breaking (toys for the Christmas tree) 4. Mosaic of Christmas tree and pine needles. 5. Draw a picture. January "Dishes and food" 1. Finger gymnastics: "Naughty" "we washed the dishes" 2. Stick figures: (sweets, saucepan, box) 3. Gentle fingers "Wonderful bag" 4. Game with rice (from a large dish to somewhat small.) 5. Game with peas (lay out any tea utensils) "Wild animals" 1. Finger gymnastics: "Our meadow", "Hedgehog" 2. Stick figures (hedgehog) 3. Nitkografiya. 4. Self-massage with a faceted pencil. February "Animals of hot countries" 1. Finger gymnastics: "Turtle" "Elephant" 2. Working with pebbles (elephant along the contour) 3. Circle the drawing along the line without lifting the pencil from the paper. 4. Work with waste material (favorite animal) 5. Draw a pattern and color it without going beyond the contour of the "Fish" 1. Finger gymnastics: "Fish" 2. Figures from sticks (fish, shell). 3. Working with colored woolen threads (aquarium) 4. Working with stamps (turning into a fish)
4 5. Working with semolina (storm) 6. Nitkografiya (waves) 7. Finish the pattern and color without going beyond the outline. "Defenders of the Fatherland" "Animals of cold countries" 1. Finger gymnastics: "Soldiers" "Fighters" 2. Figures from sticks (tank, plane). 3. Working with rice (salute on blue cardboard) 4. Competition "Who will tie more knots on a rope" 5. Stamping with a finger (finish the image) Finger gymnastics: "Penguin" "Bears" 2. Working with pebbles (Penguin along the contour) 3 Trace the drawing along the line without lifting the pencil from the paper. 4. Work with waste material (favorite animal) 5. Draw a pattern and color it without going beyond the contour March "Spring" 1. Finger gymnastics: "Spring rain" 2. Work with paper (rolling) "rain lei" 3. Work with stamps (fill the cloud with rain) 4. Nitkografiya (colors of spring) 5. Finish the pattern and paint without going beyond the outline. "Mom's holiday" "Construction professions" "School and library" 1. Finger gymnastics: "Mommy, tulip" 2. Stick figure (flower for mom) 3. Weaving (bow on the box) 4. Breaking (plan) 5. Draw pattern and color without going beyond the contour 1. Finger gymnastics: "Painters, house on a hill" 2. Stick figures (house and gate) 3. Game (make riddles, lay out answers according to the model) 4. Self-massage with balls. 5. Working with stencils. 6. Draw a pattern and color without going beyond the edges 1. Finger gymnastics: "We wrote, a bell" 2. Stick figures (notebook, pencil) 3. Graphic dictation 4. Game (line up nesting dolls in a row with your eyes closed) 5. Lay out the letters and figures with peas. April "Furniture" 1. Finger gymnastics: "Chair, table" 2. Stick figures 3. Work with rice and peas 4. Exercises with walnuts (rolling between the palms) 5. Game (with eyes closed choose 2 among several soft toys identical) "Cosmos" 1. Finger gymnastics: "Palm play, Comet" 2. Stick figures (asterisk, rocket) 3. Lay out riddles with pebbles (rocket, sky) 4. Break (stars in a dark blue sky)
5 5. Working with rice 6. Draw the pattern "Household appliances" "Where did bread come from?" 1. Finger gymnastics: "TV, clock, vacuum cleaner" 2. Stick figures (gas stove, TV) 3. Playing with tops (competition) 4. hit the target (crumple the newspaper, throw it into the ring) 5. Winding balls from the center or edges clockwise and counterclockwise. 1. Finger gymnastics: "Bread, baker" 2. Figures from sticks (mill) 3. Nitkography (spikelets) 4. Work with millet (bread) 5. Self-massage with a faceted pencil. 6. Testoplasty (pretzels) 7. Draw the pattern and color without going beyond the outline. May "Flowers" 1. Finger gymnastics: "Flowers, poppy, chrysanthemums" 2. Stick figures (cactus, vase) "Victory Day" "Insects" "Summer" 1. Finger gymnastics: "Salute", "Soldiers" 2. Stick figures (tank, flag) 3. Thread printing ( Eternal flame) 4. Working with coils (a monument to fallen soldiers) 5. Draw a picture in mirror image 1. Finger gymnastics: "Ladybugs", "Wasps", "Spider", "Butterfly", "Centipede". 2. Figures from sticks (butterfly, beetle) 3. Circle the dotted pattern (mosquito) 4. Logical chain with a stamp. 5. Nitkography (butterfly) 1. Finger gymnastics: "Funny guys" "Swing" "Fingers are resting" 2. Figures from sticks (carousel) 3. Landscape on the semolina (where I will rest) 4. Draw a pattern in mirror image
