Development". M "School Press", 2004

Shevchenko S.G. “Getting ready for school” M. LLC “Nika-press”, 1997

Shevchenko S.G. “Acquaintance with the outside world and development of speech of preschoolers with mental retardation”, M. “School Press”, 2005.

Boryakova N.Yu. “Steps of development. Early diagnosis and correction of mental retardation." M., 1999

Boryakova N.Yu. “Formation of prerequisites for schooling in children with mental retardation” M., 2003.

Shevchenko S.G. “Diagnostics and correction of mental retardation in children” M., 2001.

Ekzhanova E.A. “Mental development delay in children and ways of its psychological and pedagogical correction in a preschool setting.” // Education and training of children with developmental disorders, 2002, No. 1.

Ulienkova U.V., Lebedeva O.V. “Organization and content of special psychological assistance to children with developmental problems” M., 2002.

Boryakova N.Yu., Kasitsina M.A. “Correctional pedagogical work in kindergarten for children with mental retardation”, M: V. Sekachev, TV “Sfera”, 2007.

Morozova I.A., Pushkareva N.A. “Development of elementary mathematical concepts. For working with children 5–6 years old with mental retardation”, M. “Mosaic – Synthesis”, 2007.

Morozova I.A., Pushkareva N.A. “Development of elementary mathematical concepts. For working with children 6-7 years old with mental retardation", M. "Mosaic - Synthesis", 2007.

Morozova I.A., Pushkareva N.A. "Acquaintance with the surrounding world." For working with children 5-6 years old with mental retardation, M. “Mosaic - synthesis”, 2007

Morozova I.A., Pushkareva N.A. "Acquaintance with the surrounding world." For working with children 6-7 years old with mental retardation, M. “Mosaic - synthesis”, 2007.

Morozova I.A., Pushkareva M.A. “Preparation for learning to read and write” For working with children 5–6 years old with mental retardation, M. “Mosaic – Synthesis”, 2007.

Morozova I.A., Pushkareva M.A. “Preparation for learning to read and write” For working with children 6 - 7 years old with mental retardation, M. “Mosaic - synthesis”, 2007

Ekzhanova E.A., Strebeleva E.A. Program of preschool educational institutions of a compensatory type for children with intellectual disabilities “Correctional and developmental education and upbringing.” M. "Enlightenment", 2005

Chirkina G.Ya., Filicheva T.B. “Elimination of general speech underdevelopment in preschool children.” M. "Iris - press", 2007

Chirkina G.Ya., Filicheva T.B. “Program for corrective education of children with general speech underdevelopment.” M. 1988

Filicheva T.B. , Chirkina G.Ya. “Preparation for school of children with general speech underdevelopment in a special kindergarten.” First year of study, M., "Alpha", 1993

Filicheva T.B. , Chirkina G.Ya. “Preparation for school of children with general speech underdevelopment in a special kindergarten.” Second year of study, M., "Alpha", 1993

Zhukova S.N., Mastyukova E.M., Filicheva T.B. “Overcoming speech delay in preschool children,” M., “Prosveshcheniye,” 1973.

Filicheva T.B., Cheveleva N.A. “Speech therapy work in a special kindergarten”, M., “Prosveshchenie”, 1987.

1. 
   Organization of the stay of children in an educational institution

2.1 Description of the daily organization of children’s lives and activities, depending on their age and individual characteristics and the social order of their parents, providing for personality-oriented approaches to the organization of all types of children’s activities.

The daily routine corresponds to the age characteristics of children and contributes to their harmonious development. The maximum duration of continuous wakefulness for children 3-7 years old is 5.5-6 hours, up to 3 years old - in accordance with medical recommendations.

1. The daily duration of children’s walks is at least 4 – 4.5 hours. The walk is organized 2 times a day: in the first half - before lunch and in the second half of the day - after a nap or before the children go home. When the air temperature is below minus 15 0 C and the wind speed is more than 7 m/s, the duration of the walk is reduced. The walk is not carried out when the air temperature is below minus 15 0 C and the wind speed is more than 15 m/s for children under 4 years old, for children 5-7 years old when the air temperature is below minus 20 0 C and the wind speed is more than 15 m/s.

2. The total duration of daily sleep for preschool children is 12 - 12.5 hours, of which 2.0 - 2.5 are allocated to daytime sleep.

For children from 1.5 to 3 years old, daytime sleep is organized once for at least 3 hours. For children from 3 to 7 years old, daytime sleep is organized once for 2.5 hours.

3. When implementing the educational program of a preschool educational institution for toddlers from 1 year to 3 years old, no more than 10 lessons per week are planned (speech development, didactic games, movement development, music classes) lasting no more than 8-10 minutes. Educational activities are carried out in the first and second half of the day (8-10 minutes each). In the warm season, educational activities are carried out on the site during a walk.

The maximum permissible volume of a weekly educational load, including additional education activities, for preschool children is: in the younger group (children of the fourth year of life) - 11 lessons, in the middle group (children of the fifth year of life) - 12, in the senior group (children of the sixth year of life) year of life) - 15, in preparatory (children of the seventh year of life) - 17 lessons.

The maximum permissible number of classes in the first half of the day in the junior and middle groups does not exceed two classes, and in the senior and preparatory groups - three. The duration of GCD for children of the 4th year of life is no more than 15 minutes, for children of the 5th year of life – no more than 20 minutes, for children of the 6th year of life – no more than 25 minutes, and for children of the 7th year of life – no more than 30 minutes. In the middle there is a physical training session. Breaks between NODs are at least 10 minutes.

GCD for children of middle and senior preschool age can be held in the afternoon, but not more than 2-3 times a week. The duration of the NOD is no more than 20-30 minutes, depending on the age of the children. In the middle of a static activity, a physical education session is carried out.

ECD for additional education (studios, clubs, sections, etc.) for preschool children is carried out in the afternoon:

• 
  for children 4 years of age - no more than once a week for no more than 15 minutes;
• 
  for children 5 years of age - no more than 2 times a week for no more than 25 minutes;
• 
  for children 6 years of age - no more than 2 times a week for no more than 25 minutes;
• 
  for children 7 years of age - no more than 3 times a week for no more than 30 minutes.

The scope of medical and health work and correctional assistance for children (physical therapy, massage, classes with a speech therapist, a psychologist, and others) is regulated individually in accordance with medical and pedagogical recommendations.

In the middle of the year (January), vacations are organized for pupils of preschool groups, during which educational activities are carried out only in the aesthetic and health cycle (music, sports, fine arts).

Approximate total permissible volume of educational load and the ratio of parts of joint educational activities of adults and children (invariant part)

AGE GROUP OF CHILDREN FROM 3 TO 4 YEARS OLD

Physical development

Educational area	Educational activities carried out during restricted periods (in accordance with SanPiN),in minutes			in minutes
Physical culture	Morning exercises	5	25		40 per week or 8 minutes a day
		20
Health		5	5	Formation of cultural and hygienic skills, self-care skills during the day	10 per week or 2 minutes a day
Duration	25 minutes a day			50 minutes per week or 10 minutes a day
	Total: 25 minutes + 10 minutes = 40 minutes per day

Educational area	in minutes		Direct educational activities (instead of the traditional educational block, in accordance with SanPiN), in minutes
Communication	In all types of activities
	Reading while walking	5	Reading to children thin. literature, conversations about what has been read, memorization, etc.	30 per week or 6 minutes a day
Cognition	Observation on a walk	5	Observation, educational and didactic games, guessing riddles, etc.	15 per week or 3 minutes a day
		5
	Total:	10
Horizon	Observation while walking	5	Conversations, observations, looking at albums and paintings, reading to children, didactic and role-playing games, etc.	15 per week or 3 minutes a day
	Conversation on a walk	5
	Total:	10
Duration	25 minutes a day		60 minutes per week or 12 minutes a day
	Total: 25 minutes + 12 minutes = 37 minutes a day

