Corrective work with children with visual impairments in preschools. Guseva M.R., Dmitriev V.G., Plaksina L.I.

Vision is the most powerful source of knowledge about the world around us, about the phenomena occurring around us.

Children with visual impairment experience some discomfort, uncertainty, irritability, poor posture, and difficulty in orienting themselves in space, which leads to physical inactivity and confusion, so the child’s eyes deserve special attention and careful treatment. It is especially important today to talk about the overloads experienced by the eyes of a child sitting in front of a computer and TV.

Corrective work with children with visual impairments begins far beyond the preschool, namely in the family. Proper upbringing and the attitude of parents towards children are of great importance for their comprehensive development. Parents need to find the right approach to their child so as not to deprive him of independence and not harm him with his hyperprotection, surround him with attention, care, love, not forgetting that the child is a member of the family, and not its center, so as not to raise an owner and an egoist. Parents need to understand that in order to preserve residual vision, they should follow a daily routine, nutrition, rest, limit the time they watch TV shows, and play on the computer. All these conditions are created in the preschool educational institution; parents are given individual consultations with various specialists: a speech therapist, a psychologist, an ophthalmologist; educators who have high professional training and extensive experience work with parents every day. Interaction with parents of visually impaired children is one of the most important tasks in correctional work; established full contact with parents leads to more successful results for pupils.

Preschool age is a period of maturation of the child’s visual system, the formation of all mental processes and personal qualities of children. Exemplary general education program “Origins”, Center “Preschool Childhood” named after A.V. Zaporozhets, scientifically edited by L.A. Paramonova, as well as according to the program of special correctional educational institutions for children with visual impairments, scientifically edited by L.I. Plaksina. The programs are created in accordance with federal state requirements, based on general didactic and typhlopedagogical principles that ensure the comprehensive development of a child with visual impairment and successful preparation for school.

At the initial stage, when a group of children is formed, parents are offered counseling by educators on the topic “Features of development of children with visual impairments,” “Some features of working with children,” parents are introduced to the daily routine, etc. The next stage is individual consultation with an ophthalmologist, who explains to parents the characteristics of their child’s vision condition, the diagnosis and recommends the necessary medical prescriptions. This can be hardware treatment, a set of exercises and activities with the child, wearing tapes and glasses. At home, parents should adhere to these assignments.

More intensive correctional work is being carried out at preschool educational institutions. Teachers, an ophthalmologist, and an orthoptist nurse conduct hardware treatment every day, monitor the state of vision and visual stress.

The typhlopedagogue conducts individual work with children with low visual acuity, etc.

Only the joint work of doctors, psychologists, speech therapists, educators and parents will lead to a positive result in the correction of visual function, and therefore the comprehensive development of the child.

Correctional work in kindergarten is built as a multi-level system that provides a holistic, integrated, differentiated regulated process of managing the entire course of psychophysical development and vision restoration based on the inclusion of intact analyzers and the potential capabilities of children in the process.

Correctional work in a preschool institution consists of the relationship of correctional work with all educational areas of children's activities, the comprehensive impact of the content of techniques, methods, and means of correction on children, the organization of providing optimal conditions for systemic, comprehensive, continuous education and training.

The main directions of correctional work in preschool educational institutions are:

1.Development of visual perception.

In natural living conditions, a child with normal vision is exposed to systematic and repeatedly repeated visual stimulation. A significant decrease in vision significantly limits natural stimulation, as a result of which the child cannot acquire the same sensory-perceptual experience as a child with normal vision.

Children with visual impairments are in an impoverished visual environment, in which the genetic prerequisites for the development of perception lose their strength. Corrective work on the development of visual perception at this age contributes to a significant improvement in the sensory basis of cognitive development.

2.Development of touch and fine motor skills.

The low level of development of tactile sensitivity, motor skills of the fingers and hands occurs because children with partial loss of vision completely rely on visual orientation and do not realize the role of touch as a means of replacing insufficient visual information. Due to the absence or sharp decrease in vision, children cannot spontaneously master various subject-related practical actions by imitation of others. Corrective exercises are aimed at developing the skills and abilities of the tactile world in children with visual impairments, as well as teaching them how to perform objective-practical actions.

From my own work experience, I can say that the educational field “Artistic Creativity” is the most interesting activity for children, for example, working with non-traditional materials - modeling from salt dough (testoplasty) delights children. They sculpt with pleasure, feeling like creators and proudly showing their works to their parents. Thus, it is possible to solve many correctional psychological and pedagogical problems and immerse parents in a joint creative process.

3. Orientation in space.

Children with visual impairments are characterized by deficiencies in the development of movements and low motor activity; Compared to children whose vision is normal, visually impaired children have significantly less developed spatial concepts, the ability to practice micro- and macro-orientation, and verbal designations of spatial positions. Violations of oculomotor functions cause errors in children’s identification of the shape and magnitude of the spatial arrangement of objects. During correctional activities, children learn to identify and analyze various spatial features and relationships, and receive information about the surrounding space involving the entire sensory sphere. In practice, the use of health-saving technologies, socio-game methods and techniques, training exercises for the development of fine motor skills of the fingers and hands, enable children with visual impairments to become more active and inquisitive in the process of play and learning.

