Individual route of work with a preschool child. Building an individual educational trajectory for a child with secondary education. Individual educational route in fine arts

Concrete 27.07.2020

Date of publication: 05/19/17

Instructor's report on physical culture N.V. Vereshchagina

"Approximate individual educational route for the development of a child with disabilities in the PA" Physical Development "

Dear colleagues, I would like to present you an approximate Individual Educational Route (IOM) for the development of a child with disabilities in the "Physical Development" NGO.

Considering that the main general educational program of a preschool organization (OOP DO) is focused on the secondary pupil, it is possible that the weaker ones may not master it well enough, and the most capable of losing motivation to learn, the Federal State Standard of Preschool Education (FSES DO) determines the planning of individual educational route (IOM) of the preschooler as a new approach to preschool education.

IOM is being developed:

- for children who have not mastered the basic educational program of preschool education

- for children with disabilities

- for children with a high level of physical development

The compilation of an IOM implies effective use all pedagogical resources to achieve maximum results in the upbringing and development of a preschooler.

Target the development and implementation of an educational route into the curriculum is the formation of factors in kindergarten that will be aimed at positive socialization and social and personal development of children with disabilities.

The procedure for developing an individual route for the PA "Physical Development"

After the monitoring of the quality of mastering OEP before the results are discussed at the pedagogical council. The Pedagogical Council recommends children who have shown a low (high) result of mastering OOP before educational area"Physical development" recommends to consider at the psychological - medical and pedagogical commission, which forms a list of children who need an individual educational trajectory.

In terms of physical development, the instructor, together with medical workers, educators, other specialists of preschool educational institutions, parents (legal representatives), develop an IOM (content component), then the developed method of its implementation is recorded in the calendar plan (organization technology educational process).

IOM structure

The structure of the educational route should include such components as:

- target, which involves setting specific goals that meet new standards;

- technological, which determines the use of certain pedagogical technologies, methods and techniques;

- diagnostic, defining a set of diagnostic tools;

- organizational - pedagogical, determining the conditions and methods of achieving the goals set;

- effective, containing the final results of the child's development at the time of the transition to school education.

- Introduction, which explains the reason for drawing up an individual educational route for the child, general information about the child at the time of the development of the IOM, the goal, objectives, the number of IOM classes, the form of IOM.

- Diagnostic data on the child... Diagnostics of child development is the basis for building IOM. Along with diagnostics, in the process of implementing IOM, monitoring is carried out in the work with preschoolers - this is control with periodic monitoring of the level of development of the child with mandatory feedback. Monitoring allows you not only to record the state of development of the child in this moment, but also provides materials for comparison, analysis and correction of disorders and deviations in development... The purpose of pedagogical monitoring is to summarize and analyze information about the state of general development for assessing, planning a correctional - developmental process (IOM development) and predicting the final result.

- Wellness route the child includes an individual motor regimen, hardening procedures, physical activity and therapeutic and prophylactic measures for the child.

- Child employment grid, which indicates the sequence of the introduction of the child into the activity common with all children;

- A dynamic observation list is maintained, where all changes are made... The purpose of such observation is the correction of the components of the educational process, the choice optimal forms his organization. Having an idea of the desired result in the form of specific performance criteria, depending on the results of the interim examination, it is possible to make timely changes to the IOM for a better implementation of the educational process and its effectiveness for a child with disabilities.

- Methods for assessing the student's success - it is recommended to assess the success of the route development every three months or at the end of any educational block or stage.

Effective implementation of IOM will provide positive dynamics in the personal development of the child. Undoubtedly, such work will require from the teacher professional competence and interest in the process and result of his work.

Form for registration of IOM preschooler PA "Physical development"

Individual educational route

Full name of the child ______________________________________________________________________________________________

Date of Birth_____________________________________________________________________________________________

IOM start date ___________________________________________________________________________________________

Reason for registration: _________________________________________________________________________________

___________________________________________________________________________________________________________

Age at the beginning of correctional and developmental work: ___________________________________________________________

Purpose (IOM): opening new perspectives in the assimilation of OPP preschool educational institution in the educational field "Physical development"

Objectives: to identify the special educational needs of the child; provide individual pedagogical assistance to the child; to assist in adaptation to the collective of children; promote the child's assimilation of the educational program of preschool education; develop in the child an awareness of their capabilities; to ensure positive changes in the physical development of the child, to stimulate the disclosure of individual capabilities; lend methodological assistance parents of children with / disabilities / / gifted children in the field of "Physical development" /; involvement of parents in the educational process ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________

Number of lessons per week: _________________________________________________________________________________

Form of conduct: organized educational activities, individual lessons, play activities, joint activities of preschool teachers, parents, children; independent physical activity, conversations, presentations, maintaining a health portfolio

___________________________________________________________________________________________________________

Expected Result:________________________________________________________________________________________ ____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

Form of work with parents: consultations, workshop, interview, exchange of experience ._________________________________

___________________________________________________________________________________________________________

Child development diagnostics

The purpose of pedagogical monitoring is to summarize and analyze information on the state of general and physical development for assessing, planning the correctional and developmental process (development of IOM) and predicting the final result.

Physical development

Assessment of psycho-physical qualities: speed of movement, strength, endurance, agility, flexibility

_________________________________________________________________________________________________________________________

Somatic development

Speech development

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Features of the development of cognitive processes

Memory___________________________________________________________________________________________________________________

Attention_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

Perception_______________________________________________________________________________________________________________

Thinking_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Appendix 2

Individual route scheduling

Topic of the lesson, number of hours	Activities of the instructor (technologies used, forms and methods)	Educator activity	Ability to work with other specialists	Areas of work with parents

An approximate individual route of development of a child with HVZ educational area "Physical development"

Full name of the child _________________________

Date of Birth ________________________

IOM start date _____________________

Age at onset of IOM ________________

Disease: Astigmatism, II Macrosomatic

Astigmatism is a visual defect associated with a violation of the shape of the lens, cornea or eye, as a result of which a person loses the ability to see clearly

Macrosomatic (somatic type, referring to a large physique) is a type of body constitution that is distinguished by a wide bone structure and large reserves of subcutaneous fat.

Development level: not age appropriate

Problem: Low physical activity, reluctant to take part in n / a - no dynamics.

*Development of physical qualities*	*Mastering ATS*	*Individual work of an instructor, educators*	*Family work*
A noticeable lag in the OFK indicators - Agility, speed, endurance. Can't change directions of movement on a signal, is not enduring, gets tired quickly, not coordinated movements of the arms and legs while walking and running	The slowness of the process of mastering and performing ATS (lags behind the general pace of exercise performance, a separate display of exercises, movements is required), violation of general motor skills, balance function. Will put the dynamics traced in long jump (push, landing), catches the ball without pressing it to the chest. Makes mistakes in the basic elements of physical control - climbing on the gym. wall (afraid), advance jump	Strengthening the ability to walk and run, coordinating the movements of the arms and legs, jump, moving forward pushing off with two legs at the same time, land softly on bent legs. Develop dexterity (skill change direction on signal, climb on the gym. stairs in a convenient way). Development of the eye - the ability to throw a bag into the goriz. goal. Create motivation for involvement in outdoor games, game exercises.	Don't miss classes. Stimulating the child's motor activity by joint outdoor games, long walks in the park or forest; purchase of sports equipment for the child (ball, jump rope). *Engage in joint activities, entertainment.*

Municipal budgetary special (correctional) educational institution for students, pupils with disabilities "Special (correctional) general education schoolVIII species "

Individual educational route of the pupil

Full name of the child …………………..

Date of Birth……………….. . Class 6 Program VIII kind

Organization of correctional and developmental work carried out earlier: studies at this school from the second half of the 5th grade (second year).

Features of physical development has the status of a "disabled child" until July 2020, is registered with an ophthalmologist (strabismus), has a preparatory health group for physical education.

Peculiarities mental development

Cognitive sphere: does not master the program material in mathematics and labor training. Geometric material is not assimilated. Experiencing difficulties in learning new exercises, poorly oriented in space. The girl learns the subjects of the humanitarian cycle better: she reads correctly, consciously, in whole words. She is good at memorizing poetry. Self-control is low. Work efficiency and fatigue are average.

Emotional-volitional sphere: not conflicting, listens to the teacher's opinion, is not whining, can laugh for minimal reason and for no reason. Cannot set himself up for the lesson on his own. Instructions and instructions for action from the teacher are carried out.

Behavioral domain: Very low social orientation. The girl forgets where and what of the things she has.He cannot independently monitor his appearance, tidy up his hair, observe the girl's personal hygiene. The girl has an obsessive nose-to-mouth habit, and the girl is not shy about it. She actively participates in competitions.

Initiator of an individual educational route:

Administration of the educational institution (justification - IPR).

Purpose, tasks: social adaptation of a child with disabilities in society.

* Formation of ZUN in subjects, taking into account the capabilities of the child;

* HMF correction: the development of visual - figurative thinking and speech, the formation of visual and auditory perception, training of memory processes.

* correction of the VET program - psychological correction of motivation for work.

Timing 2014 -2015 academic year.

Forms of interaction with parents:

Individual conversations and consultations:On the need for training in an individual program in mathematics and VET; about the need to form social and household skills in the family and about the peculiarities of raising a disabled child.

Open classes;

Joint activities of parents and child:Doing homework. Consolidation of the acquired knowledge at the lessons of the SBE at home.