6 Period: from year to year Teacher-speech therapist: Ramazanova N.M. Educator: Kazak L.M. A long-term plan for the development of hand motor skills September Theme "Kindergarten and toys" 1. Finger gymnastics: "Friendship" "Visiting a big finger" "Ball". 2. "Figures from sticks" (swing). 3. Game with peas or beans (lay out a toy, a ring, a cube). 4. Affectionate game for fingers "Wonderful bag (select by touch from 3 x toys one you need). 5. "Draw a pattern" Theme "Berries" 1. Finger gymnastics: "Hello" "Grass" "This finger" 2. "Figure from sticks "(basket for berries). 3. Playing with pebbles (lay out berries along the contour). 4. Nitkography (clearing). Theme "Mushrooms" 1. Finger gymnastics: "Basket", "For mushrooms" 2. Figures from sticks (lay out a mushroom and a stump) 3. Game with barley (mushrooms) 4. Affectionate game for fingers "Wonderful bag, find a fungus among other objects" 5. Drawing on the image of light geometric figures. Theme "Vegetables" 1. Finger Gymnastics: "Salting Cabbage" 2. Stick Figures (car brings crops from the fields) 3. Red Bean Game (put beets in) 4. Tennis Ball Game, held between fingers.
October 7 Theme "Migratory birds" 1. Finger gymnastics: "Flock of birds" "birdhouse" "Chicks in the nest" 2. Figurines from twigs (flocks of birds) 3. Game with women and peas (sort women and peas with eyes closed). 4. "Know me!" (connect the dots with one line) "Swan" 5. Draw a pattern Theme "Poultry" 1. Finger gymnastics: "Ducklings" "Goose" "Cockerel" "Chicken". 2. Working with gouache [color chickens with yellow gouache with your fingertips, crumple paper into small lumps - food] 3. Playing with rice: (circle the duck along the contour and lay it out with rice) 4. Self-massage with faceted pencils Theme "Mail" ("Professions" ) 1. Finger gymnastics: "Guests" "Mailbox 2. Figures from sticks (envelope). 3. Work with gouache (draw a postcard with your fingertip). 4. Artistic work (envelope) Theme: "Autumn" 1. Finger gymnastics: "Fingers 5 "Rake" 2. Figures from sticks 3. Breaking off (the form of leaves of various trees) 4. Self-massage with balls. 5. Nitkography (autumn trees). November Theme "Family" 1. Finger gymnastics: "My family" "Who arrived" 2. Stick figures (face, glasses). 3. Working with semolina (draw a cheerful person with your fingertip on the semolina.) 4. Beads as a gift for mom from wads of paper. 5. Game "Piano".
8 Theme "Our city" 1. Finger gymnastics: "The lawn is dry" "Well" 2. Stick figures (tower, house) 3. Branch figures (kindergarten building, group plan) 4. Working with pebbles (road and cars ) 5. Self-massage with faceted pencils. Theme "Our Motherland" 1. Finger gymnastics: "Hello" "Warm" 2. Figures from sticks (sun). 3. Work with millet (lay out a drawing along the contour) 4. Game (identify an object with a stick with closed eyes) 5. Mosaic panel based on Russian folk painting. Theme "Winter" 1. Finger gymnastics: "Let's warm up" "Ice" "Frost" 2. Game: "Spread the ice into molds" 3. Work with cotton wool (snowdrifts) 4. Work with thin paper strips (snowflake in a smaller size ). December Theme "Wintering Birds" 1. Finger gymnastics: "Pigeons" "Sparrows" 2. Working with small geometric shapes (bird) 3. Cutting (decorate the bullfinch with small pieces) 4. Thread printing (winter forest) Theme "Winter fun" 1. Finger gymnastics: "Snowball" "Snowman" 2. Figures from sticks (sled) 3. Work with rice (winter landscape) 4. Self-massage with balls. 5. Draw a pattern. Theme "New Year" 1. Finger gymnastics: "Holiday" "Christmas tree" 2. Figures from sticks (Christmas tree) 3. Breaking (toys for the Christmas tree) 4. Mosaic of Christmas and pine needles. 5. Draw a picture.