4. Social and everyday orientation.

Social and everyday orientation activities are primarily aimed at solving the problems of socialization of children with visual impairments and developing skills of socially adaptive behavior. The success of socialization is determined by the ability to rationally use vision, to obtain with this help the most complete ideas about the world around us, relying in the process of cognition and communication on information received through intact analyzers (touch, hearing, gustatory, olfactory and temperature sensitivity), the ability to independently navigate in space, use a certain stock of ideas about basic social and everyday situations, the ability to interact with others.

For easier adaptation and socialization of children newly admitted to kindergarten, I developed the project “The Entry of a Preschooler into the World of Social Relations”, during the implementation of which my pupils in a playful way became acquainted with the basic rules of behavior and communication with adults and peers.

Basic principles of organizing the correctional pedagogical educational process in preschool educational institutions:

Taking into account the general and individual characteristics of the child.
An integrated medical-psychological-pedagogical approach to diagnosis and correctional assistance to a child.
Adaptation of curricula and programs, increasing the duration of training, redistributing educational material and changing the pace of development by children.
Differentiated approach to children, depending on the state of vision.
Ensuring the standard of general education training.
System of work on social and everyday adaptation and self-realization.
Creation of ophthalmological conditions.
Providing optimal conditions for medical and psychological rehabilitation of children.

In accordance with the principles of organizing the correctional pedagogical educational process, a model of social adaptation and rehabilitation of children with visual impairments is being built.

An important component of correctional work in preschool educational institutions is the system of children’s motor activity. Children with visual impairments have difficulty visually and physically orienting themselves in space. To overcome this problem, it is necessary to use health-saving technologies, a whole range of outdoor games and exercises aimed at correcting spatial orientation. In direct educational activities, it is necessary to use physical minutes for the eyes. to relieve visual fatigue.

A special role should be given to the physical development of preschool children with visual impairments.

In practice, the preschool educational institution conducts corrective physical education twice a week, where a set of exercises is used aimed at correcting posture, flat feet, general coordination, etc. All this helps to improve the physical qualities and improve the general health of children in the preschool educational institution.

Each child needs an individual approach, namely:

Visual aids and materials should take into account the degree of vision pathology.
Exercises and games should be appropriate for the age and diagnosis of children.
It is necessary to create favorable conditions for the development of every child.

All these points are taken into account in the methodology for conducting training sessions with visually impaired children:

Training sessions are conducted to train the affected eye, consolidating the knowledge and skills provided for in the education program in a preschool institution. They are held twice a week in each age group, both in the morning and in the evening.
Duration of training sessions according to the age of the group:

First junior group – 10-15 minutes.
Second junior and middle groups – 15-20 minutes.
Senior and preparatory groups – 20-25 minutes.

The lesson is conducted in a free format, children sit at the table independently.
Classes are conducted simultaneously with all children, but the tasks are individual.
The material of the training sessions must correspond to the knowledge and skills provided for by the preschool program for each age group.
Allowances must be appropriate to the age of the children and given to children according to their visual load.

Children with visual impairments should be taught various eye exercises from the age of two, turning these exercises into games, and gradually games will involuntarily become a need for the child to play them.

Recommended visual loads vary, depending on the diagnosis. Load for children with amblyopia and strabismus No. 1, convergent strabismus load No. 2, divergent strabismus load No. 3, etc. In kindergarten, all visual loads are training games: mosaics of different sizes, lacing, contour objects, various labyrinths, inserts , beads, as well as special simulators

Visual routes and gymnastics.

While the child is wearing an adhesive (aclusion), visual perception is difficult, so doctors recommend showing games and illustrations at close range; in case of myopia, games and objects are given in a larger size. For farsightedness, on the contrary, smaller games are recommended.

In the process of educational activities, in order to avoid visual overload, it is necessary to conduct visual gymnastics, physical exercises. minutes or work with mini exercise machines, massage of active points of the face, it can be carried out simultaneously with several children or individually. As adults, children enjoy making it themselves as a game.

If a child likes to play with cars, you can choose the necessary game with the “Path” simulator, which was developed by Candidate of Pedagogical Sciences, Associate Professor V.A. Kovalev.

From the simplest games, children should learn the concepts: “direction of movement”, “follow an object with your eyes”, “move objects in the direction of the arrows”, “turn”, “turn around”, “reverse direction”, “return to the starting point”.

If your child likes adventure games and labyrinths, offer him a “video-azimuth” simulator, developed by the same author, through which any fairy-tale hero will walk in the direction of the arrows.

Using a light pointer, you can play “walking in the mountains” both individually and with a group of children, thereby we will achieve fixation of the gaze on the light spot and follow it with our eyes.

Using a mark on the window glass with a diameter of 3-5 mm, which is located at eye level at a distance of 30-35 cm from the child, we find an object in the line of sight in the distance and look alternately at the distant object and at the mark.