Laboratory work with parents;

Thematic parenting meetings:"Parents about punishing children"

Trainings;

Other _______________________________________________________

Forms of work of a parent with a child

№ p / p	Content	Timing
	Orientation in the yard of the house	2014-2015 academic year
	Formation of hygiene skills and habits	2014-2015 academic year
	Developing the ability to occupy oneself in the absence of adults at home	2014-2015 academic year
	Ability to shop in the store	2014-2015 academic year

Circle of specialists

Specialist	Content	Timing / result
Educator - psychologist
Teacher speech therapist	Classes for correcting violations writing and reading by: Development of phonemic processes; Development of skills in language analysis and synthesis; Refinements and extensions of the lexical dictionary; Development of the grammatical structure of speech; Development of coherent speech, communication skills; Development of motor functions.	2014-2015 academic year Since September 2014 years to May 2015 group lessons 2 times in Week: Wednesday Friday. 12/26/2014 - dynamics positive. 04/27/2015 - dynamics positive.
Teacher-defectologist	Individual - correctional classes in development of HMF. Corrections of cognitive activity.	2014-2015 academic year The individual form of work gave positive results. Bridging the gaps in the ZUN - in mathematics has a positive result. She learned to solve movement problems, mastered multiplication and division in tables.
VET teacher ("sewing")	Development of indicative and planning activities; Development of fine motor skills, coordination of movements; Formation of emotional and volitional qualities and positive motivation for work. Ability to transfer working methods to new working conditions.	2014-2015 academic year I coped with the program material for the 5th grade, the debt for the 5th grade for the assessment "satisfactory" was liquidated. Independent and practical work performed at "3". Small positive dynamics in all indicators and criteria of correctional and developmental activities. Indicative and planning activities at the intermediate level; Fine motor skills and coordination of movements at an average level; Ability to transfer work methods to new working conditions at a low level
Mathematic teacher	Development of educational skills; - the formation of elementary mathematical concepts, reading skills, taking into account the psychophysiological characteristics of the student; - refinement and enrichmentideas about yourself and the world around you; - development of spatio-temporal representations;- increasing the level of general and speech development;- the formation of moral qualities; - protective mode of life.	Positive dynamics. WITH control works for the 5th grade I managed to get "4" and "3". With the tests for the 6th grade I managed to score "3".
Additional teacher education	Basic PC skills. ("Smiley"); Knowledge of the necessary traffic rules "Road alphabet" Development of fine motor skills of hands ("Creativity")	2014-2015 academic year Positive dynamics when using a PC Traffic rules testing results: "average level". Positive dynamics
Social teacher	Formation of a culture of behavior in society	Positive dynamics

Evaluation of results: "sewing business": insignificant positive dynamics.

For parents: a tolerant attitude towards the child and the creation of a positive psychological microclimate in the family.

For teachers __________________________________________________________

For narrow specialists: teacher-speech therapist - continue to work on the correction of writing and reading disorders.

Deputy director. on water resources management:

VET teacher:

Mathematic teacher:

Teacher - defectologist:

Teacher speech therapist:

Yulia Znamenshchikova
Individual educational route for a child with disabilities

General information O child

Elizabeth V.

Elizaveta has been attending a boarding school with visual impairments since 2015. According to the conclusion of the ophthalmologist, the girl has farsightedness of a weak degree in both eyes, paresis of the abductor muscles of both eyes, clouding of the lens; visual acuity with OD glasses - 0.7; OS - 0.7; according to the conclusion of the otolaryngologist, Lisa has II degree adenoids, hypertrophy of the palatine tonsils, the girl has nasal nasal disease, often has colds, and has poor hearing; when walking, Liza clumps and shuffles, the girl has poor posture. ZPR. Health group III.

Lisa is brought up in an incomplete family.

Lisa poorly perceives and evaluates moving objects, it is difficult for her to perceive the shape, size of an object and space. In this regard, she experiences difficulties with orientation in space; the child has difficulty in dynamic perception, visual and spatial synthesis is also difficult, she does not have a clear vision of objects. Lisa often complains of headaches and discomfort in her eyes. The girl has poorly developed phonemic hearing, she breathes through her mouth, and it is difficult for Lisa to breathe when running and jumping. Not developed enough memory: auditory and visual.

Elizabeth is independent, diligent, benevolent, sociable, but children are not very willing to play with her. Lisa is more sociable with adults, she easily makes contact with them, loves to share her thoughts and experiences. Liza likes to go in for physical education, but she finds it difficult to exercise throwing, flexibility, balance, which is confirmed by monitoring data. Physical development indicators are low. The girl enjoys playing outdoor games, willingly and diligently engages in individually... Lisa is assiduous and diligent, she can play for a long time on her own, without disturbing others. She tries to hear and follow the instructions of adults, but she does not always manage to do it well and accurately. It is difficult for Lisa to show creativity, to bring something of her own, acting, most often according to sample.

Lisa has well-developed self-service skills, she quickly dresses and undresses, eats carefully. She greatly experiences setbacks, cries, but at the same time does not require increased attention to herself. The child is kind, helpful, polite. Lisa is hard of hearing, so instructions and requests must be repeated several times. The school program is difficult for her.

With Lisa regularly at individual the form is handled by specialists schools: psychologist, speech therapist, physical education instructor, nurse.

Based on the above, it should be noted that it is necessary to create optimal conditions for the correction of secondary disorders, taking into account the primary disorders and individual characteristics of this child.

Individual educational route of a child with disabilities Elizabeth K

For the period from September 2016 to May 2017

Date of completion:. 2016 ___

1. General data

FULL NAME. child Elizabeth V.

Date of admission to the institution 2016

Family information: from an incomplete family, mother and father are divorced. Low-income family

Mother (FULL NAME, education Mama….

Father (FULL NAME, education, place of work, add. intelligence) Dad…

House. address:

Telephone:

Educators (FULL NAME):

Specialists:

Teacher speech therapist:

Teacher-defectologist:

Educator-psychologist:

Musical director:

Physical instructor education:

Senior medical sister:

Health group III

Physical activity group - exercise therapy

The regime of the child's stay in the preschool educational institution Full day five-day week.

Conclusion PMPK Needs to create conditions for obtaining education, correction of disorders, development and social adaptation based on special pedagogical approaches.

Educational program: adapted basic educational program for children with visual impairments preschool age... Development of individual educational route.

Conclusion honey. commission:

Ophthalmologist:

Otolaryngologist:

Orthopedic surgeon:

Neuropathologist: - low degree of farsightedness in both eyes, paresis of the abductor muscles of both eyes, clouding of the lens; visual acuity with OD glasses - 0.7; OS - 0.7;

II degree adenoids, hypertrophy of the palatine tonsils, the girl nasal, often has colds, has poor hearing

Compliance with the regime of visual loads

Taking measures to relieve general and visual fatigue

- Landing in the classroom: I row 1 school desk in the center (closer to the material on display)

Conduct propaedeutics of the main types of movements

Use exercises from a horizontal position

Contraindications: - Inadmissible work in a room with low illumination

Can't work too close

A forced working position, requiring a long stay in a bent position with the head tilted downward, is unacceptable

Sharp turns / tilts of the head, trunk are contraindicated

Lifting weights, shaking the body

Speed Run, Competitive Run, Acceleration

Jumping long, high, landing on the whole foot

Back - bridge

Prolonged leg raises while lying down

Roll forward / backward - Stance on the shoulder blades "birch"

Goals for the current period (academic year) Turning on baby- a person with a disability in a functioning peer group, to prepare for successful schooling

Target: Diversified development of children, taking into account their age and individual characteristics by educational areas: social and communicative development, cognitive development, speech development, artistic and aesthetic development and physical development.

TASKS:

Social and communicative development

Assimilation of moral and ethical norms and values accepted in society;

Development of communication and interaction baby with adults and peers;

Formation of independence, purposefulness and self-regulation of their own actions;

Development of social and emotional intelligence, emotional responsiveness;

Developing a respectful attitude and a sense of belonging to one's family and to the community of children and adults in kindergarten;

Formation of positive attitudes towards various types of work and creativity;

Formation of substantive and practical actions;

Forming the foundations safe behavior in everyday life, society, nature.

Cognitive development

Development of children's interests, curiosity and cognitive motivation;

Formation of methods of sensory cognition with the help of vision and intact analyzers;

Development imaginations and creative activity;

Formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world, about the small Motherland and Fatherland, about the socio-cultural values of our people, about domestic traditions and holidays, about the planet Earth as common house people, about the peculiarities of her nature, diversity countries and peoples of the world.

Speech development

Mastering speech as a means of communication and culture;

Enrichment of the active vocabulary;

Development of coherent, grammatically correct dialogical and monologue speech;

Development of speech creativity;

Development of sound and intonation culture of speech, phonemic hearing;

Acquaintance with book culture, children's literature, listening comprehension of various genres of children's literature;

Formation of sound analytical-synthetic activity as a prerequisite for teaching literacy.

Artistic and aesthetic development

Development of prerequisites for holistic-semantic perception and understanding of works of art and the natural world;

Formation of real images objects of the surrounding world and mastery of sensory standards;

Formation of an aesthetic attitude to the surrounding world;

Formation of elementary ideas about the types of art;

Perception of music, fiction, folklore;

Encouraging empathy for characters in fiction;

Implementation of independent creative activities of children.

Physical development

Gaining experience of motor activity, including those associated with the implementation of exercises aimed at the development of coordination, flexibility, balance, large and fine motor skills of both hands, contributing to the correct formation of the musculoskeletal system of the body;

Formation of initial ideas about some sports;

Formation of the need for physical activity and physical improvement, as well as overcoming the shortcomings that arise against the background of visual pathology (stiffness, fear of space);

Mastering outdoor games with rules;

Formation of purposefulness and self-regulation in the motor sphere;

Formation of healthy values lifestyle, mastering its elementary norms and rules.