Educational area	Educational activities carried out during restricted periods (in accordance with SanPiN),in minutes		Direct educational activities (instead of the traditional educational block, in accordance with SanPiN), in minutes
Music		5	Traditional types of musical activities, theatrical games in the music hall and group room, holidays, etc.	30 minutes per week or 6 minutes a day
Artistic creativity		5		55 minutes per week or 11 minutes a day
Duration	10 minutes a day		85 minutes per week or 17 minutes a day
	Total: 10 minutes + 17 minutes = 27 minutes a day

Social and personal development

Educational area	Educational activities carried out during restricted periods (in accordance with SanPiN),in minutes		Direct educational activities (instead of the traditional educational block, in accordance with SanPiN), in minutes
Socialization	Role-playing games on a walk	5	Role-playing games, conversations, reading to children. literature, observation, conversations, excursions, etc.	15 minutes per week or 3 minutes a day
Work	Work while walking	5	Observation of adult labor, work in nature, household work, etc.	15 minutes per week or 3 minutes a day
Safety			Conversation, reading to children, observation, practical activities, games-situations, etc.	5 minutes per week or 1 minute a day
Duration	10 minutes a day		35 minutes per week or 7 minutes per day
	Total: 10 minutes +7 minutes = 17 minutes a day

Physical development (40 minutes) + Artistic and aesthetic development (27 minutes) = 67 minutes = 55% of the total educational load.

Cognitive and speech development (37 minutes) + Social and personal development (17 minutes) = 54 minutes = 45% of the total educational load.

The total amount of time is 121 minutes = 2 hours.

AGE GROUP OF CHILDREN FROM 4 TO 5 YEARS OLD

Physical development

Educational area	Educational activities carried out during restricted periods (in accordance with SanPiN),in minutes			Direct educational activities (instead of the traditional educational block, in accordance with SanPiN), in minutes
Physical culture	Morning exercises	8	28	Outdoor games, physical exercises, sports games and other types of physical activity in the gym and outdoors	50 per week or 10 minutes a day
	Outdoor games and exercise while walking	20
Health	Hardening after a nap	7	7	Conversations about a healthy lifestyle, hardening activities, the formation of cultural and hygienic skills, self-care skills during the day	10 per week or 2 minutes a day
Duration	35 minutes a day			60 per week or 12 minutes a day
	Total: 35 minutes + 12 minutes = 47 minutes per day

Cognitive and speech development

Educational area	Educational activities carried out during restricted periods (in accordance with SanPiN),in minutes		Direct educational activities (instead of the traditional educational block, in accordance with SanPiN), in minutes
Communication	In all types of activities
Reading fiction to children	Reading while walking	7	Reading to children thin. literature, conversations about what has been read, memorization, etc.	40 per week or 8 minutes a day
Cognition	Observation on a walk	7	Cognitive and research activities of children (experimentation, observation, educational and didactic games, guessing riddles, etc.)	20 per week or 4 minutes a day
	Didactic games for a walk	7
	Total:	14
Horizon	Observation while walking	7	Conversations, observations, looking at albums and paintings, reading encyclopedic literature to children, didactic and role-playing games, etc.	20 per week or 4 minutes a day
	Didactic games for a walk	7
	Total:	14
Duration	35 minutes a day		80 minutes per week or 16 minutes a day
	Total: 35 minutes + 16 minutes = 51 minute a day

Artistic and aesthetic development

Educational area	Educational activities carried out during restricted periods (in accordance with SanPiN),in minutes		Direct educational activities (instead of the traditional educational block, in accordance with SanPiN), in minutes
Music	Musical activities while walking	5	Traditional types of musical activities, theatrical games in the music hall and group room, holidays, etc.	40 minutes per week or 8 minutes a day
Artistic creativity	Fine art activities, construction while walking	10	Workshop (drawing, modeling, applique, manual labor, design)	70 minutes per week or 14 minutes a day
Duration	15 minutes a day		110 minutes per week or 22 minutes per day
	Total: 15 minutes + 22 minutes = 3 7 minutes a day

1. Boryakova N.Yu. Steps of development. Early diagnosis and correction of mental retardation. - M., 1999.

2. Boryakova N.Yu. Formation of prerequisites for schooling in children with mental retardation. - M., 2003.

3. Vlasova T.A. Every child receives proper conditions of upbringing and education. - In the book: Children with temporary developmental delays. - M., 1971.

4. Children with mental retardation / Ed. G.A. Vlasova, V.I. Lubovsky, N.A. Tsypina. - M., 1973.

5. Diagnosis and correction of mental retardation in children / Ed. S.G. Shevchenko. - M., 2001.

6. Ekzhanova E.A. Mental retardation in children and ways of its psychological and pedagogical correction in a preschool setting // Education and training of children with developmental disorders, 2002, No. 1.

7. "Origins". The concept of a basic development program for a preschool child. Novoselova S.L., Obukhova L.F., Paramonova L.A., Tarasova T.V. - M., 1995.

8. Mamaichuk I. I. Psychocorrectional technologies for children with developmental problems. - St. Petersburg, 2003.

9. “On the psychological, pedagogical and social rehabilitation of persons with disabilities in the education system. The concept of reforming the special education system." Decision of the Board of the Ministry of General and Professional Education of the Russian Federation of February 9, 1999 No. 3/1.

10. On hygienic requirements for the maximum load of preschool children in organizational forms of education. Instructional and methodological letter of the Ministry of Defense of the Russian Federation dated March 14, 2000 No. 65/23-16.

11. On introducing amendments and additions to the Standard Regulations on a Special (Correctional) Educational Institution for Students and Pupils with Developmental Disabilities. Letter of the Ministry of Defense of the Russian Federation dated March 10, 2000 No. 212.

12. Ulienkova U.V., Lebedeva O.V. Organization and maintenance of special psychological assistance to children with developmental problems. - M., 2002.

13. Shevchenko S.G. Correctional and developmental training: organizational and pedagogical aspects. Method, manual for teachers of correctional and developmental education classes. - M.: VLADOS, 1999.

The textbook reveals at the modern level the basic psychological concepts, the leading patterns of mental development of children and methods of studying the child’s psyche. Basic ideas about deviations in the mental development of a child are outlined. The main methods of psychological prevention and psychological correction of mental and behavioral disorders in children are presented. The book will be indispensable as a teaching aid for students of pedagogical and medical educational institutions studying psychological disciplines, students of educational institutions of the postgraduate education system.

It is of undoubted interest for practical psychologists, social educators, teachers of preschool institutions and schools, doctors - child psychiatrists, psychotherapists, pediatricians and everyone who is concerned about the issues of psychological well-being and harmonious personal development of children.

The guidelines for conducting a psychological examination of preschool children to determine readiness for school present methods for diagnosing the main components of a child’s school maturity. Particular attention is paid to the methodology for drawing up a psychological report based on the results of the examination, and some recommendations are given to increase the child’s level of readiness for school.

Introduction

The manual “Preparing children with mental retardation for school,” developed by order of the Ministry of Education of the Russian Federation, consists of two books. The first book 1 reveals the organizational aspects of the system of correctional and developmental training and education of this category of children, provides explanatory notes to the programs and the programs themselves (authors S.G. Shevchenko, R.D. Triger, I.N. Volkova, G.M. Kapustin).

When considering issues related to preparing children with mental retardation (hereinafter referred to as MDD) for school, it is necessary to understand that the main task is to increase the level of mental development of the child: intellectual, emotional, social.