Thus, we refocus our gaze, now on a point, now on a distant object, developing visual acuity.

Knowing that the leading activity of preschool children is play, by filling exercises with simulators with playful actions, we can achieve visual acuity development, even for the youngest children, and therefore develop the cognitive abilities of children and help develop the creative potential of children with visual impairments.

Bibliography

Paramonova L.A. sample educational program “Origins”.
Plaksina L.I. program of special (correctional) educational institutions of type IV (for children with visual impairments).
Kovalev V.A. Methods for preventing visual fatigue and developing visual abilities.

Municipal budget preschool

educational institution of the city of Kostroma

"Kindergarten No. 41"

Kindergarten No. 41 in the city of Kostroma is attended by children aged 3-7 years with visual impairments, mainly children with visual diagnoses: strabismus, amblyopia, astigmatism of varying degrees, etc.

There are 6 groups functioning in the preschool institution:

1 early age group 23 children attend it, of which 8 children are visually impaired, 1 child is disabled

5 groups of compensating direction for children with visual impairments, the average group size is 13 people, the total number of children is 62 children, of which 7 are visually impaired

Children with visual impairments in a preschool institution receive intensive comprehensive treatment, combined with a rationally structured pedagogical process, which includes correctional and developmental work taking into account the impairment of the visual analyzer.

Information about teaching staff

Software

The main general education program “Program of education and training in kindergarten”, edited by M.A. Vasilyeva, V.V. Gerbovaya,

T.S. Komarova, Moscow 2004;
Specialized program for children with visual impairments “Corrective work in kindergarten” edited by L.I. Plaksina, 1997

PARTIAL PROGRAMS:
“Our home is nature”, N. Ryzhova;

“Know yourself”, S.S. Frolova, E.E. Tsvetkova;

“Environmental education”, N. Nikolaeva;

“Young Kostromich” - regional program, director G.V. Vlasova

The preschool institution has created all the conditions for the fullest disclosure and realization of the potential capabilities of each child, as well as for improving or stabilizing the results of treatment of eye pathology:

- there is an ophthalmologist's office;

-equipped room for musical activities and physical education

(with colorful sports equipment to enhance visual function and motor activity;

- offices of teachers and defectologists are equipped.

Correctional and developmental environment

During the regime moments, the following ophthalmo-hygienic requirements are fulfilled:

Proper lighting in groups and offices of defectologists is at least 500 lux

Additional lighting in the form of board lights;

Availability of ophthalmic simulators in the gym, in the offices of defectologists, in groups; work on stands (children with strabismus)

The created subject-based developmental environment helps to improve health and develop the visual abilities of children attending our kindergarten.

Ophthalmic - hygienic requirements:

Correctional work is built as a multi-level system, consisting of two interconnected areas: correctional - pedagogical work and medical - restorative process.

In turn, correctional pedagogical work consists of specially organized activities of teachers - defectologists, speech therapist, teacher - psychologist and the organization of correctional exercises by teachers, physical education instructor, music director.

providing a holistic, integrated, differentiated, regulated process of managing the entire course of psychophysical development and vision restoration based on stimulation of all potential capabilities of children with visual impairments.

Teachers - defectologists (typhlopedagogues), together with teacher - psychologist and other specialists, have developed individual cards for accompanying children with disabilities, children with disabilities, where recommendations are given from kindergarten specialists (typhlopedagogues, speech therapist, psychologist), and notebooks are maintained for continuity in the work of educators with specialists

Teachers - defectologists and specialists of preschool educational institutions conduct special correctional classes on the development of visual perception, rhythm, social adaptation and spatial orientation, correction of speech disorders, taking into account the individual characteristics of each child with visual impairment and his visual pathology

Correctional pedagogical work:

Teachers in groups organize corrective exercises in various classes (mathematics, drawing, speech development, physical education, manual labor, etc.), in games, and everyday activities.

Teachers have information about the state of visual function of each child, the results of an examination by an ophthalmologist, and the prescribed treatment. Knowing the visual capabilities of children, teachers purposefully influence the development of vision, create conditions in the process of raising and teaching children to consolidate the results of treatment and rehabilitation work.

Treatment and rehabilitation work

Children in our preschool receive intensive special complex treatment. The ophthalmology office is attended by ophthalmologist G.V. Izvolova, daily treatment is carried out by an orthoptist sister. In their work they use the following devices:

Amblyotrainer – for training vision with strabismus;

Synaptophore - for the diagnosis and treatment of strabismus;

TAK-6, “Rucheyok” - for training accommodation and oculomotor functions;

BTVR - 2 Bivisiotrainer - to improve visual acuity in amblyopia;

BZR "Rainbow" - to restore binocular vision;

TBO “Light Pen” - for training eye-hand coordination;

PSR “Mosaic” - for pattern stimulating exercises;

Laser device "Spekle" - for retinal stimulation for amblyopia and other ophthalmological equipment.