Methods:

Clarity, taking into account the ophthalmological requirements for the design of didactic material

Verbal

Practical

Game

Forms of work:

Morning exercises;

Individual and subgroup work;

Sports holidays, entertainment.

Independent activity baby.

These goals and objectives are implemented in varied types of children activities: play, communication, work, cognitive and research, productive, music, movement and reading.

An approximate individually-oriented educational route developed by preschool education specialists for a child with OHP (III level of speech development, senior group, 1 year of study). Reflects the specifics and content of the complex work of preschool educational institutions.

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Individual educational route for a child with disabilities

for the 2017-2018 academic year

F.I. child: __________________________

Date of Birth: ___________

Age at the time of drawing up the program: _________

Group : GBOU School ____, building "_____", group _______

Reasons: conclusion of the TsPMPK, Moscow No. ________ dated ________

An individual educational route in accordance with the Federal State Educational Standard of Preschool Education, in accordance with clause 6, part 1 of Article 6 of the Federal Law of December 29, 2012 No. 273 - Federal Law "On Education in Russian Federation, 2012, No. 53, Art. 7598; 2013. No. 19, Art. 2326, no. 30, art. 4036, subparagraph 5.2.41 of the Regulation on the Ministry of Education and Science of the Russian Federation, approved by the decree of the Government of the Russian Federation of June 3, 2013. No. 446 (Collected Legislation of the Russian Federation, 2013, No. 23, Art. 2923; No. 33, Art. 4386; No. 37, Art. 4702), paragraph 7 of the Rules for the development, approval of federal state educational standards and amendments to them approved by the decree of the Government of the Russian Federation Federation, 2013, No. 33, article 4377)

IOM takes into account:

the individual needs of the child related to his life situation and state of health, which determine special educational needs;
Cooperation of the Organization with the family;

IOM goal:

Providing a system of means and conditions for eliminating speech impairments in children with TNI (with severe speech disorders) and for the implementation of timely and full-fledged personal development, ensuring emotional well-being through the integration of the content of education and the organization of interaction between the subjects of the educational process. Prevention of possible difficulties in mastering the mass school program due to the underdevelopment of the speech system of older preschoolers.
Providing psychological and pedagogical support for the family and increasing the competence of parents (legal representatives) in matters of development, upbringing, education, protection and strengthening of the child's health

The main tasks of remedial education

1. Elimination of defects in sound pronunciation (education of articulation skills, sound pronunciation, syllable structure) and the development of phonemic hearing (the ability to carry out operations of distinguishing and recognizing phonemes that make up the sound shell of a word).

2. Development of the skills of sound analysis (special mental actions to differentiate phonemes and establish the sound structure of a word)

3. Clarification, expansion and enrichment of the vocabulary of older preschoolers with TNR.

4. Formation of the grammatical structure of speech.

5. Development of coherent speech of older preschoolers.

6. Development of communication, success in communication.

IOM implementation period- 1 year.

Visit schedule kindergarten child:The child attends general education senior group No. 11. Monday - Friday - 7.00 - 19.00 with catering.

The program sets targets and the main content of the preschool level of education, providing a versatile and holistic formation of the child's physical, intellectual and personal qualities. It presents the basic principles of organizing the life and activities of children in a preschool organization, the content of the educational process, indicators of development and basic characteristics of the child's personality, the necessary conditions for the implementation of the program.
Distribution of duties of teachers and specialists During the implementation of the child's individual educational route
Educators
Group educators	Implement Approximate general developmental, basic program for the development of a preschooler"Origins". - T.I.Aliyeva, T.V. Antonova, E.P. Arnautova in the following educational areas: SOCIAL AND COMMUNICATIVE DEVELOPMENT COGNITIVE DEVELOPMENT SPEECH DEVELOPMENT ARTISTIC AND AESTHETIC DEVELOPMENT Artistic design Paper construction Fiction and folklore PHYSICAL DEVELOPMENT She plans to work with children with disabilities: Continuous improvement of articulatory, fine and general motor skills. Strengthening the pronunciation of sounds set by the speech therapist. Enrichment, clarification and activation of the worked out vocabulary in accordance with the lexical topics of the program. Exercise in the correct use of the formed grammatical categories. Development of attention, memory, logical thinking in games and exercises on defect-free speech material. Formation of coherent speech. Consolidation of the emerging skills of sound-syllabic analysis and synthesis (consolidation of reading and writing skills).
Teacher speech therapist	Diagnostic work includes: Timely identification of children with disabilities; Comprehensive collection of information about the child based on diagnostic information from specialists in various fields; Determination of the level of the actual and the zone of proximal development of the pupil with the ONR, identification of his reserve capabilities; Studying the development of the emotional - volitional sphere and personal characteristics of pupils; Study of the social situation of development and the conditions of family upbringing of children with disabilities; Study of the adaptive capabilities and level of socialization of a child with disabilities; Systemic versatile control of specialists over the level and dynamics of the child's development; Analysis of the success of correctional and developmental work. Correctional and developmental work includes: - selection of correction programs / methods and teaching methods that are optimal for the development of a child with disabilities in accordance with his special needs; Organization and conduct by specialists of individual and group correctional - developmental classes necessary to overcome developmental disorders and learning difficulties; Correction and development of higher mental functions; Development of the emotional - volitional sphere and personal spheres of the child and psychocorrection of his behavior; Social protection of a child in cases of unfavorable living conditions under psycho-traumatic circumstances. Advisory work includes: - development of joint substantiated recommendations on the main areas of work with children with OHP; uniform for all participants in the educational process; Advising teachers on the choice of individually-oriented methods and techniques for working with pupils with ONR; Advisory assistance in the family in matters of choosing a parenting strategy and methods of corrective education for a child with OHP. Outreach work includes: - various forms of educational activities (lectures, individual conversations, consulting, questionnaires, individual workshops, information stands, printed materials, media, presentations, open events). Aimed at clarifying to the participants of the educational process - children with OHP, their parents (legal representatives), teaching staff - issues related to the peculiarities of the educational process and support. Direction of work: Development of understanding of addressed speech and the formation of the communicative functions of the language Formation of productive interaction with an adult. Stimulating speech activity. Formation of verbal and non-verbal communication. correction of speech disorders in combination with stimulationdevelopment of all its aspects (vocabulary, grammar, phonetics), sensory and mental functions; normalization of the prosodic speech system; the formation of articulatory praxis at the stage of staging, automation and differentiation of speech sounds; development of phonemic perception and sound analysis; development of the functionality of the hands and fingers; normalization of lexical and grammatical skills; Meeting the need for communication with others; The development of cognitive activity.
Educator-psychologist	organizes the interaction of teachers; provides methodological assistance to teachers in the development of correctional programs for the individual development of a child; conducts psychoprophylactic and psychodiagnostic work with children; organizes special corrective work with children at risk; increases the level of psychological competence of kindergarten teachers; conducts consultative work with parents. Areas of work Diagnostic work: Diagnostics of the level of psychophysical development and individual characteristics of the child (examination of the affective-emotional and social-personal spheres, the formation of communication and play skills, the level of cognitive activity and motor development); Repeated examinations of the child throughout the year (January, May); Correction of an individual program for working with a child based on the results of diagnostic examinations. Correctional and developmental work: Conducting correctional and developmental game lessons (subgroup, group and individual); Solving the problems of interaction in the parent-child dyad, teaching the parent effective techniques for interacting with the child. Advisory work: Conducting individual consultations with parents on the development and upbringing of the child; optimization of interaction with the child in the family, the child with other children and adults; organizing a developing environment for a child at home; Conducting consultations at the request of parents, incl. on the issues of personal psychological difficulties of parents; Ensuring the parent's participation in group consultations, workshops, trainings. Psychoprophylactic work: Providing assistance to the child and family during the period of adaptation to the conditions of stay in kindergarten; Study of medical records for a child; Creation of an adequate understanding of the parents about the diagnosis, the possibilities of the child and possible ways of correcting violations;
Musical director	In the classroom, mainly traditional tasks are implemented. The child learns to listen to music, perform musical rhythmic movements, sing, learns musical and didactic games and playing musical instruments. The educational content is adapted on the basis of diagnostic data and enriched with correctional and developmental tasks aimed at developing auditory perception, orientation in space, a sense of rhythm, motor qualities (smoothness of movements, their coordination, etc.) Forms of organization of correctional and developmental activities: diagnostics of the child's current level of development; education and development of the child according to preschool education programs: Conducting educational activities in individual lessons; Conducting educational activities in small subgroups; counseling for parents;
Swimming instructor	Formation and development of full-fledged physical, including motor, development, as well as targeted health-improving effects and the formation of the foundations of a healthy lifestyle. She plans to work with children with disabilities. Draws up plans for the health of children, plans for monitoring to strengthen and protect the health of children. Organizes health improvement and hardening of children, teaches swimming. Develops the musculoskeletal system, cardiovascular and respiratory system. Forms and maintains the correct posture. Develops physical qualities Foster a sense of self-confidence. Consults teachers and families of pupils on the issues of working with children with disabilities
Physical education teacher	I. Working with children II. Interaction with preschool teachers III. Interaction with parents IV. Interaction with society V. Creation of a subject-developing environment Within each of the directions, various forms of work are used. The main task of the educational field in physical culture is to stimulate positive changes in the body, forming the necessary motor skills and abilities, physical qualities and abilities aimed at life support, development and improvement of the body. In the process of physical education, along with educational and health-improving tasks, special correctional ones are solved: - development of speech through movement; - the formation of spatial and temporal representations in the process of physical education; - study in the process of objective activity various properties materials, as well as the purpose of items; - formation in the process of motor activity of various types of cognitive activity; - management of the child's emotional sphere, the development of the moral and volitional qualities of the personality, which are formed in the process of special motor games-classes, games, relay races. - improving the functions of the forming organism, developing motor skills, fine manual motor skills, visual-spatial coordination.