Preparation for school is not carried out so that a child with mental retardation can master some of the material from primary school at an earlier stage of senior preschool age. Without this preparation, such a child at the initial stage of education will not master the necessary knowledge, skills, and methods of educational work, and therefore will not be able to remain in the traditional education system.

The formation of preschool knowledge and ideas, as well as methods of activity, is considered not as an end in itself, but as one of the means of mental development of the child and the cultivation of positive personality traits. In this case, general tasks are set:

G- create the opportunity for a child with mental retardation to carry out meaningful activities in conditions that are optimal for his comprehensive and timely mental development;

ensure the protection and promotion of his health;

carry out correction (correction or weakening) negative
new development trends;

5* stimulate and enrich development in all activities

(cognitive, gaming, productive, labor); >conduct prevention (prevention) of secondary developmental deviations and learning difficulties at the initial stage. The unity of these areas ensures the effectiveness of correctional and developmental education and preparation for school of children with mental retardation.

1 See: Preparing children with mental retardation for school. Book 1/ Generally ed. S.G. Shevchenko. - M.: School Press, 2003.

^ W&™

notes that the main goal of the course is the comprehensive development of a child with mental retardation: the development of curiosity and mental operations. The main means of intellectual education of a child and his personal qualities is the organization of subject-related practical activities. The educational material in the classroom is not given in a ready-made form, but is introduced on the basis of an activity-based approach, i.e. Children “discover” connections and relationships between objects through analysis, comparison, and identification of significant relationships.

The program of the preschool course for the development of speech (phonemic) perception and preparation for learning to read and write (author - R.D. Triger) sets the following tasks: development of interest and attention to the word, to the speech (your own and those around you); enrichment of the vocabulary, development of the grammatical structure of speech, coherent speech skills based on the speech experience of a child who is a native speaker. The author of the program uses the method of sound analysis of words, as well as speech therapy techniques for differentiating sounds, helps to prevent errors in reading and writing.

The author of the program “Acquaintance with the surrounding world and development of speech” (S.G. Shevchenko) sees the most important goal of the course in expanding and systematizing the knowledge and ideas of children with mental retardation about the world around them, based on the child’s life experience. In accordance with the program, the preschooler gets acquainted with a holistic picture of the world (this course presents the content of two educational areas - natural sciences and social studies). Children accumulate knowledge and ideas about natural and social objects and phenomena in the process of direct observations and practical activities, consolidate and expand them in didactic and role-playing games. In the course of discussing observed objects and phenomena, children learn to analyze their observations, compare, generalize, and come to certain judgments and conclusions. During classes on familiarization with the outside world and speech development, children's vocabulary is activated and coherent speech skills are formed.

A significant place in preparing children with mental retardation for school is occupied by the program “Acquaintance with Fiction” (author - I.N. Volkova), aimed at developing preschoolers’ skills in perceiving works of various genres. The program promotes the development of creativity through various types of productive activities.

Classes are structured in accordance with the daily routine in kindergarten and | curriculum presented below.

Approximate daily routine in kindergarten

	Time by
		preparatory
Reception of children in a group (at the site), examination, games, morning exercises
Preparation for breakfast, breakfast
Preparing for classes (for a walk)
Classes (including breaks) frontal and / or subgroup"
Children's free activity, play
Preparing for a walk, walk
Preparing for lunch, lunch
Getting ready for bed, naps
Getting up, toilet, free activity, games
Frontal group activities and/or games
Preparing for afternoon tea, afternoon tea
Free activities, games, individual correctional classes
Individual correctional and developmental work of a teacher
Preparing for a walk, walk, children going home

1 Individual classes with a speech therapist, psychologist, and defectologist are held from 10.35 to 12.20 in the senior group, from 10.35 to 12.30 in the preparatory group.

The approximate daily routine (cold period) indicates the total duration of all types of children's activities, including breaks. Depending on the content, the duration of different classes organized by a speech pathologist and educator, as well as a music director and the head of physical education, can be different - from 20 to 30 minutes.

Training in classes in senior and preparatory groups

	Type of occupation	Senior (1st preparatory group)	Preparatory (II preparatory group)
	Familiarization with the outside world and speech development (integrated course)
	Introduction to fiction
	Development of speech (phonemic) perception
	Preparing for literacy
	Development of elementary mathematical concepts
	Visual activities: drawing, sculpting, design/applique	2(в«) kb) 1(в)	2 (c) kb) 1(c)
	Musical and rhythmic classes
	Physical education classes

1 Defectologist.

2 Educator.

The second book of the manual presents approximate thematic planning of classes with children 5-6 and 6-7 years old on familiarization with the outside world and speech development (authors - S.G. Shevchenko, R.V. Bylich, I.A. Kuznetsova), development speech (phonemic) perception and preparation for learning to read and write (authors - R.D. Triger, I.N. Volkova), familiarization with fiction (author - I.N. Volkova), development of elementary mathematical concepts (authors - I.K. Belova, G.N. Maksimova).

AWARENESS WITH THE AROUND WORLD AND SPEECH DEVELOPMENT

Sixth year of life

(2 lessons per week, 64 lessons in total)

When working with children of the first preparatory (senior) group, significant attention should be paid to the topic “Properties of objects. Arrangement of objects in space." The formation of spatial concepts and practical skills to navigate in space in children of the sixth year of life is carried out at each lesson, regardless of what new concept (color, shape, size) is being developed during this period.

The study of the topics “Native Nature”, “Plants”, “Animals” should be closely linked with direct observations in nature, which are organized by the teacher. It is important to teach children to identify identifying features in natural objects by which the child can easily recognize them and name them correctly.

When studying the section “Acquaintance with the immediate environment,” the work should be aimed not so much at expanding the vocabulary (children easily remember the names of specific objects), but at the formation of generalizing concepts. Therefore, it is necessary to organize practical activities for preschoolers to create groups, select generalizing words, eliminate “extra” items, and also create new groups with these “extra” items.

	Lesson topic	Equipment, didactic games and exercises
Properties of objects. Arranging objects in space (12 lessons)
	Color of objects. Primary colors - red, yellow, blue, their distinction and naming. Be able to select objects from the environment that are similar in color to the color of the sample. Practice distinguishing between the right and left arms, legs, other parts of the body and face of a person. Concepts right- left.	Equipment: illustrations from the series “Miracles of Knowledge” (14), notebook “Objects around us” (12). Didactic games:“Color Lotto”, “Football Player” (1).

	Yellow, red, orange. Items are orange. Distinguishing yellow, red, orange colors, their names. Formation of the technique of comparing objects by color (attaching closely, comparing with a sample). Strengthen the recognition of geometric shapes (square, rectangle, circle). Concepts top- bottom.	Equipment: geometric figures, illustrative material from the series “Miracles of Knowledge” (14), notebook “Objects around us” (12). Didactic games:“Fill in the empty cells”, “Where are the figures?” (2).
	Color of objects. Getting green. Distinguishing yellow, blue, green colors. Reinforcing the technique of comparing objects by color (attaching closely, comparing with the background and sample).	Equipment: illustrations of fruits, berries, vegetables, dummies of fruits and vegetables, drawings from the series “Miracles of Knowledge” (14). Didactic games:"Colorful water", "Colored houses".
	Geometric shapes. Strengthen the recognition of geometric shapes: triangle, square, circle, oval. Learn to correlate geometric shapes (circle - oval) with fruits and vegetables that completely coincide in shape with the indicated shapes. Introduce concepts front- behind.	Equipment: notebook “Objects around us” (12). Didactic game:“Parsley guesses” (11).
	Color of objects. Purple color. Practice distinguishing between purple, blue, and red colors. Concepts inside, outside, around,between.	Equipment: illustrative material from the series “Miracles of Knowledge”, (section “Color”) (14). Handout: contour image of an eggplant. Didactic games:“Help Dunno collect a bouquet” (5), “Hide the mouse from the cat”
	Geometric shapes. Fixing the names of geometric shapes (circle, square, rectangle, triangle, oval). Construction from sticks and threads. Reinforce concepts top- bottom, right- left.	Equipment: geometric shapes, sticks, threads. Didactic games:“Find out by description” (1), “What is below, above, next to?” (5).