Ophthalmologist's office

An optimal combination of correctional, developmental and therapeutic-restorative measures creates favorable conditions for the comprehensive development of children with visual impairments, increases the effectiveness of overcoming vision pathology and helps prepare children for school.

Based on the results of graduation in 2011, out of 13 children in the preparatory school group (3 disabled), 8 children were graduated with visual acuity of 1.0, 3 children, 0.9, 0.8 and below - 2 children, disability was removed from one child.

STATE RESEARCH INSTITUTION "INSTITUTE OF CORRECTIONAL PEDAGOGY OF THE RUSSIAN ACADEMY OF EDUCATION"

PROGRAMS OF SPECIAL (CORRECTIONAL) EDUCATIONAL INSTITUTIONS OF TYPE IV (FOR CHILDREN WITH VISUAL IMPAIRMENTS)

KINDERGARTEN PROGRAMS CORRECTIONAL WORK IN KINDERGARTEN

Belmer V. A., Grigorieva L. P., Deniskina V. Z., Kruchinin V. A., Maksyutova R. D., Novichkova I. V., Plaksina L. I., Podkolzina E. N., Sekovets L S.S., Sermeev B.V., Tuponogov B.K.

P78 Programs of special (correctional) educational institutions of type IV (for children with visual impairments). Kindergarten programs. Correctional work in kindergarten / Ed. L.I. Tearful. -M.: Publishing house "Exam", 2003. - 173 p.

ISBN 5-94692-629-2

The programs are created on the basis of general didactic and typhlopedagogical principles that ensure the comprehensive development of a child with visual impairment and successful preparation for school.

For employees of educational complexes (nursery - kindergarten - primary school) for children with visual impairments.

PREFACE

KINDERGARTEN PROGRAMS

SPEECH DEVELOPMENT

FORMATION OF ELEMENTARY MATHEMATICAL REPRESENTATIONS

AWARENESS WITH THE WORLD AROUND

ART

PHYSICAL EDUCATION

EXERCISES TO DEVELOP SPATIAL PERCEPTION, ORIENTATION AND MOVEMENT ACCURACY

LABOR TRAINING

A GAME

CORRECTIONAL WORK IN KINDERGARTEN

DEVELOPMENT OF VISUAL PERCEPTION

CORRECTION OF SPEECH DISORDERS

DEVELOPMENT OF TOUCH AND FINE MOTOR SKILLS

FORMATION OF TACTICAL EXAMINATION USING SENSORY STANDARDS

FORMATION OF SKILLS FOR USING THE SENSE OF TOUCH IN THE PROCESS OF OBJECT-PRACTICAL ACTIVITIES

ORIENTATION IN SPACE

SOCIAL AND HOUSEHOLD ORIENTATION

RHYTHMIC

PHYSIOTHERAPY

GENERAL DEVELOPMENT EXERCISES

PREFACE

The programs are addressed to employees of nurseries - kindergartens - primary schools for children with visual impairments and include four sections: “Kindergarten Programs”, “Correctional Work in Kindergarten”, “Primary School Programs”, “Corrective Work in Primary School”. The programs are created on the basis of general didactic and typhlopedagogical principles that ensure the comprehensive development of a child with visual impairment and successful preparation for school. The content and objectives of the programs provide for the training and education of children in kindergarten and primary school and are arranged according to the types of children's activities, while an important condition for their implementation is an integrated approach to the organization of correctional and educational work.

The absence of special correctional classes, as well as favorable conditions for vision in a mass secondary school, leads to relapses of visual eye pathology when a child with visual impairment enters school. Therefore, it is very important not only to improve the state of vision in the preschool period, but also to consolidate the results obtained during primary school education, when mastering reading and writing should be carried out taking into account the visual capabilities of students.

Based on this, the conceptual basis for organizing a nursery - kindergarten - primary school is to provide optimal conditions for the systematic, comprehensive, continuous education and training of children of early, preschool and primary school age - periods of maturation of the child’s visual system.

The basic principles of organizing correctional pedagogical and educational processes are:

taking into account general, specific and individual developmental characteristics of children with visual impairments;

a comprehensive (clinical-physiological, psychological-pedagogical) approach to diagnosis and correctional assistance for children with visual impairments;

modification of curricula and programs, increasing the duration of training, redistributing educational material and changing the pace of its completion based on the continuity of the school course with the preschool course, subject to the didactic requirements of compliance and the content of training with the cognitive abilities of children;

a differentiated approach to children depending on the state of their vision and ways of orientation in understanding the world around them, including the use of special forms and methods of working with children, original textbooks, visual aids, typhotechnics, as well as reducing the number of classes and groups and methods of individual-subgroup teaching;

ensuring the standard of general education training in conditions of continuity of preschool and school education, training and treatment of children with visual impairments;

system of work on social adaptation and self-realization of children with visual impairments;

creation of ophthalmic and hygienic conditions in classrooms, group rooms and treatment rooms and a special routine for life, treatment, education and training, taking into account the interests, abilities and needs of the child;

providing optimal conditions for long-term medical and psychological rehabilitation of children with visual impairment from 2 to 10-11 years.