Psychology - pedagogical characteristics of the child

Emotional-volitional sphere:

Varya's facial expressions are sedentary, she does not understand humor well, distinguishes between the emotional states of others (sad, cheerful, etc.). Self-empathizes with others. The general emotional background is smooth and positive. Reacts adequately to the ban. Varya basically follows generally accepted rules of behavior. It does not always follow the teacher's speech instructions in completing tasks, clarification and / or multiple repetition is required. Working capacity is average, interest is unstable, game motive prevails. There is no criticality to the results of their work.

Social and communicative sphere:

Varya is a little tense in communication with adults, maintains several communication cycles. Independently observes the priority and simple rules in joint games, to perform more complex rules the guiding help of the teacher is needed. In common games with other children, she is mobile, takes initiative. In communicating with her peers, Varya is a little conflicted, does not always share toys, there are persistent friendships. The level of development of the girl's play activity is within the age norm. The variability of the game is small, the plots are little developed, there is a tendency to reproduce familiar game "routes". Understands and accepts a simple role in the game, poorly understands more complex social roles and does not hold it until the end of the game. With the help of the teacher, he acts in an imaginary situation of the game, uses little substitute objects in the game, uses game attributes. Knows how to agree on the distribution of roles in the game.

Cognitive development:

The level of general awareness, orientation in the phenomena of the surrounding world for Vari is below the age norm. Few supports communication on personal topics, on topics not presented in the immediate situation, discusses various events; the answers are monosyllabic, confused, not always on the topic, speech is indistinct. He gets confused in answers to some questions about himself and his family, etc. The girl has insufficiently formed figurative and spatial-temporal representations. The level of development of perception, the volume of voluntary memorization is reduced. Also, the level of development of visual-figurative thinking does not correspond to the age norm. Varya has insufficiently developed ability to establish cause-and-effect relationships. Within the age norm, the level of development of voluntary attention.

Speech development:

The vocabulary is well below the age norm. Inflectional skills and abilities at the stage of formation (explanations of an adult, demonstration, sample). Word-building skills and abilities at the stage of formation (explanations of an adult, demonstration, sample).

Syntactic skills and abilities at the stage of formation (explanations of an adult, demonstration, sample). The level of formation of phonetic-phonological competence: at the stage of formation. Phonemic hearing is significantly reduced.

Sound analysis and synthesis skills in formation. The syllable structure of words is broken (omission and rearrangement of syllables);

Sound pronunciation: L, R, Pb.

Coherent speech: The phrase is simple, grammatical. The listened text understands partially, remembers fragmentarily, retells briefly, in monosyllables. It is difficult to independently compose a story based on a series of plot pictures. Lays out pictures with the help of an adult, verbal-logical thinking is not sufficiently formed, visual-figurative predominates. The mobility of the muscles of the articulatory apparatus is normal. Volume of movement of lips and tongue - all movements are available, tempo and switchability are somewhat slower. The voice is normal, the volume of speech breathing is insufficient.

The child's passive vocabulary is more developed than the active one. The leading hand is the right. Varya has an OHR IIIur.

Prospective forms and conditions of work with a child(route sheet)

Direction of work (specialist)	Number of hours per week	Time spending	Used programs and technologies	Form of conducting classes	FULL NAME. Specialist
Psychological assistance (teacher - psychologist)	GCD - 50 minutes SOPR. - 25 minutes	Tuesday 25 minutes - subgroups. class 25 minutes - support for GCD physical education Thursday 25 minutes - subgroup lesson	The working program of the teacher-psychologist Pshechenko O.V. for the 2017-2018 academic year. Approximate general educational program of preschool education "Origins". T.I.Aliyeva, T.V. Antonova, E.P. Arnautova and others. Center "Preschool Childhood" named after A.V. Zaporozhets - Moscow: TC Sphere, 2013. The program of intellectual, emotional and volitional development of children "Seven-color flower". / N.Yu. Kurazheva, N.V. Varyaeva and others-SPb .: Speech; Moscow: Sphere, 2012.	Subgroup lessons Accompaniment of classes	Pshechenko Oksana Vladimirovna
Speech therapy assistance (teacher - speech therapist)	2 hours 5 minutes	Monday subgroup lesson Tuesday subgroup lesson Wednesday subgroup lesson Thursday Individual lesson Friday Subgroup lesson	An approximate program for the development of a preschool child "Origins". - T.I. Alieva, T.V. Antonova, E.P. Arnautova and others. Center "Preschool Childhood" named after A.V. Zaporozhets - M .: Karapuz, 1997 "Variable approximate adapted basic educational program for children with severe speech impairments (general speech underdevelopment) from 3 to 7 years old." The third edition, revised and supplemented in accordance with the Federal State Educational Standard of DO. The author is a speech therapist teacher of the highest qualification category, an excellent student of public education N.V. Nishcheva APPROXIMATE ADAPTED BASIC EDUCATIONAL PROGRAM FOR PRESCHOOLERS WITH SEVERE SPEECH DISORDERS Edited by Professor LV Lopatina with speech impairments. " Filicheva T.B., Chirkina G.V.	Individual lessons Subgroup lessons	Halapova Anna Konstantinovna
General developmental training in the group (educator)	3 hours 20 minutes	View group schedule	"Origins" Basic program for the development of a preschooler. Sets the standard for preschool education, ensuring the full and holistic development of the child's personality. T.I. Alieva, T.V. Antonova, EP Arnautova and others. Center "Preschool Childhood" named after A.V. Zaporozhets, M .: Karapuz, 1997.	Frontal, subgroup lessons	Group educators
Wellness swimming (physical education instructor)	3 hours 20 minutes	View group schedule	Osokin "Teaching children to swim in kindergarten." Protchenko, Semenov "Simultaneous method of teaching swimming"	Subgroup lesson	Shelyashkova Tatiana Borisovna
Games in English			Working program ped. additional education Volokhova T.V. on English language based on the program of V.N. "I love Englih". The program is designed for children from 5-7 years old.	Subgroup lessons	Glazova Yulia Sergeevna
IZO studio			The program "Color carousel" The program was developed by the teacher add. Education Nikolaeva N.Yu.	Subgroup classes	Nikolaeva Natalia Yurievna

p.12.15. The volume of medical and recreational work and corrective assistance to children (classes with a speech therapist, with a psychologist and others) is regulated individually in accordance with medical and pedagogical recommendations.One integrated lesson is held once a week. Organized activities during the day alternate with free activities or recreation for children.

Direct educational activities

v senior group №11.

Days of the week	Educational area	Kind of children's activity	GCD type	Time
Monday	Cognitive development		Nature and the child.	9.30-9.55
	Physical development	Motor activity	Physical Education	10.50-11.10
	Artistic and aesthetic development	Visual activity	Art studio	15.10-15.35 15.45-16.10
Tuesday	Physical development	Motor activity	Pool	10.30-10.50 11.00-11.20
	Artistic and aesthetic		Music	12.00-12.25
	Cognitive development	Cognitive research and productive (constructive) activities	Construction	16.25-16.50
Wednesday	Cognitive	Cognitive research	Mathematics in d / s	9.10-9.35
	Cognitive Artistic and aesthetic development	Cognitive and research visual activity	Familiarization / drawing (integrated. lesson)	10.00-10.20
	Physical development	Motor activity	Physical Education	16.10-16.35
Thursday	Artistic and aesthetic	Musical and artistic activities	Music	9.30-9.55
	Speech development	Communication activity	Speech development / early. gr.	10.20-10.45
	Physical development	Motor activity	Recreational swimming in subgroups	15.00-16.00
Friday	Cognitive development	Communicative, playful, activity.	Games in English (by subgroups)	10.20-10.45 10.45-11.05
	Physical development	Motor activity	Physical Education Outside
	Artistic and aesthetic	Visual activity	Modeling / applique	16.25-16.50

The organization of educational activities directly is regulated by paragraphs. 11.10 - 11.13; 12.5; 12.7 SanPiN 2.4.1.3049-13.

One integrated lesson is held weekly.

Organized activities during the day alternate with free activities or recreation for children.

A certain part of educational activity is carried out in the process of regime moments, for example, observing objects and phenomena of the surrounding world while walking, developing elementary work skills, etc. Daily time is allocated in the daily routine for reading fiction.

Correctional and developmental classes of a speech therapist teacher, a psychologist teacher (individual correctional work in the morning and evening hours) are not included in the curriculum, because a small correctional group is formed on the basis of monitoring, recommendations and conclusions of the TsPMPK, PMPk and at the request of educators. The number of classes and the composition of the groups are determined according to need. Classes are conducted in small subgroups or individually and are taken out of the curriculum. Correctional work in a preschool educational institution is built as an integral system that provides an integrated, differentiated, regulated process of managing the course of psychophysical development of preschoolers. Correctional classes conducted by speech therapists are variable in relation to communication classes in the general educational process (for speech pathology children). This variability ensures the exclusion of exceeding the maximum permissible load on the child.