	Color of objects. Consolidating the ability to correctly name learned colors. Learn to select objects (object pictures) that are the same color as the sample. Consolidating knowledge of the names of geometric shapes (triangle, square, rectangle).	Equipment: color table, multi-colored subject pictures. Didactic games:“Find a flower for the butterfly” (5), “Each figure in its place” (6).
	Shape of objects. Distinguish between round and oval shaped objects (using fruits and seeds). Correlate geometric shapes with the shape of real objects and their images.	Equipment: illustrative material from the series “Miracles of Knowledge”, (section “Forms”) (14), notebook “Objects around us” (12). Didactic games:“Select by shape” (3), “Compare objects” (3).
	The size of objects. Comparison of objects by size. Finding objects of a given shape and size. Concepts under, above, next to,towards each other.	Equipment: illustrative material from the notebook “Objects around us” (12). Didactic gamesry:“Who will roll the ribbon sooner?” (5), “Build a gate” (5).
	Color, shape, size of objects. Discrimination of studied geometric shapes. Selection of pairs of objects identical in color and size, color and shape, size and shape	Didactic games:“Whose house?” (5), “Take a picture” (5), “Where is the bunny going?” (5).
	Geometric shapes. Learn to analyze the spatial position of geometric shapes; highlight characteristics of color, shape, size.	Equipment: notebook “Objects around us”, geometric shapes. Didactic game:“Help me embroider a rug” (5).
	Color of objects. Strengthen the recognition of the studied colors and names; distribute objects into groups by color and shape”, learn to classify objects.	Equipment: cards of studied colors, picture objects, notebook “Objects around us”. Didactic game:“Guess what vegetables are in the korzk e"(5).

Native nature (17 lessons)
	Autumn(beginning of autumn). Strengthen children's knowledge about the seasons. Systematize ideas about autumn based on examining plot pictures containing distinctive features (decreasing day length, cooling, frequent rains). To consolidate children's knowledge about yellow, green, red colors in nature.	Equipment: autumn leaves, painting “Autumn”. Didactic games:“Recognize by color” (7), “What time of year?” (7).
	Trees and shrubs in autumn. Expand and clarify children’s concepts about the plants of their immediate environment, introduce them to changes in the life of plants in the fall (ripening of fruits and seeds, wilting of flowers and herbs, change in color of leaves on trees and shrubs).	Equipment: leaves from trees, painting “Forest”. Didactic games:“What has changed?” (8), “Call me kindly” (8), “Which branch are the kids from?” (8).
	Mushrooms. Introduce children to mushrooms. Give the concepts: edible, inedible. Clarify children's understanding of the importance of forests in human life. Foster a caring attitude towards nature.	Equipment: dummies of mushrooms, drawings of mushrooms. Didactic games:“Loto inserts” (5), “When does this happen?” (5).
	Flowers in autumn. Introduce children to autumn flowers, the meaning of flowers in human life, structure (root, stem, leaf, flower).	Equipment: fresh flowers and their illustrations. Didactic games:“Which branch are the kids from?” (8), “Help Dunno collect a bouquet” (5).
	Mid-autumn. Clarify and expand ideas about autumn, its signs (further decrease in day length, cold rains, leaf fall). Plant protection in autumn.	Equipment: painting "Falling Leaves". Didactic games:“When does this happen?” (5), “Loto inserts” (5).
	Late autumn. Strengthen children's knowledge about autumn. Name of the autumn months. Late autumn (pre-winter): further decrease in day length, cold rains, frosts. Introduce children to the life of domestic and wild animals in the fall.	Equipment: painting "Autumn". Didactic games“When does this happen?” (5), “What time of year is it?” (5)

34. Shevchenko S.G. Preparing children with mental retardation for school. – M., 2004.

Application

Proverbs and tasks for the development of logical thinking

Proverbs

Without letters and grammar one cannot learn mathematics.

Don't be hasty with your language, and don't be funny with your deeds.

Seven nannies have a child without an eye.

Seven troubles - one answer.

Seven do not wait for one.

Measure seven times, cut once.

Word games.

My father's son, not my brother. Who is this? (Myself)

What number is written in three letters and three numbers? (One hundred – 100)

You, me, you and me. Are there many of us? (Two)

Mother with daughter, daughter with mother, grandmother with granddaughter.

Are there many of them? (Three – grandmother, daughter, granddaughter)

One pours, another drinks, the third turns green and grows. (Rain, earth, wheat)

Three horses ran 30 kilometers. Since each horse ran kilometers? (30 kilometers each)

For which one cannot find either a beginning or an end. (At the ring)

How to divide 5 apples between five children so that each gets an apple and one apple remains in the basket? (One takes an apple along with the basket)

We, friends, taught in childhood

Our alphabet from A to Z...

There is great power in letters,

When can we read them?

It's all just a matter of where and how

Each sign is placed in the word.

S. Mikhalkov “ABC”

Sticks, hooks, squiggles, dots

They ran in a crowd and alone.

They quarreled, made peace, jumped around doing nothing.

Finally, they got tired of living without anything to do.

And someone smart and serious said to them:

It's never too late to get started.

We hear many different sounds everywhere,

But for them there are still no signs - letters.

Hey, hooks and dots, dashes, circles!

Get together, line up

And walk together

On a piece of paper!

The little devils obeyed, stopped fighting,

They turned into the necessary, correct signs.

They became clear printed letters for everyone.

And then skip

Let's run to the book!

E. Izmailov. "How the letters appeared"

Letters are icons, like soldiers in a parade,

They lined up in a strict order,

Everyone stands in the appointed place,

And the series is called the alphabet.

Thirty-three sisters,

Beautiful writings,

They live on the same page,

And they are famous everywhere.

They are rushing to you now,

Dear sisters,

We ask all the guys very much

Make friends with us!

A, B, C, D, D, E, G –

We rolled up on the hedgehog!

Z, I, K, L, M, N, O –

They climbed out the window together.

P, R, S, T, U, F, X –

They saddled the rooster.

Ts, Ch, Sh, Shch, E, Yu, I –

So they are all friends!

Five sisters were late -

Of course, you recognized them?

(Ё, й, Ъ, ы, ь).

Check them out, kids!

Here they are, standing side by side.

It's very bad to live in the world

For those who are not familiar with them.

B. Zakhoder. "Song - ABC"

What's happened? What's happened?

The alphabet fell off the shelf.

Painfully sprained my leg

Capital letter M.

G hit a little

It completely fell apart!

The letter U has lost its crossbar!

Finding herself on the floor, she broke U's tail!

F, the poor thing is so swollen, -

No way to read it!

The letter P is turned upside down -

Turned into a soft sign!

The letter C has completely closed -

Turned into the letter O.

Letter A, when she woke up, did not recognize anyone.

S. Mikhalkov. "ABC"

Vowel sounds

Stressing over a vowel can make the letter clear.

If the vowel letter is in doubt,

You put it under stress immediately.

Consonants

So that there are fewer unclear cases

And so that there are no bad answers,

Listen to the sound of consonants,

In order not to confuse voiced and deaf...