The variety of programs and means of influence, the adaptive capabilities of educational forms and methods, the integrity and complexity of the general health of the child’s body create a unified and harmonious model of social adaptation and rehabilitation of children with visual impairments.

This model makes it possible to solve problems of prevention and improvement of vision by creating gentle conditions for a complex of general strengthening and special corrective measures.

To achieve this, the duration of the holidays is increasing: during the academic year, at least 30 calendar days, and in the summer, at least 8 weeks. For first grade students, an additional week-long vacation is established.

A dosed visual load is introduced into the educational process when teaching children to write and read, watching video information, etc.

An important correctional requirement for the daily routine of children in nurseries, kindergartens and primary schools is the system of motor activity of the child, which provides for overcoming physical inactivity in children with visual impairments, caused by difficulties in their visual-motor orientation, including special classes in physical therapy, rhythm and orientation in space, physical education just a minute.

Simultaneously with the general educational process, special correctional work is carried out aimed at overcoming deviations in the psychophysical development of children with vision pathology. All classes are individually differentiated depending on the child’s needs.

The ultimate goal is to stabilize the entire course of the child’s psychophysical development for his successful integration into a comprehensive school and peer society.

KINDERGARTEN PROGRAMS

SPEECH DEVELOPMENT

EXPLANATORY NOTE

For the development of speech of children with visual impairments, their acquisition of their native language and speech formation are of particular importance. Speech development is carried out in all types of children’s activities and is a necessary part of the correctional and educational work of a kindergarten for children with visual impairments.

It is necessary to conduct systematic classes on speech development in subgroups and individually. Carrying out work on speech development, the teacher listens carefully to what and how children with visual impairments are talking about, teaches them to construct phrases, consistently express thoughts, and use words correctly in meaning.

Due to insufficient sensory experience, they may experience some gap between the objective practical action and its verbal designation. For this purpose, the program provides subject-specific practical classes on the development of speech and visual perception, training in the analysis of objects and functional actions with them. The teacher must have a sufficient number of illustrations and other visual materials so that children with visual impairments can better see the image.

For the development of speech, it is of great importance that children have real ideas about the world around them. Therefore, the use of visual aids is carried out taking into account the uniqueness of visual perception. Objects, phenomena, illustrations, toys, for which the visually impaired make up a verbal description, must be visually accessible to children. The images in the pictures should not be overloaded with objects. For a child with visual impairments, the teacher’s speech should serve as an example and be figurative, expressive and emotionally charged. The teacher builds the selection of literary material taking into account the children’s knowledge and their intellectual capabilities.

1st year of study

DEVELOPMENT OF PHONEMATIC HEARING AND EDUCATION OF SOUND CULTURE OF SPEECH

Work on the correct pronunciation of vowel sounds and their differentiation. Pronunciation of consonant sounds, hard and soft (m, b, p, t, d, n, k, g, x, f, v, l, s, c).

Form clear articulation of sounds. Preparing the articulatory apparatus for the pronunciation of hissing sounds.

To develop in children the ability to distinguish sounds in a word, to pronounce phonemes and words according to the teacher’s model (long mu-mu, la-la-la, na-na), highlighting the sound in words (cat, mouth, etc.).

Learn to imitate the sounds of various objects and animals (knock-knock - hammer; meow-meow - cat; oink-oink - pig, etc.).

Perform various actions with objects according to verbal instructions: “Roll the ball”, “Hang the ring”, “Throw the ring”, “Find a toy (doll, car, ball, etc.)”.

Isolation of sound when pronouncing a word clearly. Developing intonation sense, diction, speech rate.

Teach the ability to clearly pronounce simple phrases using the intonation of a whole sentence, as well as the ability to regulate the pace of speech in a coherent statement.

Teach children correct verbal learning: how to say hello, say goodbye, ask, thank, ask.

DICTIONARY WORK

Accumulation and enrichment of vocabulary based on expanding knowledge and ideas from the life around the child.

Teach children to distinguish objects according to their essential characteristics, name them correctly, answering the questions “What is this?”, “Who is this?”, identify signs and qualities (which one?), as well as actions associated with the movements of toys, animals, humans (what does?, what can be done with it?).

Games: “What kind of object?”, “Tell me which one”, “Who can do what?”, “Who can say more words about an apple, what is it like?”

Teach children to see the beginning and end of an action. Game with pictures: “What comes first, what comes next?” Formation of understanding and use of general concepts (toys, clothes, dishes).

Distinguishing words with opposite meanings based on clarity (big - small, high - low).

FORMATION OF GRAMMATICALLY CORRECT SPEECH

Learning to change words by case, agreeing nouns and adjectives in gender and number (small horse, long tail). Intensifying the use of spatial prepositions (in, on, for, under, above), introducing case forms to the use. Teaching different ways of word formation (names of animals, names of utensils, etc.: hare-hare-hares, sugar bowl, bread box).

Work on the formation of onomatopoeic signals (sparrow: chirp-chirp - chirps, duckling: quack-quack - quacks).