Correctional and developmental work carried out by a teacher-psychologist

Areas of work			Expected results
Social and communicative sphere	Play skills	Development of a role-playing game: To develop the ability to connect several actions in the game in their logical sequence, to carry out role-playing games according to a preliminary plan; Teach preliminary planning of the upcoming game, highlighting certain rules of the game; Learn to enter the role and hold it until the end of the game in accordance with the content of the role and the plot of the game; Teach to accompany your game actions with speech (fix what is being done, plan an upcoming action).	Knows how to connect several actions in the game in their logical sequence, to carry out role-playing games according to a preliminary plan. Knows how to plan the upcoming game. Knows how to enter a role and hold it until the end of the game in accordance with the content of the role and the plot of the game. Knows how to highlight the rules of a joint game. Accompanies the game with speech of a regulatory and planning nature.
Social and communicative sphere	Communication activity	To activate the child's communicative speech. Develop the ability to take into account the emotional state and listen to the other person when communicating. Develop the ability to choose a role in a group game.	Confidently expresses his basic needs and desires in a speech form, referring to an adult. Knows how to take into account the emotional state and listen to another person when communicating. Knows how to choose a role in a group game.
Emotional-personal and volitional sphere	Emotional development	To teach to distinguish the mood of a person by facial expressions (sad, cheerful, calm, angry, frightened), to convey the mood with the help of expressive means. The development of mimic expressiveness. Helping the child to become aware of their experiences. Work on increasing the child's self-esteem by means of game therapy and sand therapy.	Distinguishes several moods of a person by facial expressions, in pictures / photographs, is able to give an elementary analysis life situation on the picture. Recognizes the emotional state of the heroes of fairy tales. With the help of expressive movements, it conveys the emotional state of the characters. Expresses his emotional state in a variety of ways.
Emotional-personal and volitional sphere	Development of voluntary regulation of behavior	Learn to follow the rules in games: in outdoor and seated games with several rules, when completing written assignments, as well as when performing assignments with rules that apply sequentially. Teach work by auditory and visual instruction. Self-regulation training. Development of the ability to control your breathing.	Observes the rules in outdoor and seated games with 2-3 rules. Observes the rules when performing written assignments with 1-2 rules, as well as when performing assignments with 3 rules acting sequentially (holds the algorithm for performing actions).
Cognitive and intellectual spheres	Stimulating research activity	Stimulating the exploratory activity of the child. Creation of problem situations in games specially organized by the teacher. Develop the ability to use aids to solve practical problems. Formation of search methods of orientation when performing game tasks.
Cognitive and intellectual spheres	Development of spatial representations	Contribute to the enrichment of sensory experience by identifying and distinguishing spatial representations and relationships between objects: Consolidation of distinction and naming of spatial relationships; orientation in body outline; Formation of active spatial orientation in the process of performing targeted actions with objects; To play games that contribute to the development of visual and auditory attention, speed of reaction, accuracy of movement.	Distinguishes and names spatial relationships: in, on, under, next, about, between, here, there, in the middle, in front, behind, left, right, words, right, above, below. He orients correctly in the body diagram. Performs movements with objects in specified directions

Interaction of a teacher-psychologist with the child's parents:

Obtaining anamnestic data about the child;

Providing parents with information about the content and effectiveness of the ongoing correction and development work with the child;

Conducting individual consultations with parents on the following issues: development and education of the child; optimization of interaction with the child in the family, the child with other children and adults; organizing a developing environment for a child at home;

Conducting individual consultations at the request of parents, incl. on the issues of personal psychological difficulties of parents;

Ensuring the parent's participation in group consultations, workshops, trainings;

Creation of an adequate understanding of parents about the child's capabilities and possible ways to correct existing violations;

Selection of literature on the problems of the development and upbringing of a child at the request of the parent and as needed.

Correctional and developmental work carried out by a speech therapist teacher

Speech therapy classes are divided into:

Group;

Individual.

Classes (subgroup) of the following types are held:

on the accumulation of the formation of lexical and grammatical categories - 1 lesson per week;
on the development of coherent speech - 1 lesson per week
on the formation of phonetic-phonemic categories - 2 lessons per week;
lesson lasts 25 minutes.

Direction of work
DEVELOPMENT UNDERSTANDING SPEECH	To develop understanding of speech, use visual situations of regime and game moments, using the words “show”, “put down”, “bring”, “take”. Expand the phrases of the address: "Show me where the red pencil is", "Come, if you have tied a scarf." Learn to distinguish: Words that are similar in sound (carries - lucky); Actions close to the situation (knits - sews); Actions and signs that are opposite in meaning (open - close); Actions expressed by personal and reflexive verbs (bathes - bathes). Distinguish using paired pictures: Actions expressed by verbs (singular and plural. Numbers-float-float) M. and J. genus past. time. units numbers (Valya sang - Valya sang); Falling forms (where the baby puts on a fur coat - where the baby is put on a fur coat) Spatial relations of objects, expressed by prepositions in, on, under.
DEVELOPMENT OF THE DICTIONARY	Clarify and expand the stock of ideas based on observation and comprehension of objects and phenomena of the surrounding reality, create a sufficient stock of vocabulary images. To ensure the transition from accumulated representations and passive speech stock to the active use of speech means. Expand the volume of correctly pronounced nouns - the names of objects, objects, their parts for all studied lexical topics. Learn to group objects according to their correlation and, on this basis, develop an understanding of the generalizing meaning of words, form accessible generic and specific generalizing concepts. Expand the verbal dictionary based on the work on mastering the understanding of actions expressed by prefixed verbs; work on mastering the understanding of actions expressed by personal and reflexive verbs. Learn to compare objects and phenomena and, on this basis, ensure understanding and use of synonyms and antonyms in speech. Expand understanding of the meaning of simple prepositions and intensify their use in speech. Ensure the assimilation of possessive pronouns, attributive pronouns, demonstrative adverbs, quantitative and ordinal numbers and their use in expressive speech. Anchor the concept word and the ability to operate on them.
FORMATION AND IMPROVEMENT GRAMMATIC STRUCTURE OF SPEECH	Call: The names of loved ones, friends, dolls, consisting of 2 syllables, with an emphasis on the first syllable (Valya, Vova); Monosyllabic words like: soup, juice; Two-syllable words with stress on the first syllable (paw, sleigh); Three-syllable words with an accent on the first syllable (cubes, berries). Build the same syllable to a part of the word (frog, coil). Mastering the initial skills of word formation (first by ear): Words with a diminutive meaning (house, nose). Learn to pick names: Subjects to the names of actions (goes (who?) - …….), Actions to the names of subjects (machine (what is it doing?) - …….) Signs to the name of the object (ball (what?) - ……) Learn to master the skills of transferring word connections using productive endings: Agree Ch. and n. in number and face, Compare different forms of the word (fell - fell), Form case forms of noun units and many others. Numbers (table-tables) Make simple sentences using the model: Who? What is he doing?
DEVELOPMENT OF THE PHONETIC-PHONEMATIC SYSTEM OF THE LANGUAGE AND LANGUAGE ANALYSIS SKILLS	Development of the prosodic side of speech Form correct speech breathing and prolonged oral exhalation. To consolidate the skill of soft voice-leading. To cultivate a moderate tempo of speech to imitate the teacher and in exercises for coordination of speech with movement. To develop the rhythm of speech, its intonational expressiveness, voice modulation. Correction of the pronunciation side of speech To consolidate the correct pronunciation of the available sounds in play and free speech activity. Activate the movements of the speech apparatus, prepare it for the formation of sounds of all groups. Form the correct patterns of sibilant, affricate, iotated and sonorous sounds, automate the delivered sounds in free speech and play activities. Work on the syllable structure and sound filling of words Improve the ability to distinguish between long and short words by ear. Learn to memorize and reproduce chains of syllables with a change in stress and intonation, chains of syllables with different consonants and the same vowels; chains of syllables with a confluence of consonants. To ensure further assimilation and use of words of various sound-syllable structures in speech. Improving phonemic perception, skills of sound and syllabic analysis and synthesis Improve the ability to distinguish vowel sounds by ear. To consolidate ideas about vowels and consonants, their distinctive features. Exercise in distinguishing vowel and consonant sounds by ear, in choosing words for given vowels and consonants. To form the ability to distinguish by ear consonants that are similar in articulatory characteristics in a series of sounds, syllables, words, in sentences, free play and speech activity. To consolidate the skill of isolating given sounds from a number of sounds, vowels from the beginning of a word, consonants from the end and beginning of a word. To form the skill of distinguishing consonant sounds according to the characteristics: voiceless-voiced, hard-soft.
MOTORIKA	General : creating conditions for improving the switchability of movements and self-control when performing motor exercises. Small : creating conditions for improving static and dynamic coordination of movements. Articulating: develop full-fledged movements and certain positions of the organs of the articulatory apparatus (accuracy of movement, smoothness and lightness (without twitching, trembling), stability of the final result, smooth switching from one movement to another Respiration development: form a strong, smooth oral exhalation.
SOUND PERFORMANCE	Learning the correct pronunciation of sounds of early and middle ontogeny: evoking absent sounds, their automation and differentiation. 1.Articulatory gymnastics. Purpose: the formation and development of articulatory motor skills to the level of minimum sufficiency for sound production. for whistling : "Smile", "Fence", "Spatula", "Groove", "Brush", "Football", "Focus"; for sibilants: "Tube", " Delicious jam"," Cup "," Fungus "," Let's warm our hands "; for P, P`: "Chatterbox", "Painter", "Turkey", "Horse", "Fungus", "Drummer", "Accordion", "Machine Gun"; for L: "Smile", "Spatula", "Let's punish the tongue." 2. Respiratory gymnastics. Purpose: normalization of the tone of the respiratory muscles, consolidation of the skill of correct breathing. Exercises: "Focus", "Football", "Blow out the candle", "Smell a flower", "Storm in a glass", etc. 3. Finger gymnastics. Purpose: activation of the speech zone by influencing the child's fingers using finger gymnastics and Su-Jok massage. 4. Development of auditory attention, phonemic perception. Purpose: development of the ability to distinguish sounds in pronunciation that are similar in articulation or sound. It is carried out in parallel with the correction of sound pronunciation on the material worked out in pronunciation. 5.Production of sound. Purpose: To cause missing sound or correct distorted sound. Sound settingin the following sequence: Sh, H; L; P, Pb Sound production work is carried out only individually. In work with children with speech therapy conclusion dysarthria, the erased form of dysarthria, the sequence of sounding is not observed. Mixed setting method. 6.Automation of the delivered sound. Purpose: to consolidate the correct pronunciation in the independent speech of children. in syllables in words in sentences 7. Differentiation of sounds. Purpose: development of the ability to distinguish sounds similar in articulation and sound.
DEVELOPMENT OF CONNECTED SPEECH AND FORMATION COMMUNICATIVE SKILLS	To cultivate active voluntary attention to speech, to improve the ability to listen attentively to speech addressed, to understand its content, to hear mistakes in someone else's and your own speech. Improve the ability to answer questions briefly and fully, ask questions, conduct a dialogue, listen to each other to the end. Learn to compose stories-descriptions, and then riddles-descriptions about objects and objects according to the model, the proposed plan; to coherently talk about the content of a series of plot pictures and plot pictures according to the plan proposed by the teacher or collectively drawn up. Improve the skill of retelling well-known fairy tales and short texts. To improve the ability to "speak" the game situation and, on this basis, to develop the communicative function of speech.
SENSOR DEVELOPMENT	Improve the ability to examine objects in different ways. Develop an eye in special exercises and games. Learn to perceive objects, their properties; compare items; select a group of items according to a given criterion. Develop color perception and color discrimination, the ability to distinguish colors by saturation; learn to name shades of colors. Form an idea of the arrangement of colors in the rainbow. Continue introducing geometric shapes and shapes; learn to use planar and volumetric figures as standards when comparing objects.
DEVELOPMENT OF MENTAL FUNCTIONS	Develop auditory attention and memory when perceiving non-speech sounds. Learn to distinguish between the sound of several toys or children's musical instruments, substitute items; loud and quiet, high and low sounds. To develop visual attention and memory in working with cut pictures (4-8 parts, all types of cuts) and puzzles on all studied lexical topics. Continue to develop thinking in exercises for grouping and classifying objects according to one or more characteristics (color, shape, size, material). Develop imagination and, on this basis, shape creativity.
PROPOSED RESULT	The child's passive vocabulary corresponds to the age norm. The child understands various forms of inflection and does not make mistakes when performing test tasks; understands prepositional-case constructions with simple prepositions, diminutive suffixes of nouns, differentiates forms of the singular and plural verbs, verbs with prefixes. The child understands the meaning of individual sentences, understands coherent speech well. The child without mistakes differentiates both opposition sounds, which are not mixed in pronunciation, and mixed in pronunciation. The level of development of the expressive vocabulary corresponds to the age. The child unmistakably names the proposed objects, body parts and objects from the pictures; summarizes the objects and objects depicted in the picture. The child does not make mistakes when naming the actions shown in the pictures. The child names the main and tint colors, names the shape of these objects. The level of development of the grammatical structure of speech corresponds to the age norm. The child correctly uses nouns in the nominative singular and plural, nouns in indirect cases; plural nouns in the genitive case; aligns adjectives with nouns singular; uses prepositional-case constructions without mistakes; coordinates numbers 2 and 5 with nouns. The child forms nouns with diminutive suffixes and the names of baby animals. The level of development of coherent speech corresponds to the age norm. The child, without the help of an adult, retells a small text based on pictures. The child does not violate the sound filling and syllable structure of words. The state of sound pronunciation corresponds to the age norm.