9 Theme "Dishes and food" 1. Finger gymnastics: "Naughty" "we washed the dishes" 2. Figures from sticks: (sweets, saucepan, box) 3. Gentle fingers "Wonderful bag" 4. Game with rice (from a large dish in a few small.) 5. Playing with peas (lay out any tea utensils) January Theme "Clothes and shoes" 1. Finger gymnastics: "mittens, boots, hooks" 2. Working with buttons, hooks, zippers, locks. 3. Work with lacing. 4. Stretching the elastic (holding the ends with your fingers) 5. Working with waste material (decorate clothes, shoes) 6. Weaving a pattern from multi-colored laces. 7. Draw the pattern. Theme "Pets" 1. Finger gymnastics: "Met", "Horses" "Sheep" "Dog" "Cat" "Goat" 2. Figures from sticks (pussy) 3. Work with pearl barley (calf along the contour) 4. Work with stamps Theme "Wild animals" 1. Finger gymnastics: "Our meadow", "Hedgehog" 2. Figures from sticks (hedgehog) 3. Nitkography. 4. Self-massage with a faceted pencil. February Topic "Animals of hot countries" 1. Finger gymnastics: "Turtle" "Elephant" 2. Working with pebbles (elephant along the contour) 3. Circle the drawing along the line without lifting the pencil from the paper. 4. Work with waste material (favorite animal) 5. Draw a pattern and color without going beyond the contour Theme "Defenders of the Fatherland" 1. Finger gymnastics: "Soldiers" "Fellow fighters" 2. Figures from sticks (tank, plane). 3. Working with rice (salute on blue cardboard)
10 4. Competition "Who will tie more knots on a rope" 5. Stamp with a finger (finish the image) Theme "Fish" 1. Finger gymnastics: "Fish" 2. Figures from sticks (fish, shell). 3. Working with colored woolen threads (aquarium) 4. Working with stamps (turning into a fish) 5. Working with semolina (storm) 6. Thread printing (waves) 7. Finish the pattern and color without going beyond the outline. March Theme "Spring" 1. Finger gymnastics: "Spring rain" 2. Work with paper (rolling) "rain lei" 3. Work with stamps (fill the cloud with rain) 4. Thread printing (colors of spring) 5. Draw the pattern and color it out of the loop. Theme "Mom's holiday" 1. Finger gymnastics: "Mommy, tulip" 2. Stick figure (flower for mom) 3. Weaving (bow on the box) 4. Breaking (plan) 5. Draw the pattern and color without going beyond the outline Theme "Construction professions" 1. Finger gymnastics: "Painters, a house on a hill" 2. Stick figures (house and gate) 3. Game (make riddles, lay out answers according to the model) 4. Self-massage with balls. 5. Working with stencils. 6. Draw a pattern and paint without going beyond the edges Theme "School and Library" 1. Finger gymnastics: "We wrote, bell" 2. Stick figures (notebook, pencil) 3. Graphic dictation 4. Game (line up nesting dolls with eyes closed in a row) 5. Lay out the letters and numbers with peas.
11 April Theme "Space" 1. Finger gymnastics: "Palm play, Comet" 2. Stick figures (star, rocket) 3. Lay out riddles with pebbles (rocket, sky) 4. Break (stars in a dark blue sky) 5. Work with rice 6. Draw a pattern Theme "Furniture" 1. Finger gymnastics: "Chair, table" 2. Stick figures 3. Work with rice and peas 4. Exercises with walnuts (rolling between the palms) 5. Game ( with eyes closed, choose 2 identical among several soft toys) Theme "Household appliances" 1. Finger gymnastics: "TV, clock, vacuum cleaner" 2. Stick figures (gas stove, TV) 3. Playing with tops (competition) 4. hit to the target (crump up a newspaper, throw it into the ring) 5. Winding the balls from the center or edge clockwise and against it. Topic "Where did the bread come from?" 1. Finger gymnastics: "Bread, baker" 2. Figures from sticks (mill) 3. Nitkography (spikelets) 4. Work with millet (bread) 5. Self-massage with a faceted pencil. 6. Testoplasty (pretzels) 7. Draw the pattern and color without going beyond the outline. May Topic "Flowers" 1. Finger gymnastics: "Flowers, poppy, chrysanthemums 2. Stick figures (cactus, vase) 3. Circle the dotted pattern (tulip) 4. Work with poke (wild flowers) 5. Draw a pattern and color without going over the edge.