Games: “Add a word”, “Who does what?”, “Who can name the most actions?”, “What do they do on musical instruments?”, “Who gives their voice?”.

Teach children to compose a phrase of 2-3 or more words, using games with toys, actions with objects, and descriptions of pictures.

Exercise children in naming an object and its characteristics, leading to its description. Learn to answer the teacher’s questions without repeating the structure of the question. Encourage the child to repeat after the teacher the reading of fairy tales and poems.

Use dramatization games to teach sequential storytelling.

Develop the ability to construct different types of sentences: simple and complex, using pictures.

DEVELOPMENT OF CONNECTED SPEECH

The development of coherent speech is carried out in the interrelation of different speech tasks (education of sound culture of speech, formation of the grammatical structure of speech, vocabulary work).

Teach children to retell a literary text, the ability to reproduce the text of a familiar fairy tale or short story, first based on questions from the teacher, and then together with him.

Teach children to answer questions about the content of the picture in question.

Teach children to construct a joint statement consisting of three sentences (“The bunny went (where?). There he met (who?). They began (what to do?)”).

It is important to take into account the different speech levels of children. Of particular importance here is the individual work of the teacher with each child.

For children with a high level of speech development, short schemes can be offered (“It’s arrived... Guys... They have become...”).

READING AND TELLING TO CHILDREN

Teach children to understand the meaning of poems and fairy tales: sincerity, lyricism (I. Surikov, “Winter”; E. Trutneva, “Christmas Tree”), humor (N. Saxonskaya, “Where is my finger?”; “Grow, braid”, “Already you are a little kitten”, “Ruff-kids” - folk songs and nursery rhymes), joy (“Grass-ant”), playful character (“Sun-bucket”), solemnity, elation (Ya. Akim, “Our Planet”) , admiration (E. Serova, “Bell”, “Dandelion”; A. Prokofiev, “Early Spring”).

Maintain the consistency of the plot in the process of retelling familiar fairy tales, convey the character of the characters (“The Wolf and the Little Goats”, “The Hare, the Fox and the Rooster”).

Emotionally convey the nature of the dialogue between the characters, figurative words and expressions. Reproduce the author's words and expressions in the process of retelling (K. Ushinsky, “Bishka”; E. Charushin, “How a Horse Rolled Animals”; “Mitten” - a fairy tale, translation by E. Blaginina).

To cultivate the emotional sensitivity of works of art, to distinguish between the genre of a fairy tale and a short story (“The Fox with a Rolling Pin,” arranged by I. Karnaukhova; Y. Taits, “Obedient Rain”), to distinguish between poetic and prose text (S. Marshak, “The Mustachioed Striped One”; B Suteev, “Who said meow?”; fairy tales “Pykh”, “Bull - tar barrel”).

2nd year of study

EDUCATION OF SPEECH SOUND CULTURE

Form the correct sound pronunciation (s, съ, з, зь, ц, щ, ж, ч, Ш, л, л, р, ръ); develop phonetic perception, vocal apparatus, speech breathing, the ability to use a moderate rate of speech, intonation means of expressiveness.

Ministry general And professional education

Russian FederationInstitute correctional pedagogy RAO

Programs

Special (correctional)

educational institutions IV kind

(For visually impaired children) (nursery - garden - initial school)

Programs children's garden

Development speeches. Formation elementary mathematical

submissions. Familiarization With to those around peace.

Fine art. Physical upbringing.

Labor education. A game.

Correctional Job V children's garden

Development visual perception. Correction violations speeches.

Development touch And small motor skills. Orientation V

space. Socially- household orientation. Rhythmics.

Medical physical training.

Part I - Children's garden

Management rehabilitation work And special education

Ministries general And professional education

Russian Federation

UDC 376.3-056.26(073.) BBK 74.10+74.3 P-78

Edited by

Based on this, the conceptual basis for organizing the educational complex (nursery - kindergarten - primary school) is to provide optimal conditions for the systematic, comprehensive, continuous education and training of children of early, preschool and primary school age - periods of maturation of the child’s visual system.

The basic principles of organizing correctional, pedagogical and educational processes are:

taking into account general, specific and individual developmental characteristics of children with visual impairments;

a comprehensive (clinical-physiological, psychological-pedagogical) approach to diagnosis and correctional assistance for children with visual impairments;

modification of curricula and programs, increasing the duration of training, redistributing educational material and changing the pace of its completion based on the continuity of the school course with the preschool course, subject to didactic requirements of compliance of the content of training with the cognitive abilities of children;

ISBN" 5-93041 Moscow "City1999

children, original textbooks, visual aids, typhology equipment, as well as reducing the number of classes and groups and methods of individual-subgroup teaching;

ensuring the standard of general education training in conditions of continuity of preschool and school education, training and treatment of children with visual impairments;

system of work on social adaptation and self-realization of children with visual impairments;

providing optimal conditions for long-term medical, psychological and pedagogical rehabilitation of children with visual impairment from 2 to 10-11 years.