Dull sounds are fidgets,

They don't want to live in peace.

They strive for a loud neighbor

Stun at all costs.

ABOUT! how terrible and dangerous it is for us to write the letter T in vain!

But everyone knows how lovely it is

We T write when appropriate!

Hard and soft signs.

A soft sign is a cunning sign.

No way to say it

It's not pronounced

But the word is often asked.

Why is the house at a corner

Turned straight into coal

No fire just like that?

This was a soft sign.

It's not that hard for us to do

So that the ship does not run aground.

Cross out the soft sign -

And the waterway is free.

Ships, sail boldly!

It became stranded like a piece of chalk!

E. Izmailov. "Letter soft sign"

Aren't you too kind? -

So the Hard sign said to the Soft sign.

You always strive to soften words and letters.

No, you're not fit for the alphabet!

Who would speak, but you should have kept quiet! -

The Soft sign answered this to the Hard sign.

You are hard and rough, like a knotted oak.

It's time, long ago, like the letter YAT,

Take you out of the alphabet...

Friends! Your conversation is worthless words, -

Hearing this argument, the letter A said.

You are both good, you are both worthy of honor,

When you are in the right place.

Composition of the word

The word is divided into parts

Oh, what happiness this is!

Everyone can be literate

Make a word from parts!

They live in the world, helping people,

Prefixes through -, from -, through -, once - and without -,

But the sound of a dull consonant greets them,

And we write them only with the letter S.

Capital letter

She said to her dear sister:

Here you are, sister, neighbor,

You are often in capitals,

And I am terribly rare.

Well, rarely - that's not a problem.

Other letters - never!

And are there many of them?

Yes, as many as three:

A sister and two brothers with her.

That's what they call...

Don't say...

Tell me guys!

(Ъ - er, b - er, Y - ery - that’s how these letters were called before.)

An ordinary letter suddenly grew.

Grew taller than the letters - friends.

Looking with respect at your friend’s letter,

But why, for what merit?

The letter didn’t want to grow on its own,

The letter is entrusted with an important task,

It is put into words for a reason and not simply

The letter is so tall.

The letter is placed at the beginning of the line,

So that everyone will notice the beginning.

First name and last name are written with it,

So that they can be more visible and visible.

To sound loud and proud

Your name, the name of the street, the city.

A big letter is not a trifle at all,

The capital letter is a sign of respect.

E. Izmailov.

The day has come into its own,

Words knocked on the door.

I opened it for them. What kind of miracle?

There are twins in front of me.

I asked them: where are you from?

Have you shown up, well done?

The words answered me:

“We assure you, head,

As before meeting with us

You had for sure.

We are words from Russian speech,

From the native language.

They write us the same way,

They hear us equally.

But not only appearance is important,

So take your time,

Haste is not always necessary

You get to the meaning.

Like a filling

The meaning is hidden in the middle.

Despite similar faces,

We are far away in meaning.

Outdated words

Words that were once important now look with longing:

They are in paper volumes, they retire to their paper houses...

Unnecessary words go to rest.

And the right words remained at hand.

They are always needed, they are always important

And there is no replacement or change for them.

Adjective

I define objects

He and I are very noticeable.

I decorate your speech

You need to know me, take care of me!

There are words in the world that are necessary and different,

With them, everyone’s speech is brighter when answering,

I will name the characteristics of objects as important.

I have six servants,

Agile, daring.

And everything I see around me is

I know everything from them.

They are at my call

Are in need.

Their names are How and Why,

Who, What, When and Where.

R. Kipling.

I hid the dolls, I don’t want to play.

I don’t have much time - I’m learning letters.

From them I make up words myself

I read it myself: firewood and grass.

Firewood is in the yard, and grass is in the meadow.

S. Marshak.

PREPARATION

TO CHILDREN'S SCHOOL

WITH DELAY

MENTAL

DEVELOPMENT

Approved by the Ministry of Education of the Russian Federation

Readiness of children with mental retardation to study at school

Organization of correctional and developmental education and preparation for school for children with mental retardation

Programs for correctional and developmental education and preparation for school for children with mental retardation

Moscow _________

"School Press"

“Raising and teaching children with developmental disorders. Journal Library"

II half of 2003

Cand. ped. sciences; , Ph.D. psychol. sciences; , Ph.D. ped sciences; , teacher-defectologist, preschool educational institution

Reviewers:

Cand. psychol. sciences; ML. Kasitsina, methodologist of the State Educational Institution “Compensatory Kindergarten”.

Preparing children with mental retardation for school. Book 1/Under the general editorship. . - M.: School Press, 2003. - 96 p. (“Education and education of children with developmental disorders. Journal library.” Issue 12).

The manual was developed by order of the Ministry of Education of the Russian Federation.

The first book reveals the issues of organizing correctional and developmental education and training of older preschoolers with mental retardation, presents programs for introducing children to the world around them and developing speech, familiarizing them with fiction, developing speech (phonemic) perception and preparing for literacy, development of elementary mathematical concepts. The programs are built on the basis of successive connections between the preschool and primary levels of the continuous education system and have been tested for many years.

The second book contains thematic lesson planning.

Approved by the Ministry of Education of the Russian Federation.

Introduction

Methodological manual “Preparation for school of children with mental retardation”, developed by order of the Ministry of Education of the Russian Federation within the framework of the scientific sectoral program “Scientific, methodological, material, technical and information support of the education system” by a team of scientists from the Institute of Correctional Pedagogy of the Russian Academy of Education and practical defectologists GOU No. 000, No. 000 in Moscow, is intended for the work of defectologists in special (correctional) groups of preschool educational institutions of compensatory and combined types.

The manual contains methodological recommendations for organizing correctional and developmental education and preparation for school for children with mental retardation (MDD), original school preparation programs for children with mental retardation (5-6 and 6-7 years old), as well as classes for the year (thematic planning ) indicating the equipment, didactic and role-playing games, and techniques used.

The content of correctional and developmental work with preschoolers, presented in the manual, has been widely and many years tested in preschool institutions in Moscow and many regions of the Russian Federation: in Samara and the Samara region, in Ryazan, Veliky Novgorod, Penza, Tyumen, Noyabrsk, Kurgan, Novy Urengoy, Megion, etc.

Programs and teaching materials for preparing children with mental retardation for school are based on modern approaches to organizing continuous connections between the preschool and primary levels of the lifelong education system. The authors of preschool training programs for children with mental retardation are the authors of stable standard programs for the initial stage of correctional and developmental education for children with mental retardation, operating in the country since 1982.

Programs for preschool training of children with mental retardation contain propaedeutic courses that promote successful mastery of subject programs for primary school.

As noted by the author of the program for the formation of elementary mathematical concepts (preschool training in mathematics for children of the fifth to seventh year of life), candidate of pedagogy. sciences in the explanatory note to the program, the main goal of the course is the comprehensive development of the child: the development of curiosity, mental operations. The main means of intellectual education of a child and his personal qualities is the organization of subject-related practical activities. Educational material is not given in a ready-made form, but is introduced on the basis of an activity-based approach, i.e., children “discover” connections and relationships between subjects through analysis, comparison, and identification of significant relationships.

The program for the development of speech (phonemic) perception and preparation for learning to read and write (the author) sets the following tasks: developing interest and attention to the word, to speech (your own and those around you); vocabulary enrichment; development of the grammatical structure of speech, coherent speech skills based on the speech experience of a child who is a native speaker. The author of the program uses the method of sound analysis of words, as well as speech therapy techniques for differentiating sounds, helps to prevent errors in reading and writing. This program for children of the sixth-seventh year of life is the initial link of a continuous course of the so-called end-to-end program “Teaching literacy - Russian language - reading - literature for [-IX grades", created in the system of correctional and developmental education.