12 Theme "Victory Day" 1. Finger gymnastics: "Salute", "Soldiers" 2. Stick figures (tank, flag) 3. Thread printing (eternal flame) 4. Work with coils (monument to fallen soldiers) 5. Draw a picture in mirror reflection Theme "Insects" 1. Finger gymnastics: "Ladybugs", "Wasps", "spider", "Butterfly", "Centipede". 2. Figures from sticks (butterfly, beetle) 3. Circle the dotted pattern (mosquito) 4. Logical chain with a stamp. 5. Nitkography (butterfly) Theme "Summer" 1. Finger gymnastics: "Funny guys" "Swing" "Fingers are resting" 2. Figures from sticks (carousel) 3. Landscape on the semolina (where I will rest) mirror image
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Comprehensive thematic planning of educational activities MBDOU kindergarten 5 (senior group ONR) Month Thematic week Date Events September 1,2,3. Diagnosis 4. Vegetables. The labor of adults
"I approve" Explanatory note to the calendar study schedule municipal budgetary preschool educational institution of a kindergarten of a combined type 365 of the city district of Samara for 2014-2015
I approve the Head of the MBDOU "Kindergarten of a combined type 37" T.P. Gavrikova Passport of the office of the defectologist Kholodilina N.A. n / p Name Available (quantity) TECHNICAL MEANS
2nd group of early age "Droplets" Month Week Theme Final event "Our favorite kindergarten" 1.09.-09.09. September October November December 12.09.-16.09. 19.09.-23.09. 26.09.-30.09. 03.10-07.10.
The content of the individual support program elementary school student with disabilities
Purpose: to give the child the correct multifaceted idea of the surrounding reality, contributing to the optimization of his
mental development and more effective socialization in society based on the creation of optimal conditions for the cognition of each object in
sets of sensory properties, qualities, signs.
Tasks:
skills
compare, analyze,
to draw simple independent conclusions;
creation of corrective conditions for the development of preserved functions and personal characteristics;
development of mental functions of attention, memory, perception, imagination;
formation
formation of mechanisms of volitional regulation in the process of implementation of the given activity;
formation of positive motivation for learning;
education of communication skills, development of communication skills;
education of independence in the performance of tasks, the ability to bring the work begun to the end.
development of working capacity, ability to concentrate on a given action;
Planned results:
1. Formation, development, improvement and correction of cognitive processes in a child (perception, attention, memory, thinking,
motor activity).
2. Stimulation of interest in learning and play activities.
3. Formation of positive motivation for learning activities.
4. Practical use of acquired knowledge and experience in everyday life.
5. Development of confidence and related speech. The ability to conduct a dialogue.
6. Formation of the ability to perform feasible work, try to bring the matter to the end.
7. To teach to understand the emotional states of one's own and those around them.
8. Movements become more confident, spatial orientation improves
9. Development of all types of perception (visual, auditory, tactile-motor, etc.).
Organization and conduct of developmental classes
Classes are held 2 times a week. There is a dedicated time for the classes. Training is carried out in the form of a game,
interesting, exciting, without causing fatigue.
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An individual correctional program was compiled on the basis of the existing learning difficulties and the forms of their manifestation, taking into account
the child's potential.
Features of the correctional development program:
creation of a positive psychological atmosphere;
tasks are performed in a playful way;
marks are not put, although the results of the development of the child are monitored at each lesson;
situations of success and praise are created at each lesson, contributing to an increase in learning motivation and self-esteem
student;
a sparing regimen and a differentiated approach are provided. Lessons are built taking into account the individual characteristics of the child.
Form of conduct: lesson, game activity, joint activity, conversations, observations, individual work.____
Implementation period: 2nd half of the year (11.01.201620.05.2016)
Number of hours per week - 2 hours, for half a year - 36 hours.
The duration of classes is 20-30 minutes.
Methods for assessing the success of a student: Diagnostics, test tasks, observation.