This model of UVK makes it possible to solve problems of prevention and improvement of vision by creating gentle conditions for a complex of general strengthening and special corrective measures.

To achieve this, UVK is increasing the length of vacations: during the academic year, at least 30 calendar days, and in the summer, at least 8 weeks. For first grade students, an additional week-long vacation is established.

In the educational process, a dosed visual load is introduced when teaching children to write and read, watch video information, etc.

An important correctional requirement of the life schedule of children in the UVK is the system of motor activity of the child, which provides for overcoming physical inactivity in children with visual impairments, caused by the difficulties of their visual-motor orientation, including special classes in physical therapy, rhythm and orientation in space, physical education minutes.

Simultaneously with the general educational process, UVK carries out special correctional work aimed at overcoming deviations in the psychophysical development of children with vision pathologies. All classes are individually differentiated depending on the child’s needs. The ultimate goal of UVK is to stabilize the entire course of the child’s psychophysical development for his successful integration into a comprehensive school and peer society.

PROGRAMS CHILDREN'S GARDEN

DEVELOPMENT SPEECHES

EXPLANATORY A NOTE

For the development of speech of children with visual impairments, their acquisition of their native language and speech formation are of particular importance. Speech development is carried out in all types/activities of children and is a necessary part of the correctional and educational work of a kindergarten for children with visual impairments.

It is necessary to conduct systematic classes on speech development in subgroups and individually with each person. Carrying out work on speech development, the teacher listens carefully to what and how children with visual impairments are talking about, teaches them to construct phrases, consistently express thoughts, and use words correctly in meaning.

PROGRAM1 th year of study

DEVELOPMENT OF PHONEMATIC HEARING AND

Work on the correct pronunciation of vowel sounds and their differentiation. Pronunciation of consonant sounds, hard and soft (m, b, p, t, d, n, k, g, x, f, c, l. s, c).

To develop in children the ability to distinguish sounds in a word, pronounce phonemes, words according to the teacher’s model (drawn mu-mu, la-la-la, na-na) highlighting the sound in words (cat, mouth, etc.).

Learn to imitate the sounds of various objects and animals (knock-knock - hammer; meow-meow - cat; oink-oink - pig, etc.).

Perform various actions with objects according to verbal instructions: “Roll the ball”, “Hang the ring”, “Throw the ring”, “Find a toy (doll, car, ball, etc.).”

Isolation of sound when pronouncing a word clearly. Developing intonation sense, diction, speech rate.

Learn the ability to clearly pronounce simple phrases using the intonation of a whole sentence, as well as the ability to regulate the pace of speech in a coherent statement.

Teach children correct verbal learning: how to say hello. say goodbye, ask, thank, ask.

DICTIONARY WORK

Accumulation and enrichment of vocabulary based on expanding knowledge of ideas from the life around the child.

Games:“What kind of object?”, “Tell me which one”, “Who can do what?”, “Who can say more words about an apple, what is it like?”

Teach children to see the beginning and end of an action. Game with pictures: “What comes first, what comes next?” Formation of understanding and use of general concepts (toys, clothes, dishes). Distinguishing words with opposite meanings based on visual (big - small, tall- short).

FORMATION OF GRAMMATICALLY CORRECT SPEECH

Learning to change words by case, agreeing nouns and adjectives in gender and number (small horse, long tail). Intensifying the use of spatial prepositions (in, on, behind, under, over), introduction to the use of case forms. Teaching different ways of word formation (names of animals, names of utensils, etc.: hare-little bunny, sugar bowl, bread box).

Work on the formation of onomatopoeic signals (sparrow: chirp-chirp - chirps; duckling: quack-quack - quacks).

Games:“Add a word”, “Who does what?”, “Who can name the most actions?”, “What do they do on musical instruments?”, “Who gives their voice?”

Teach children to compose a phrase of 2-3 or more words, using games with toys, actions with objects, and descriptions of pictures.

Use dramatization games to teach sequential storytelling.

Develop the ability to construct different types of sentences: simple and complex, using pictures.

DEVELOPMENT OF CONNECTED SPEECH

Teach children to retell a literary text, the ability to reproduce the text of a familiar fairy tale or short story, first based on questions from the teacher, and then together with him.

Teach children to answer questions about the content of the picture in question.

Teach children to construct a joint statement consisting of three sentences (“The bunny went (where?). There he met (who?). They began (what to do?)”).

It is important to take into account the different speech levels of children. Of particular importance here is the individual work of the teacher with each child.

For children with a high level of speech development, short schemes can be offered (“It’s arrived... Guys... They have become...”).

READING AND STORYTELLING FOR CHILDREN

Teach children to understand the meaning of poems and fairy tales: sincerity, lyricism (I. Surikov “Winter”: E. Trutneva “Christmas Tree”), humor (N. Saxonskaya “Where is my finger?”; “Grow up, braid.” “You’re a kitten- ka-kotok", "Ruff-kids" - folk songs and nursery rhymes), joy ("Grass-ant"), playful character ("Sun-bucket"), solemnity, elation (Ya. Akim "Our Planet"), admiration (E. Serova “Bell”, “Dandelion”, A. Prokofiev “Early Spring”).