Social and communicative developmentchildren is carried out in educationalactivities during regime moments, in joint and independent play activities, in the family.

Calendar and thematic planning in the older group with children from the TNR (ONR)

Month	A week	Lexical topic	Phonetic-phonemic side of speech	Grammatical structure of speech
September	Examination of children of older groups No. 6, 9, 11



October		Autumn. Adult labor.	Sound U	Animated and inanimate nouns
		Vegetables	Sound A	Education noun with diminutive suffixes -chk, -och, -ech.
		Fruits	Sounds A-U	Nominative plurals of nouns
		Garden Garden	Sound And	3 person singular and plural of present tense verbs
		Garden Garden	Sound H	Diminutive nouns
November		Forest, mushrooms, berries, trees	Sound P	Possessive pronouns MY, MY
		Flight birds	Sound T	Past tense singular verbs
		clothing	Sound K	Accusative case of singular nouns.
		Shoes, hats	Sound K-T	Genitive singular nouns without a preposition and with the preposition У
December		Studio	Sounds P-T	Prefix verbs
		Winter. Winter fun	Sounds P-T-K	Preposition ON
		Furniture. Furniture parts	Sound X	Prepositions HA, C
		New Year's celebration A family.	Sounds of K-X	Compilation of the story "Winter" by reference words and pictures
January

		Wintering birds	Sound Oh	Prepositions OVER, UNDER
		Animals in winter.	Sound Xb	Genus. plural case numbers.
February		mail	Sound ПЬ	Retelling of the fairy tale "Three Bears" based on a series of pictures with elements of dramatization
		Transport	SOUND	Retelling of an excerpt from the fairy tale "The Tale of the Goldfish" based on the series. pictures
		Houseplants	Sound Kb	Gender of nouns
		Our defenders. Pancake week.	Sound S	The concept of "SYMPTOM"
March		Spring. Spring birthday	Sounds I-S	Retelling of the Russian folk tale "Snow Maiden" based on a series of plot pictures
		Holiday	Sound L	Possessive adjectives with the suffix -in-
		Professions	Sounds L-Y	Drawing up a narrative story "Birdhouse"
		Our food	Sound B	Compilation of a descriptive story "Spring is Coming" based on simple plot pictures.
April		Where did the bread come from?	Sound F	Relative adjectives
		Dishes	Sound Fb	Relative adjectives
		My house	Sound and letter C	Possessive adjectives with the suffix -й-
		Pets and their cubs	Sounds CH. Letter C	Comparative degree of qualitative adjectives
May		Our country. My native land.	Sound and letter Sh.	Memorizing a poem by A.K. Tolstoy "Bells".
		Human	Sounds S-W	Education adj. from noun (flag, anthem, coat of arms of Russia). Concordance of words in a sentence.
		Insects	Sound Xb	Formation of verbs singular. numbers in plural number. Give birth. plural case numbers.
		Summer	Sound Z	The use of comparative adjectives. Formation of verbs past. time.
PMPk participant	Educator-psychologist
PMPk participant	Swimming instructor
Leading Specialist	Teacher speech therapist
Parent (full name, signature)

Individual speech development map of the child of Varvara A.

(method for determining the level of speech development by O.A. Bezrukova)

Indicators	Maximum points	The beginning of the year	the end of the year
Ideas about the world around
Lexical consistency (the volume of the vocabulary and the variety of connections). Quest 1-9	75	32
Inflectional and word-formation skills and abilities. Quests 10-18	38	12
Phonemic processes, sound analysis and synthesis skills, phonetic design of speech. Quests 19-25	27	6
Understanding and independent production / reproduction of the text. Quests 26-29	19	8

teacher of speech activity MBDOU
"Kindergarten" Aist "

Individual educational route for a child with disabilities (Down syndrome)

MUNICIPAL BUDGETARY PRESCHOOL EDUCATIONAL INSTITUTION "KINDERGARTEN" AIST "OF THE CITY OF NOVY URENGOY

Individual educational route for a child with disabilities

(Down syndrome)

Developed by: Toropova Yulia Nikolaevna, teacher of speech activity at MBDOU "Kindergarten" Aist "

1.1 General information about a child with Down syndrome

Total information

Full name of the child: *********

Gender: husband

Date of birth / age 5 years

Child's social status: prosperous

Family characteristics: complete, financially secure

Living with: with parents

Family microclimate: favorable

Child's health status: group V

Day regimen: gentle

Meals: common table

The adapted individual educational route was developed in accordance with the disease indicated in the individual rehabilitation program for a disabled child and the planned activities.

1.2 Explanatory note

Education of people with disabilities and disabled people (hereinafter referred to as children with disabilities) is one of the priority areas of the education system of the Russian Federation.

The number of children with disabilities, which include children with hearing, vision, speech, intelligence, musculoskeletal disorders, emotional volitional disorders and learning difficulties, is increasing every year. The efforts of the Russian Ministry of Education are focused on ensuring that, within the framework of modernization, Russian education to create an educational environment that ensures the availability of quality education for all persons with disabilities and people with disabilities, taking into account the peculiarities of their psychophysical development and health status.

The full development of the child as an inalienable human right and one of the most important tasks of education at the present stage requires the search for the most effective ways to achieve this goal. The protection of human rights, to the protection and promotion of health, to free development in accordance with individual capabilities is becoming a field of activity in which the interests of various specialists are closely intertwined.

Supporting a child with Down syndrome is a whole range of problems related to his survival, treatment, education, social adaptation and integration into society.

A purposeful system of social and pedagogical activities, the inclusion of a child with Down syndrome in the correctional and educational process from an early age, increases the level of development, contributes to the child's social activity. A favorable combination of the organism's compensatory capabilities with correctly selected programs at each stage of training, effective forms of its organization can largely, and sometimes completely neutralize the effect of the primary defect on the course of the child's psychophysical development.