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THEMATIC CALENDAR PLANNING OF CORRECTIONAL DEVELOPMENT CLASSES
№
Topic
Number
hours
date
Methods and
tasks
Equipment
Intersubject
ny connections
Specialist activity
(psychologist)
Development of perception (9 hours)
1
2
1
12.01
Perception
qualities of magnitude.
Mapping
two items for
height, length
The game "Dwarfs -
giants",
"High
short",
faster",
"Long
short"
Mapping
two items for
width, thickness
1
14.01
The game "Wide
narrow",
"Who
thicker?", "Cats
- mice "
Images
image
items of various
quantities. Kit
columns
from
colored cardboard,
various
on
height. two tapes
different lengths and
different color.
Karinki
image
items, different
on
width.
stripes
from
colored cardboard
different widths.
Mathematics,
iso
Input diagnostics of cognitive
processes
Mathematics,
iso, manual
work
Form perception development (Exercise
"Lay it out yourself")
6
3
Perception
forms.
items.
Form
1
19.01
"Contrasting
figures."
The game
"Mailbox"
2 books thick and
thin. Images
with picture
thick and thin
items.
With
Insert frames.
Images
image
items, different
on
form.
Materials for
manufacturing
applications
"Chick"
4
Color perception.
In the world of flowers.
1
21.01
1
26.01
5
Perception
space.
Orientation in
space
right left,
topbottom
Game "Rainbow", "I
find
colors
everywhere".
The exercise
"Let's make
matryoshka beads,
Application
"Let's paste
matryoshka beads"
The game "Fourth
extra",
"What
changed?"
"Kaleidoscope",
"Journey"
2 patterns: black
white and color.
Silhouettes
nesting dolls.
colored
circles.
Pencils. Kit
counting sticks.
Image
birch,
birds,
clouds,
hare,
bear, sun
Geometric
figures.
Mathematics,
manual labor.
Development of perception of the form. (The exercise
Find Similar Shapes
The game "Doll Mat" ("Shop
carpets")
Mathematics,
iso, manual
work,
development
speech,
Diagnosis of the development of color perception.
Developing listening skills
different colors of pencils (exercise
"Where is what color")
Psychogymnastics "Listen to the claps"
Development of color perception. (The exercise
"Magic Palette"
Mathematics,
iso, development
speeches
Diagnostics
space (Exercise "Labyrinth")
development
perception
6
7
8
9
Orientation in
space.
inside outside,
ahead,
between
behind,
Orientation in
time:
morning,
day, evening, night
Concepts:
today Tomorrow
yesterday,
Orientation in
time. Time
of the year
1
1
1
1
Images
wagons.
Pencils.
28.01
Games "Point
order", "Find
your place", "What
changed?"
task cards,
pencils, set
geometric
shapes, attributes
fairy tales "Turnip",
pencils
Mathematics,
iso, manual
work,
development
speech.
Diagnostics
perception
space (Exercise "Labyrinth",
"Guess who's guessed"
development
Development
(Exercise "On. Under. Over. For.")
perception of space.
2.02
4.02
9.02
"That's right
Games
wrong",
"Build
path", "House
for the ant
With
Picture
image
"Mode
days."
counting sticks,
task cards.
Development
speech, art
"What happened before?")
The game
wrong"
"right
Cards
tasks,
pencils
–
Development
speech,
mathematics.
Diagnostics of the development of time perception.
Development of the perception of time. (The exercise
"What was before?", "Today and yesterday")
The exercise
"Name the times
of the year"
task cards,
images
With
image
times
Pencils
of the year.
Development
speech, art
Diagnostics of the development of time perception.
(Exercise "Guess who guessed")
Development of the perception of time. (The exercise
"What happened before?")
Development of attention (6 hours)
10 Volume development
1
11.02
attention
Exercise
more accurately draw"
"Who
table
drawn
geometric
figures,
With
Mathematics,
iso
Diagnostics
attention development.
(Exercise "Encrypted word", "
Notice everything”, “Buttons”).
8
11 Attention
1
16.02
(concentration
b)
12 Development
concentration
attention
1
18.02
1
24.02
13" Graphic
With
dictation"
revealing
patterns
(by visual
sample)
To
With
Gaming
exercises
sounds
"Listen
streets", "Guess
who
is talking",
Definition
quantity
touches
to kid
closed
eyes.