The author of the program for preschoolers “Familiarization with the outside world and development of speech” () sees the most important goal of the course in expanding and systematizing the knowledge and ideas of children with mental retardation about the world around them, based on the child’s life experience. The child gets acquainted with a holistic picture of the world (this course presents the content of two educational areas - natural sciences and social studies). Children accumulate knowledge and ideas about natural and social objects and phenomena in the process of direct observations and practical activities, and expand them in didactic and role-playing games. In the course of discussing observed objects and phenomena, children learn to analyze, compare, generalize, and come to certain judgments and conclusions. During classes on familiarization with the outside world and speech development, children's vocabulary is activated and coherent speech skills are formed.

A significant place in preparing children with mental retardation for school is occupied by the program “Acquaintance with fiction (author), aimed at developing the child’s skills in perceiving works of various genres. The program promotes the development of children's creative activity through various types of productive activities.

The main task of preparing children with mental retardation for school is to increase the level of mental development of the child: intellectual, emotional, social.

Preparing a child with mental retardation for school is carried out with the goal of helping him at the initial stage of education to master the necessary knowledge, skills, methods of educational work and adapt to the traditional education system. The formation of preschool knowledge and ideas, as well as methods of activity, is considered not as an end in itself, but as one of the means of mental development of the child and the cultivation of positive personality traits.

When preparing children with mental retardation for school, general tasks are set:

Creating opportunities for a child with mental retardation to carry out meaningful activities in conditions that are optimal for his comprehensive and timely mental development;

Ensuring the protection and promotion of child health;

Correction (correction or weakening) of negative development trends;

Stimulating and enriching development in all types of activities (cognitive, gaming, productive, labor);

Prevention (prevention) of secondary developmental disorders and learning difficulties at the initial stage.

The unity of these areas will ensure the effectiveness of correctional and developmental education and preparation for school of children with mental retardation.

READINESS OF CHILDREN WITH MENTAL DEVELOPMENT RETARDS FOR STUDYING IN SCHOOL

According to the Ministry of Education of the Russian Federation, among children entering first grade, over 60% are at risk of school, somatic and psychophysical maladjustment. Of these, about 35% show obvious neuropsychiatric disorders even in the junior group of kindergarten. The number of primary school students who cannot cope with the requirements of the standard school curriculum has increased by 2-2.5 times over the past 20 years, reaching 30% or more. A special place among such children is occupied by children with mental retardation (MDD).

The causes of mental retardation in children have now been studied quite deeply and comprehensively, and are well known to a wide range of specialists in various fields: neurologists, child psychiatrists, physiologists, psychologists, and speech pathologists. The poor somatic and neuropsychic health of preschool children (in 2000, 10% of children were considered healthy) becomes one of the reasons for their difficulties in adapting to school stress. A characteristic feature of such children is their lack of readiness for schooling.

Reasons for reduced readiness of children with mental retardation for schooling

During preschool childhood, intensive mental development of the child occurs. During the first 6-7 years of life, a child masters all basic types of human actions, masters detailed coherent speech, and establishes relationships with peers and adults. His cognitive activity is formed: voluntary attention improves, various types of memory develop, and he gradually masters verbal and logical thinking.

An important feature of the mental development of a preschooler is that the knowledge, actions, and abilities he acquires are of great importance for his future development, including for successful schooling.

Forming readiness for learning at school is an important task of all educational work with preschoolers, aimed at their comprehensive development - physical, mental, moral, aesthetic.

It should be noted that the level of readiness for schooling of children raised in the same conditions of a preschool institution is not the same. With great variability in the individual indicators of the psychological readiness of preschoolers to begin systematic education, a category of children characterized by an insufficient level of so-called school maturity is distinguished. Among them, children with mental retardation especially stand out.

Psychological and pedagogical observations of five- to six-year-old children with mental retardation and their clinical study (G. M. Kapustina, etc.) revealed a number of features of the mental development of such children.

The variety of development options for a preschool child depends on a number of conditions and reasons, among which the most prominent are:

1. Social situation of the child’s development (circle of communication and the nature of the relationship “adult - child”, “child - child” in the family, society as a whole, etc.)

The following factors have a negative impact on the development of a child:

Lack of communication with surrounding adults, as a result of which stimulation of the development of emotional, cognitive processes, and speech is not provided during periods when communication is the leading activity for the child;

The traumatic effect of the social microenvironment, causing a state of increased anxiety, developing passive-defensive properties in the child’s character (timidity, lack of initiative, tearfulness, isolation, etc.) or, conversely, defensive-aggressive properties (cruelty, stubbornness, negativism, rudeness);

Lack of adequate (qualified) pedagogical conditions that ensure the full development of the child and the correction of unfavorable options for his development.

2. Development of leading, as well as other types of activity typical for a given age (games, learning, elements of work, etc.)

A child’s development is negatively impacted by the lack of full-fledged, age-appropriate activities that ensure the “assignment” and change of the leading type of activity in each calendar period of the child’s development.

3. State of health (somatic and neuropsychic)

The presence of mild disorders of the central nervous system (residual organic failure of the central nervous system) interferes with the normal functioning of certain brain systems and delays its timely development. Mild disorders of the central nervous system can manifest themselves in the form of partial deficiencies in the development of the emotional, personal and cognitive spheres.

A severe somatic illness in the first years of life or chronic forms of diseases with frequent exacerbations can have a negative impact on the development of a child. In severe forms, somatogeny can lead to more significant disturbances in the metabolic processes of the brain, more persistent developmental delays, mainly due to persistent asthenia, which sharply reduces the mental and physical tone of the child.

A slowdown in the rate of normal development and insufficient formation of the ability to assimilate knowledge can be caused by both the action of a separate unfavorable factor (cause) and their combination.

The presence of mild central nervous system disorders, even under favorable socio-pedagogical conditions, will limit the child’s development and learning opportunities. At the same time, in a child who is healthy from birth, general microsocial and pedagogical deprivation, the negative and often traumatic influence of the family, and the lack of individualization in upbringing and training can cause individual underdevelopment of certain functions.

Thus, the realization of the potential opportunities for the development of a child’s psyche depends, on the one hand, on the general social well-being, the attention of surrounding adults to the child’s development, and on the other hand, on the organization of pedagogically appropriate influence, taking into account the peculiarities and deficiencies in the development of certain functions, skills and abilities. Timely identification and qualification of certain unfavorable development options are necessary in order to prevent and correct difficulties in the education and upbringing of children.

In correctional pedagogy, in recent years, a fundamental position has been established on the possibilities of compensating for the lag in the mental development of children by creating pedagogical conditions adequate to the child’s condition. The effectiveness of early correctional work is confirmed by the experience of organizing preschool senior and preparatory groups for children with mental retardation in general developmental kindergartens.

Preschool groups for children with mental retardation accept children who have difficulty mastering the preschool curriculum. This causes untimely formation of school-significant functions and elements of educational activity and prevents the achievement of a certain level of readiness for schooling. This category includes somatically weakened children, children with functional insufficiency of the nervous system, including those from an unfavorable microsocial environment, children with immaturity of the emotional-volitional sphere (harmonic and disharmonious infantilism), as well as those who, along with immaturity of the emotional-volitional sphere, have insufficient development cognitive activity (development of attention, memory, speech).

Features of cognitive

and speech activity of children with mental retardation

upon entering school

The central place in situations that create increased stress on the nervous system and mental sphere is occupied by the initial stage of a child’s education at school. This is due to a significant change in his usual living conditions and more complex requirements for the level of development of the cognitive and emotional-personal spheres.