The individual route for accompanying a child with Down's syndrome was drawn up taking into account the PLO MBDOU "Kindergarten" Aist "developed on the basis of an exemplary educational program of preschool education" From birth to school "edited by N.Ye. Veraksy, T.S. Komarova, M.A. Vasilyeva. - M .; MOSAIC-SYNTHESIS, 2014 and Preschool programs educational institutions compensatory type for children with intellectual disabilities Auth. E.A. Ekzhanova, E.A. Strebeleva.

IOM (individual educational route) is designed for one academic year. The content of the material given by the IOM is constructed in accordance with the principle of concentricity. This means that acquaintance with a certain area of reality from stage to stage becomes more complicated, that is, the topic remains, and the content reveals first mainly the objective, then the functional, semantic, sides, then the sphere of relations, cause-and-effect, temporal and other connections between outward signs and functional properties. In addition, the route also traces linear, interdisciplinary connections between sections. In some cases, this is a thematic connection, in others it is a common pedagogical concept. Thus, repetition in teaching the child is ensured, which will allow him to form sufficiently strong knowledge and skills.

The IOM defines the goals and objectives of education and training in the module "Speech development" of a child with Down syndrome for the 2017/2018 academic year.

The theoretical basis of IOM is the provisions developed in domestic psychology by L. S. Vygotsky, P. Ya. commonality of the basic laws of mental development in health and disease, about sensitive ages, about the relationship between correction and development, about the current and potential levels of development (zone of proximal development), about the relationship between learning and development, about the role of preschool childhood in the process of socialization, about the importance of activity in development, about the role of the sign in the "cultural" development of the child, etc. The route is designed taking into account the specific characteristics of the motor-motor, emotional, sensory, mental, speech, aesthetic and social-personal development of a child with Down syndrome; leading motives and needs of a young child; character of the leading

activities; the type of communication and its motives; social situation of the child's development.

Proposed content of the main directions pedagogical work, the conditions and forms of its implementation make it possible to solve in unity the correctional and developmental tasks, which include the motor-motor, emotional, sensory, mental, social-personal, communicative, speech development of the child.

The practical implementation of these tasks is carried out in the process of forming the mechanisms of object and game activity as the leading types of activity in early and preschool childhood, productive species activities (drawing, design), familiarization with the environment, the development of speech, the formation of elementary mathematical concepts.

All areas of correctional and educational work are interconnected and interpenetrating, and the tasks of correctional education are solved in a comprehensive manner in all forms of its organization.

IOM for a child with Down syndrome is built in accordance with the principles formulated in psychological, neuropsychological, pedagogical research, taking into account:

the nature of the leading activity;
the structure and severity of the disorder;
leading motives and needs of the child;
goals of preschool education.

Also, when compiling the IOM, the data of the Individual rehabilitation program for a disabled child, the conclusion and recommendations of the TPMPK, the individual characteristics of a child with Down syndrome were taken into account.

Work on activating compensatory mechanisms in a child with Down syndrome relies on the strengths of his development:

relative safety of emotions;
preservation of visual-motor perception;
a sufficiently high level of imitation abilities;
relative preservation of tactile sensitivity;
the combination of visual and motor sensations gives the highest level of memorization;
preservation of emotional memory.

The construction of correctional and developmental work in accordance with the indicated principles ensures the social orientation of pedagogical

influences and socialization of the child. The work of the teacher of speech activity with the child includes three blocks of in-depth diagnostic examination: at the admission of the child (September), at the end of the first period of study (December) and at the end of the second period of study (May).

The effectiveness of the ongoing correctional and developmental work is determined by the data obtained in the course of in-depth diagnostic examinations of specialists and examination of the child at TPMPK, following the results of which, the child receives recommendations on the further educational route.

A feature of this program is the active involvement of parents in the work, which helps to increase their psychological and pedagogical competence. Teaching parents (or mothers) and interacting with teachers gives the maximum effect when carrying out corrective measures. The content of IOM involves the active use of the following forms of work with parents:

Advisory and recommendation.
Information and educational.
Organization of children's matinees, holidays.
Individual lessons with parents and their child.

The volume of educational material is calculated in accordance with the age-specific physiological standards, which avoids overwork and maladjustment of the child.

An integrated approach provides a higher rate of dynamics of the general and speech development of children. The implementation of the principle of complexity provides for the relationship in the work of the teacher-psychologist, narrow specialists and educator.

The basis for long-term and scheduling of correctional work is a thematic approach (thematic plan). It allows you to organize communicative situations in which the teacher controls the cognitive and speech development of the child. The thematic approach provides concentrated learning and repetition of the material. Concentrated study of the topic contributes to the successful accumulation of speech means and their active use by the child for communicative purposes, it is quite consistent with the solution of both general tasks of the comprehensive development of children and special correctional ones. Concentrated study of the material also serves as a means of establishing closer ties between specialists, since all specialists work within the framework of one lexical topic.

1.3 Planned results of mastering the individual educational route. The planned results of the child's mastering of the IOM content take into account the individual characteristics of his development, are determined in accordance with the set goals and objectives of the program in the form of target guidelines.

In accordance with the individual characteristics of the development of a child with Down syndrome - R. Lin, this IOM assumes an orientation towards the following targets:

the child is interested in surrounding objects and actively acts with them; is emotionally involved in actions with toys and other objects, seeks to be persistent in achieving the result of his actions.

the child uses specific, culturally fixed object actions, knows the purpose of everyday objects (spoons, combs, pencils, etc.) and tries to use them;

the child masters the simplest self-care skills; strives to show independence in everyday and play behavior;

the child possesses the initial skills of active speech, a passive vocabulary is formed; can express a request using monosyllabic words, using gestures, understands the speech of adults; knows the names of surrounding objects and toys;

the child seeks to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult;

the child shows interest in peers; observes and imitates their actions;

the child has an interest in poetry, songs and fairy tales, looking at pictures, seeks to move to music; emotionally responds to various works of culture and arts;

the child has a positive trend in the development of gross motor skills; he seeks to master different kinds movements (running, climbing, stepping, etc.).

1.4 Characteristics of the individual developmental characteristics of a child with Down syndrome The structure of mental underdevelopment of a child with Down syndrome is peculiar: speech appears late and remains underdeveloped throughout life, speech understanding is insufficient, vocabulary poor, often there is a sound pronunciation in the form of dysarthria or dyslalia. But, despite the severity of the intellectual defect, the emotional sphere remains practically preserved. Most of them have good imitative ability, which contributes to the instilling of self-service skills and work processes. The level of skill and skill that a child with Down syndrome can achieve varies greatly. This is due to genetic and environmental factors.

Thus, supporting a child with Down syndrome is a whole range of problems related to his survival, treatment, education, social adaptation and integration into society.

Social - everyday skills and orientation.

Cultural and hygienic skills partially do not correspond to age: the child knows how to eat with a spoon, drink from a cup, there are attempts to undress (dress) on his own. The rest of the skills are not developed.

Features of the child's play, constructive, visual activity.

The child does not take part in games, drawing classes, construction, he needs constant support, the help of a teacher, constant attraction of attention. Interest in the lesson, as a rule, disappears quickly. Initial game skills, object manipulation are formed.

Assimilation of the program, difficulties in assimilating the program.

The assimilation of the program is significantly complicated due to the low level of speech development, delayed development of general and fine motor skills, with a mismatch in general development for a given age.

Emotionally - behavioral features child.

The child is friendly towards both peers and adults. The boy makes contact, which is mainly manifested by emotions and touches, and individual sounds. Adaptation process after summer holidays was long-lasting, but without any peculiarities.

The participation of parents in the upbringing and development of the child.

The child is brought up in a complete family. Parents take an active part in the upbringing and development of the child, in his life in kindergarten, listen to the recommendations of the educator and specialists.

2.1 Characteristics of educational activities in accordance with the individual needs of the child.

In an individual educational route (IOM), the ratio of forms and types of activity, individualized volume and depth of content, special psychological and pedagogical technologies, educational and methodological materials and technical means, is determined, which is specific for a given child. IOM is discussed, approved and implemented with the participation of the parents (legal representatives) of the child.

The route provides for the solution of a number of tasks: diagnostic, correctional and developmental.

In the diagnostic block, the leading task is to organize a comprehensive medical, psychological and pedagogical study of the characteristics of a child's development, as well as to determine the effectiveness of the implementation of an individual path of a child's development.

The block of developmental tasks is aimed at developing the most intact functions, socializing the child, increasing his independence and autonomy.

The correction block is aimed at the formation of methods of assimilation of social experience of interaction with people and objects of the surrounding reality; development of compensatory mechanisms for the formation of the psyche and activities of the child; to overcome and prevent secondary deviations in the development of the child's cognitive sphere, behavior and personality in general; the formation of methods of orientation in the world around (the method of tests, practical trying on, visual orientation), which serve as a means for becoming a child holistic system knowledge, abilities and skills, the appearance of psychological neoplasms.

The organization of the work of specialists in this block also involves teaching parents certain psychological and pedagogical techniques that increase the effectiveness of interaction with the child, stimulating his activity in everyday life.

The presented blocks closely interact at each stage of work with the child. The implementation of the tasks of these blocks takes into account the severity of the violation, the age of the child, and the structure of the defect.

The preservation of the emotional sphere of a child with Down syndrome allows him to show his abilities and achieve significant results in creative types activities. The strength of the child is the ability to imitate. The child willingly imitates simple movements used in various games.

TASKS:

To form skills of onomatopoeia;
Promote the development of pronunciation and communication

skills;

Form the skills of simple rhythmic movements;

Final indicators for the child's mastering of the content of the module of the educational area "Speech development" (speech development)

The child will:

- imitate an adult by repeating simple words;

- answer simple questions in monosyllables;

- follow one and two-stage instructions;

Actively show yourself in game situations.