Exercises:
"Confused
lines",
"Hatching",
naming
number of strokes
clap, strikes
pencil
O
table.
Exercises:
"Draw
missing
thing",
"Graphic
dictation"
pencil,
sheets
papers, cards
tasks.
Recording
sounds,
task cards
Iso, music
sustainability
Development
attention.
(Exercise "Search non-stop",
"Messed up lines", "Encrypted
word")
task cards,
colored
pencils,
stencils.
Mathematics,
iso
Development of sensory memory through
mindfulness exercises.
(Exercise "Exclusion of superfluous",
"Find two identical objects").
Cards
–
assignments, Colored
and
simple
pencils
Mathematics.
iso
Development of the ability to distribute attention.
(Methods "Sign test (circle cross,
circle triangle,
"Daisies
bells")
14 Mapping
1
25.02
The task “Make a Mosaic.
Manual labor
Developing the ability to shift attention
9
simple patterns for
sample. Mosaic
15 Workout
attention
16 Secrets of our
memory
17 Memory
(immediate
, verbal)
18 Auditory memory.
Workout
auditory memory.
1
1
1
1
1.03
3.03
9.03
10.03
.
Task cards.
Pencils
task cards,
pencils
Iso,
mathematics
pattern"
Gaming
exercises:
"Arrange
right",
"Draw"
Memory development (6 hours)
(Exercise "Find a couple", "Find a hare")
Diagnostics
(Exercise "Compare, name, count")
development
attention
Exercises:
"Recognize the Shape"
"Describe the item"
Game "Snowy"
com. naming
items
on
memory.
Exercises:
"Record player",
"Turn over
drawing",
Where?"
"What?
and
Exercises:
"Listen
repeat",
"Listen
do it."
Repetition
rhythmic
tapping with a stick
and
toy, object
for description
Development
speech.
Diagnosis of memory development. (The exercise
“What do you remember?”, “What is on
picture?)
task cards,
pencils
Mathematics.
Development
speeches
picture?").
task cards,
pencils,
images
groupings
for
Development
speech,
mathematics
iso,
The development of auditory memory. (Methods
"Memorizing Words"
"Spoiled
phone", "Repeat").
10
19 Visual memory
1
15.03
20 Memorization
location
items. find
differences.
21 Memory
motor
1
1
17.03
29.03
table.
Exercises:
"Find
same", "Where
wrong
Pinocchio,
"Confused
lines".
Exercises:
"color fairy tale"
"Hatching",
"Remember exactly"
Exercises:
"telegraphers"
"Draw
memory",
"Perform
right"
on
task cards,
pencils,
images
groupings
for
Development
speech, art
The development of visual memory. (The exercise
“What is missing?”, “Recognize the figures”,
"Missing pictures" technique).
task cards,
images
With
image
items,
pencils.
task cards,
pencils,
Images
geometric
figures.
Mathematics,
iso
Diagnosis of memory development. (Exercises
“What do you remember?”, “What is on
picture?").
Mathematics,
manual labor
Development of motor memory. (Exercises
"How Animals Jump", "Mixed
Forest").
Development of analytical and synthetic activities (8 hours)
22 Thinking
(analysis)
1
31.03
Exercises:
"Color
right",
"Name the details"
Name the elements
letters"
Manual labor
Task cards.
Items
divided into
parts
Diagnostics
thinking.
(Exercise "The ability to highlight
essential")
development
23 Sample analysis
1
5.04
Exercises:
Cards
- Mathematics, Game "Name the similarities and differences between the two
11
24 Thinking
(flexibility).
Ways
applications
subject
25 Thinking
(synthesis)
26 Thinking
(comparison).
visual
form perception
27 Comparison
items
given
sign
on
28 Highlighting common
sign
1
1
1
1
1
7.04
12.04
14.04
19.04
"Name the Shapes"
"Confusion"
tasks.
Pencils
iso
objects”, “Come up with a riddle”.
Exercises:
"Draw",
"Hatching"
Elements
items.
Task cards.
Pencils.
Manual labor,
iso,
mathematics
logical
Development
thinking
(logical categories: less than more,
above below). (Exercises "Find the most
low fence”, “Show the girl who has
the shortest dress”, etc.).
table
co
syllables and words
Letter,
development
speeches
Games and exercises for the development of thinking:
"Flies does not fly"; "I know five...";
task cards,
pencils,
images
Iso, development
speeches
Development of the ability to compare. (Methods
"The fourth extra", "Find the extra
word").