As is known, a child’s readiness to start school is determined by the level of development of various mental functions, among which the leading place is occupied by perception, memory, verbal-logical thinking, speech, and attention.

In domestic psychology, a detailed study of the problem of readiness for schooling, contained in the works, is contained in the works (1968), (1981, 1989), (1988), (1991), (1993), etc.

Traditionally, there are three aspects of school maturity: intellectual, emotional and social. Intellectual maturity refers to differentiated perception; concentration; analytical thinking, expressed in the ability to comprehend the basic connections between phenomena; possibility of logical memorization; the ability to reproduce a pattern, as well as the development of fine hand movements and sensorimotor coordination. Intellectual maturity, according to neuropsychologists, significantly reflects the functional maturation of brain structures.

Emotional maturity is generally understood as the absence of impulsive reactions and the ability to perform a not very attractive task for a long time.

Social maturity includes the child’s need to communicate with peers and the ability to subordinate his behavior to the laws of children’s groups, as well as the ability to play the role of a student in a school learning situation.

The main criterion of readiness for school in the works is the new formation “internal position of the student,” which is a fusion of cognitive needs and the need for communication at a new level.

Considering the problem of readiness for school, I put the formation of prerequisites for educational activities in the first place. He considered the most important prerequisites to be the child’s ability to focus on a system of rules in work, the ability to listen and follow instructions from an adult, the ability to work according to a model, etc. All these prerequisites are based on the characteristics of the mental development of children in the transition period from preschool to primary school age, namely : loss of spontaneity in social relationships, generalization of experiences associated with assessment, formation of self-control.

Assessing the intellectual readiness of children experiencing persistent learning difficulties, researchers note the main feature - low cognitive activity, which manifests itself, although unevenly, in all types of mental activity. This determines the characteristics of perception, attention, memory, thinking and the emotional-volitional sphere of children with mental retardation.

Researchers note the insufficiency of the process of processing sensory information (,). Often, children cannot holistically perceive observed objects; they perceive them fragmentarily, highlighting only individual features. Such children may not even recognize familiar objects if they are depicted from an unusual angle or are poorly lit. The process of perceiving objects takes them longer than normally developing seven-year-old children.

Thus, the efficiency of perception in children with low psychological readiness for school learning is reduced compared to their normally developing peers, and the images are not sufficiently differentiated and complete. This limits the possibilities of visual thinking, which is manifested in the results and methods of performing tasks such as completing drawings of objects, composing a whole from parts, etc.

Psychological studies emphasize that such children at the age of seven do not reach the level of development of attention, perception, memory, and mental activity necessary to begin learning. The attention of children of the described category is characterized by low concentration; Any type of their activity is characterized by increased distractibility and fragmented completion of educational and extracurricular tasks.

In all types of mental activity, children show a lag. In general, solving age-appropriate mental problems at a visual and practical level is accessible to them, but children may find it difficult to explain cause-and-effect relationships. An analysis of the characteristics of their verbal and logical thinking is important for understanding the uniqueness of the mental activity of children with learning difficulties. They are characterized by an insufficiently high level of formation of all basic intellectual operations: analysis, generalization, abstraction, transfer. The weak formation of the generalizing function of a word causes difficulties in children’s mastery of generic concepts - indicators of the stock of specific specific concepts and the ability to independently identify the essential features of a homogeneous group of objects. Children exhibit insufficient flexibility of thinking, a tendency to make stereotypical decisions, and use inappropriate methods of action.

Thus, when performing tasks to “eliminate the superfluous” on subject and verbal material, children with mental retardation show different levels of success (productivity in completing tasks): at a higher level (II-III level) there are 20-30% of children who correctly complete the subject version of tasks , but needing leading questions and repetition to complete the verbal version of the task. For children with mental retardation (III-IV level), making up 50-60%, repeated repetition and explanation are required, and only 5-7% do not cope with the task (V level). As a rule, normally developing preschoolers are distributed at levels I-III of productivity in performing intellectual tasks. Simple short stories and fairy tales are listened to with attention, retold with the help of questions, but are soon forgotten; understand the general meaning of what they read.

According to the data, children of the seventh year of life have some mathematical concepts and skills: they correctly indicate a larger or smaller group of objects, reproduce a number series within five (further often with errors), and have difficulty counting backwards; count a small number of items (within five), but often cannot name the result.

A decrease in cognitive activity is manifested in a limited supply of knowledge and ideas about the world around us and practical skills appropriate to age and necessary for starting school ().

Low differentiation of hand movements, difficulties in forming complex serial movements and actions negatively affect productive activities - modeling, drawing, designing (,).

Insufficient readiness for school is manifested in the delayed formation of age-appropriate elements of educational activity. The child accepts and understands the task, but needs the help of an adult to master the method of action and transfer what has been learned to other objects and actions when performing subsequent tasks. The ability to accept help, assimilate the principle of action and transfer it to similar tasks allows you to more highly assess the potential capabilities of children’s mental development.

Children's play activities are characterized by their inability to develop a joint game without the help of an adult in accordance with a common plan, underestimation of common interests, and inability to control their behavior. They usually prefer active play without rules. According to Netsova (1984), by the time they enter school, gaming motives dominate in one third of children with mental retardation. The predominance of a play motive in a child does not necessarily predetermine the appearance of difficulties in school education. At the same time, for all children with a negative attitude towards school, play motives occupy a dominant position in the structure of the motivational sphere. The personality of such children, due to their immaturity, has not yet become the personality of a schoolchild. Thus, the level of development of gaming activity by the time of entering school does not provide a smooth and natural transition to a new type of leading activity - educational. The child has not yet outgrown the peak of play activity, so it is difficult for him to adapt to school life.

Severe underdevelopment of speech can manifest itself in violations of sound pronunciation, poverty and insufficient differentiation of the dictionary, and difficulties in mastering logical and grammatical structures. A significant proportion of children have insufficient phonetic-phonemic perception and a decrease in auditory-verbal memory. Even with the external well-being of oral speech, verbosity or, conversely, a sharply insufficient development of the statement is often noted.

A speech therapy study of speech in preschoolers with mental retardation showed that the phonetic side of their speech suffers from various disorders: unclear pronunciation of a number of sounds, instability in the use of impaired sounds in speech, replacement of some sounds with others that are simpler in articulation. In addition, there is a general sluggishness of articulation, which, as a rule, is due to the manifestation of neurological pathology - a decrease in the tone of the articulatory muscles.

Work to overcome such shortcomings must be carried out before children enter school, since it is known that when mixing sounds in oral speech, schoolchildren experience similar errors in writing.

The relationship between speech and general development of children is traced. Along with general somatic weakness and slow development of locomotor functions, they are also characterized by some lag in the development of the motor sphere, which is characterized by poor coordination of movements, uncertainty in performing measured movements, and a decrease in speed and dexterity of movement.

Research and assessment of non-speech processes, necessary to identify patterns of general development of children and determine their compensatory reserves, show that the greatest difficulties are observed when performing movements according to verbal instructions. When tasked with reproducing a movement or a series of movements, children violate the sequence of action elements and omit its components. This is clearly manifested when performing Head tests, rolling a ball from one hand to another, catching a ball from a short distance, jumping on the right and left leg, rhythmic movements to music, etc. (,).

Children experience difficulties in orienting themselves in space. Therefore, tasks related to directions of movement (for example: “Take the toy that lies to your right, walk a little forward and put it also on your right”), children, as a rule, do not understand or perform incorrectly. Having made one action, they stop, as if expecting positive reinforcement and further clarification from the adult. If no explanation is received, some children ask the task again, others begin to go about their business: twirl the toy in their hands, leave the place, sit down and engage in conversation with someone, without realizing that they have not completed the task.