III. ORGANIZATIONAL SECTION

3.1 Provision of special educational programs and methods, special teaching aids and didactic materials. The program material was selected tentatively, adapted to a specific child. The features of the development of a child with moderate mental retardation, his ability to learn and educate, the current level of development, the zone of proximal development and the main types of activity in a given age period were taken into account.

The educational and methodological complex of an individual educational route for a child with Down syndrome included:

Approximate basic educational program of preschool education "From birth to school" edited by N.Ye. Veraksy, T.S. Komarova, M.A. Vasilyeva. (the basis of the teaching materials).
The program of preschool educational institutions of a compensatory type for children with intellectual disabilities Е.А. Ekzhanova and E.A. Strebeleva "Correctional and developmental education and upbringing of preschool children with intellectual disabilities."
The program of early pedagogical assistance to children with developmental disabilities "Little Steps". - Moira Petersie, Robin Trilor and others
The program of correctional and developmental work in the junior speech therapy group of the kindergarten Nishcheva N.V.

Teaching aids: teaching materials for the program "From birth to school". The main general educational program of preschool education / Ed. N. Ye. Veraksy, T. S. Komarova, M. A. Vasilyeva. - M .: MOSAIK-SINTEZ, 2010 .-- 304 p.

Consultative and educational work:

Inclusion of a child with Down syndrome in a general preschool educational institution. Informational and methodological manual. - Novosibirsk, 2010
Zhiyanova P.L., Pole E.V. Toddler Down Syndrome: A Book for

parents. - M .: CF "Downside Up", 2012

Down Syndrome. Facts. / Comp. E.V. Pole - M .: CF "Downside Up", 2012
Kirtoki A.E., Rostova N.V. A child was born with Down syndrome: conversations

psychologist. - M .: CF "Downside Up", 2013

Petersie M. et al. Small Steps: An Early Educational Assistance Program for Children with Developmental Disabilities. Per. from English. M .: Association Down Syndrome, 2001. - Book 1. Introduction to the program.
Maller A. R., Tsikoto G. V. Education and training of children with severe intellectual disabilities: Textbook. allowance. - M .: Publishing Center "Academy", 2003. - 208 p. (Section "Correctional and educational work with preschool children with severe intellectual disabilities" p.100-116)

Educational area "Speech development (Development of speech)":

The program of preschool educational institutions of a compensatory type for children with intellectual disabilities: Correctional and developmental education and upbringing / E.A. Ekzhanova, E.A. Strebeleva. - M .: "Education", 2005 - 272 p. SECTIONS "Aesthetic development", "Formation of activity" 2. Winders Patricia S. Formation of gross motor skills in children

with Down syndrome. - M .: CF "Downside Up", 2011 3. Bruni M. Formation of fine motor skills in children with the syndrome

Down. - M .: CF "Downside Up", 2009 4. Petersie M. et al. Small Steps: A program of early pedagogical assistance to children with developmental disabilities. Per. from English. M .: Association Down Syndrome, 2001. - Book 4. General motor skills. Book 5. Fine motor skills. 5. Archipenko G.A. Speech development in younger preschoolers with disabilities

view // Preschool education. 2005.No5.

6. Beltyukov V.I. Interaction of analyzers in the process of perception and

mastering oral speech. - M., 1977. 7. Bessonova T.P., Gribova O.E. Didactic material on the survey

speech of children. - M., 1994 - part 1. 8. Borodich A.M. Methodology for the development of children's speech. - M., 1974. 9. Vlasenko I.T., Chirkina G.V. Methods of examination of speech in children. - M.,

10. Vygotsky L.S. Thinking and speech / Collected works - M., 1982. - T.
11. Gvozdev A.N. Questions of the study of children's speech. - M., 1961. 12. Epifantseva T.B., Kisilenko T.E., Mogileva I.A., Solovieva I.G., Titkova T.V. Handbook of a teacher-defectologist // Series “I give my heart to children”, Rostov-on-Don., 2005. 13. Efimenkova L.N. Formation of speech in preschoolers. M., 1990. 14. Zhukova NS, Mastyukova EM, Filicheva T.B. Overcoming common

speech underdevelopment in preschoolers. M., 1990. 15. Zhukova NS, Mastyukova EM. If your child is developmentally delayed. -

M., 1993. 16. Zeeman M. Speech disorder in childhood. / Per. from Czech; Ed. and with a foreword by V.K. Trutnev and S.S. Lyapidevsky. - M., 1962. 17. Isaev D.N. Mental underdevelopment in children. - L., 1982. 18. Lebedinsky V.V. Violation of mental development in children. - M., 1985

G. 19. Leontiev A.A. Language, speech, speech activity. - M., 1969. 20. Lubovsky V.I. The development of verbal regulation of actions in children (in

norm and pathology). - M., 1978. 21. The development of thinking and speech in abnormal children: scientific notes, v.256

/ otv.ed. M.E. Khvatsev. - L., 1963 22. Sekovets, Razumova, Dyunina, Sitnikova. Correction of speech disorders in

preschoolers. - M., 1999. 23. Series of articles in the journal "Defectology" for 1985 - 1986. T.B.

Filichivaya and G.V. Chirkina. 24. Hearing, Speech and Ear Inflammation article on Downside Up. 25. Filicheva T.B., Cheveleva N.A. Speech therapy work in a special

kindergarten. M., 1987. 26. Filicheva T.B., Cheveleva N.A., Chirkina G.V. Basics of speech therapy. M.,

27. Filicheva T.B., Soboleva A.V. The development of the speech of a preschooler. -

Ekaterinburg, 1996. 28. Khvatsev M.E. Speech therapy. - M., 1959.

The plan of individually-oriented correctional and developmental activities for the psychological and pedagogical support of the child area "Speech development" module "Development of speech"

Educator of speech activity:

- diagnostics (input, final); 2 times per year

- individual work in developmental classes for the development of speech in the 2017/2018 academic year. year -; 56 lessons, 2 times a week, 15 minutes each;

- consultations for parents on request.

Duration of group lessons is 25-30 minutes, individual lessons - 10-15 minutes.

The education of a child with Down syndrome can be roughly divided into two periods:

Period I - September, October, November, December.

II period - January, February, March, April, May.

In September, an in-depth examination of the child's mental functions and state of speech is carried out.

In October, individual and subgroup lessons with a child begin.

List of pedagogical support of the pupil by the teacher of speech activity

Surname, name of the child __________________________________________

Directions of the activity of the teacher of speech activity

Month

Main directions of work

Kind of activity

Family interaction

Participants

September

October

Prevention of negative reactions to the presence of adults and peers in the room.

- observation, guest visits (during the lessons in the group and the play session of children from the group of the preschool institution);

- establishing contact with an adult (specialist) within the framework of a game session.

Group educators

Parents

November Development of fine motor skills and coordination

- the inclusion of the mother, within the framework of the play session, in the purposeful interaction with the child;

- teaching the mother how to interact with the child.

Di:

"Fold a row" - primary colors

"Catch a fish"

Practical lesson "Games with your own hands", "Games for Stasik". Home game library replenishment

Educator of speech activity

Group educators

Parents

December Development of fine motor skills and coordination.

Expansion of social contacts Formation of phonetic-phonemic hearing.

Exercises:

"Jumping gallop"

"Give a flower"

Di:

“Who said 'MEOW'?

"Fold a row"

Consultation "Sunny children"

Educator of speech activity

Group educators

Parents

Conversation January Development of small

Di:

Educator of coordination motor skills.

"Catch a fish"

"Socialization

speech solar children "

activities Formation

"Knock - knock" phonetic-phonemic

Exercises:

"Ball" - (education of the air jet

"Contour - figure"

Group educators

hearing.

Parents

February Development of fine motor skills and coordination. Formation of phonetic-phonemic hearing.

Encouragement to onomatopoeia.

The development of mental processes.

Di:

"Divide into buckets" (primary colors)

"I'll find a couple"

Exercises:

Finger gymnastics

"Blow out the candle" (education of the air jet)

Educator of speech activity

Group educators

Parents

March Development of fine motor skills and coordination. Formation of phonetic-phonemic hearing.

Encouragement to onomatopoeia.

The development of mental processes.

Brochure “Solar Secrets. Issue 1 "(tips)

Educator of speech activity

Group educators

Parents

April Development of fine motor skills and coordination. Formation of phonetic-phonemic hearing.

Encouragement to onomatopoeia.

Di:

Practical

"One, two, three repeat after me",

lesson "Games for Stasik". Replenishment game on one

home plate

game libraries. metallophone

“Who said 'MEOW'?

"Give - on - go"

Di:

"After washing" (couples)

"Look through the window"

"Ball"

Exercises:

Consultation

Educator "Feature

speech development of speech

activities of solar children ”.

Educators of the group Watching videos

Parents

"This is how solar children do"

The development of mental processes.

"Breeze", "Hedgehogs"

May Development of fine motor skills and coordination. Formation of phonetic-phonemic hearing.

Encouragement to onomatopoeia.

The development of mental processes.

Di:

"Catch a fish"

"Boxes"

"Contour - figure"

"Pebbles" (primary colors)

Exercises:

Blow out the candle

Consultation "Summer is a time of change".

Brochure “Solar Secrets. Issue 2 "

Educator of speech activity

Group educators→

Individual route of work with a preschool child. Building an individual educational trajectory for a child with secondary education. Individual educational route in fine arts

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Preview:

Individual educational route for a child with disabilities

for the 2017-2018 academic year

IOM takes into account:

Development of the prosodic side of speech

Work on the syllable structure and sound filling of words

Improving phonemic perception, skills of sound and syllabic analysis and synthesis

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