Task cards.
Images
Development
speech, art
Development of the ability to find objects by
given signs. Solving riddles.
Exercises:
"Find the syllables"
"Speak
right", "everything
did you see"
Exercises:
"Find
the same
different",
"Remember
images",
"Name the item"
and
Exercises:
"Compare
items",
"Sample
rule",
"Mysterious
contours"
and
21.04
Exercises: "What
common", "Guess
task cards,
pencils, paired
Manual labor,
development
The exercise:
questions".
"The fourth extra"; "Say a word"
"Cunning
29 Search
patterns
30 Can we
communicate?
31 Acquaintance
With
the concept of "I want"
"should", "shouldn't"
"can"
1
1
1
26.04
28.04
4.05
32 funny
sad man
and
1
5.05
the words"
pictures, sets
letters
speeches
"Say the opposite."
With
Work
presentation
"Remember
sequence
b"
task cards,
images
With
image
animals,
pencils
Mathematics,
iso, development
speeches
Development of personal motivational sphere (6 hours)
Diagnostics
thinking.
Exercises: “Continue the row”, “Think and
draw"
development
The game "How can
communicate". Conversations
on topics:
"We
hello";
"How to deal with
request."
Reading
artistic
literature.
View
cartoons with
subsequent
discussion.
playing out
problematic
situations.
Exercises:
"Find differences",
"What changed",
"Know me"
Development
speeches
With
Cards
drawn
situations
communication. notebooks,
pens, pencils.
Game - training "Go me"
games:
"Score",
Role-playing
"School", "Hospital" ...
Dialogues on lexical topics. assimilation
speech patterns in interaction with
adults, role reversal.
Cards
tasks.
pencils
–
Pens,
Cards
tasks.
pencils
–
Pens,
Development
speech.
Formation of ideas in the student
what is impossible and what is possible using
cards
Card matching training
(“You can’t”, “You can”, “What to do”) in
collaboration with the teacher
psychologist.
Development
speeches
using a mirror
13
"Encryption"
(exercise "Repeat")
Developing the ability to understand and express
using emotional cards
states (exercise "ABC
moods")
Exercises: "Guess
adult";
adult. "Mimic
(expression of emotional states).
how does it feel
what you like
charger
"Guess,
33 Acquaintance
With
1
10.05
notion
"Joy"
Games "Sunny
bunny", "Good
animal"
Development
speeches
Pictogram
"joy".
Images
image
cheerful people.
Paper,
pencils
With
Etude "Meeting with a friend." Creation
applications
Chamomile "I'm happy
when…” in collaboration with
teacher. Developing the ability to use
feeling of joy when completing a task
Developing the ability to show emotions
using a mirror
Practice expressing your emotions
facial expressions using imitation
(exercise "Repeat")
Mimic
charger
emotional states).
(expression
34 Acquaintance
With
1
12.05
concept of "fear"
Games "Sunny
bunny", "Good
animal"
Pictogram
"fear",
pencils
paper,
Development
speeches
Practice expressing your emotions
facial expressions using imitation
(exercise "Repeat")
Mimic
charger
emotional
Psycho-gymnastics
emotional state.
(expression
states).
expression
Games with
on the
35 Acquaintance
With
the concept of "anger"
The game
animal"
"Kind
Pictogram
"anger", paper,
pencils
mirror.
Development
speeches
Developing the ability to capture emotional
tension and calm down
Developing the ability to show emotions
using a mirror
Practice expressing your emotions
facial expressions using imitation
(exercise "Repeat")
Games and theatricalization of fairy tales (with dialogues).
Mimic
(expression
charger
emotional states).
36 Comprehensive
class
1
19.05
Checking
Work
Final lesson (1 hour)
Pencils. Pens Mathematics,
iso, development
speeches
Conversations on the topic: "What we can do, what we
let's learn." Exhibition of achievements of the child.
Games: "I love - I do not love"; "Who am I
I will."
Conversations about real and possible
child's achievements. Games: "I can";
"My future"; "If I were a star."
Painting
"Palm
achievements"; "The Flower of Qualities".
themes:
on the