There is insufficient coordination of the fingers, hands, and underdevelopment of fine motor skills. Children of the study group completed dynamic coordination tasks in 84.4% of cases, static coordination tasks in 88.8% of cases, and switchability tasks in only 66.6% of cases. *

If special correctional work is not organized, violations of motor skills of spatial perception and visual-motor coordination will affect when teaching children to write, primarily on the external picture of writing, in calligraphy.

In the preschool period, a delay in the development of motor functions manifests itself in everyday life, play activities, and actions with objects. Thus, these children, according to parents and teachers, do not like to tie their shoelaces or fasten buttons. This “dislike” is associated with difficulties in mastering precise differentiated movements. Children 5-6 years of age are reluctant to complete modeling tasks using mosaics, construction sets, and when drawing they produce stereotypical template images; They are not good at working with natural materials, sculpting, or cutting out paper.

It is characteristic that greater preservation of motor functions is observed in children with mental retardation who do not have a history of cerebral-organic disorders, however, due to long-term somatic diseases in early childhood, turning into chronic diseases, and an unfavorable social development situation, they also do not have age-appropriate skills.

It should be emphasized that, despite a certain lag in speech development from the age norm (violation of phonetics, decrease in the active vocabulary with a fairly good passive vocabulary, low linear length of a phrase of 3-4 words, errors in the unification of endings of the genitive plural - such as “eyes” ", "chairs"), the speech of these children gives the impression of being quite prosperous, but for preschoolers of a younger age period.

Corrective frontal work aimed at activating cognitive activity, enriching the vocabulary and developing coherent speech, strengthening general movements and fine motor skills, individual speech therapy work to correct speech disorders make it possible to compensate for the lag in the speech development of children and prepare them for entering a comprehensive school.

Speech disorders in children with mental retardation are diverse in their manifestations, mechanisms, and level and require a differentiated approach to analysis. Even phonetic defects have a number of specific causes. They may be due to unformed speech-auditory differentiation, speech motor disorders, anomalies in the structure of the articulatory apparatus, etc.

The largest group consists of preschoolers who have a combination of defects in sound mixing and substitution or mixing and distorted pronunciation of sounds. Such disorders, as a rule, reveal local pathology on the part of systems directly related to speech, which further complicates the picture of speech disorders in preschool children with mental retardation.

Moreover, all cases of mixing sounds were noted in the speech flow, sentences given to children for repetition. This was not observed in other types of speech (syllables, words). This confusion of sounds may be due, firstly, to a violation of phonemic perception, which, as is known from the literature (, etc.), is observed in the majority of primary school students with mental retardation. The immaturity of phonemic perception negatively affects the process of sound formation in children.<*

Of no small importance is the insufficient analytical activity of children with mental retardation, which does not allow them to fully make observations of speech sounds and compare them. This leads to a slower introduction of sounds into active speech.

In addition, the confusion of sounds can be caused by a weakening of the child’s control over the articulation of sounds, when his main attention is focused on the semantic side of the utterance. Carrying out simultaneous control over several actions, complex inter-analyzer activity of the auditory and tactile analyzers for children with mental retardation present significant difficulties.

Along with deviations in the differentiation of phonemes, these children experience difficulties in maintaining the sequence and number of syllabic series, as well as sentences of four to five words ((? G. Shevchenko, 1998).

Changing the nature of the presentation of experimental material (additional presentation, slowing down the pace of presentation) does not improve the quality of reproduction. Children repeat two syllables instead of three (DA-TA-DA - "DA-TA) or change their order.

The number of correct answers when reproducing a series of two syllables was 66.6%, and the children were able to repeat a series of three syllables after the speech therapist only in 23.8% of cases. The following data are also interesting: children were able to identify the sound under study among the words named by the speech therapist in 66.6% of cases, and independently come up with a word with the same sound in 44.4% of cases. Children cope even worse with selecting pictures for a given sound (38.8%).

In sentences, when they were reproduced, individual words were missed, or children generally found it difficult to repeat them

(“In the spring, flowers bloomed: lilies of the valley, daffodils, tulips. - In the spring... lilies of the valley... tulips bloomed. Flowers bloomed, tulips bloomed, flowers...", etc.). Such errors among the subjects were frequent and persistent.

A low level of proficiency in the sound analysis of words by children with mental retardation and speech defects was revealed. According to the data, not all children can even cope with isolating a vowel sound from the beginning of a word. Isolating a sequence of sounds, determining the number of sounds in a word, naming vowels and consonants at the end of a word - all this causes significant difficulties for children, and they often fail to complete the tasks.

Speech disorders associated with phonetic-phonemic underdevelopment will manifest themselves in the replacement of sounds and letters when learning to read and write, therefore, long-term work is required to develop phonemic perception and the formation of sound analysis in the preschool period when preparing the child for school.

Correction of sound pronunciation disorders in children with mental retardation should be carried out with the correction of speech as a whole, i.e., include the development of the phonemic aspect of speech, vocabulary, and grammatical structure of the language.

ORGANIZATION OF CORRECTIONAL AND DEVELOPMENTAL EDUCATION AND PREPARATION FOR SCHOOL OF CHILDREN WITH MENTAL DELAYS

With significant heterogeneity in the clinical and psychological structure of mental retardation in preschool age, along with more immature mental functions, there is a fund of preserved mental functions that can be relied upon when planning corrective measures.

Experimental work carried out since 1982 at the Research Institute of Defectology of the Academy of Sciences of the USSR (since 1992 - Institute of Correctional Pedagogy of the Russian Academy of Education) in various regions of the country, made it possible to develop and test the content of training that contributes to the activation of the cognitive activity of children with mental retardation and the strengthening of their physical and psychoneurological health, correction of negative characteristics of the emotional and personal sphere, which ultimately ensures the full preparation of children for school.

The technology for organizing special correctional and developmental education and training of children with mental retardation in a compensatory and combined type preschool educational institution requires compliance with the following conditions:

The presence in the institution of a diagnostic and advisory service operating on an interdisciplinary basis;

Construction of an educational process (taking into account the individual age, psychophysiological, personal characteristics and capabilities of children), ensuring the correction of disorders of mental, speech and emotional development and stimulation, enrichment of development in all types of children's activities (cognitive, play, productive, labor, communicative) ;

The use of adequate technologies, characterized by emotional and playful overtones, applied orientation (tactile-effective examination, experimentation, transformation) and the value significance for the child of what he does, learns, plays with and interacts with;

Interaction with the family (active inclusion of parents in the life of the institution, education of parents, explanation of the goals and objectives of raising and preparing children with mental retardation for school);

Event-based nature in the organization of children’s life activities;

Carrying out therapeutic and health-improving work that creates a favorable basis for organizing classes, games, and other activities for children.

The diagnostic-consulsative direction of work is based on the fundamental principle of defectology - the principle of unity of diagnosis and correction. The implementation of this principle is ensured by a comprehensive interdisciplinary study and dynamic observation of the child’s development by specialists of the psychological, medical and pedagogical council (PMPk): an educational institution that is created in the institution by order of the head, consisting of a psychologist, speech therapist, defectologist, senior educator, and doctor. The tasks of the consultation include studying the state of the child’s health (medical), identifying the level of development of the leading type of activity, features of the development of the cognitive and emotional-personal spheres (psychological study), studying the features of the development of speech activity (speech therapy study), the social situation of the child’s development (family relationships , kindergarten), the stock of knowledge and ideas developed in the preschool period of life (pre-grammatical, elementary mathematical, about surrounding objects and phenomena of reality) - pedagogical study.