Emotionally convey the nature of the dialogue between the characters, figurative words and expressions. Reproduce the author's words and expressions in the process of retelling (K. Ushinsky “Bishka”, E. Charushin “As a horse rolled animals”; “Mitten” - a fairy tale, translation by E. Blaginina).

To cultivate the emotional sensitivity of works of art, to distinguish between the genre of a fairy tale and a short story (“The Fox with a Rock”, arranged by I. Karnaukhova; Y. Taits “The Obedient Rain”), to distinguish between poetic and prose text (S. Marshak “The Mustachioed Striped One”; B . Suteev “Who said meow?”; fairy tales “Puff”, “Bull - tar barrel”).

2- th year training

EDUCATION OF SPEECH SOUND CULTURE

Form correct sound pronunciation (s, s, z, z, c, sch, wh, w, l, l, r, r); develop phonetic perception, vocal apparatus, speech breathing, the ability to use a moderate rate of speech, intonation means of expressiveness.

Clarify the terms: sound, word, sentence. Distinguish between words. similar and different in sound. To form the concept that sounds and words are pronounced in a certain sequence. Teach children that the sounds in a word are different. Teach children to recognize words that lack a particular sound, to select certain toys or objects that have a certain sound in their names. It is necessary to train children in correctly pronouncing all the sounds of their native language. Improve the pronunciation of words according to the norms of the literary language. Learn to speak slowly - speaking loudly enough, without tension; teach you to regulate the strength of your voice. Develop intonation expressiveness of speech.

Enrichment of the dictionary. Expand and activate children's vocabulary with names of objects, their parts, qualities (shape, color, size, material, weight, etc.), actions and their qualities; teach to use the word in the correct grammatical form.

When comparing and describing objects with contrasting characteristics, teach children to use words with opposite meanings
(high - low, small - big, etc.). It is necessary to cultivate sensitivity to the semantic shades of words (high -- high-rise, large- huge, doll- doll, wolf- wolf, eat - eat, dress- put on and so on.).

The teacher must ensure that children meaningfully use words that are new to them in speech; teach to understand the meaning of figurative expressions in riddles, poems, and fairy tales.

DICTIONARY WORK

Correct understanding of words and their use, further expansion of the active vocabulary.

Work using children's active vocabulary (names of objects, their qualities, properties, actions). Clarify general concepts (toys, clothes, furniture, vegetables, dishes). Learn to select words that are close and opposite in meaning (sweet - bitter, boys - girls). Continue to introduce polysemantic words (foot, pen), using visual aids (drawings, illustrations, objects). Introduce the origin of some words (why the mushroom is called boletus, the flower - snowdrop). Correlate words by meaning, explain them, give an interpretation of words and phrases in games: “Who (what) can be light, heavy, kind, cheerful?”, “How to say it differently?”, “Why do they call me that?”, “Continue the chain of words.”

In the middle group, the range of grammatical phenomena expands. Training continues in the formation of singular and plural genitive forms of nouns (no hats, mittens, trousers); correct agreement of nouns and adjectives in gender, number and case; orientation towards the endings of words develops when they agree in gender (kind boy, cheerful girl).

Teaching the formation of verb forms in the imperative mood (stop, take off, jump). Formation of aspect pairs of verbs (got up- gets up, washes himself, washes himself).

Exercises in the correct understanding and use of prepositions of spatial meaning (in, under. between, about).

UPBRINGING SOUND CULTURES SPEECHES

Learn to use different types of sentences (simple, complex), construct them with the help of a teacher, and then independently.

Learn to grammatically correctly change words used in everyday life, form some difficult forms: genitive plural of nouns (socks, felt boots, mittens), imperative mood of verbs (draw, sing, jump), verb forms want.

Practice correct word agreement and understanding the use of prepositions.

Learn to form the names of some baby animals in the singular and plural, and the names of utensils. Draw children's attention to different ways of forming words (sugar bowl, bread bowl).

DEVELOPMENT Svyaznoy SPEECHES

Teach children to coherently, consistently tell short tales and stories with the help of a teacher.

Learn to talk coherently and vividly about events, facts, impressions from your experience, without deviating from the topic set by the teacher. In stories about what you saw on excursions, teach to use the exact names of objects, their parts, qualities, actions; indicate the place and time of events. Before the excursion, you need to tell children in general terms about what will be shown; in a preliminary conversation, find out what ideas the children have about the upcoming object of observation. Explain to the children the goals and objectives of the observations, inform them that after the excursion they will need to talk about their observations.

Compose short stories based on the picture from personal experience, first on the questions of the teacher, and then on your own. These types of storytelling involve teaching different types of statements (description, narration) and lead to composing a reasoning.

To develop oral speech skills (composing a story together - beginning, middle, end, i.e., the compositional structure of a coherent statement).

First, the idea is established that the story can begin in different ways (“Once upon a time”, “Once upon a time”, “It was in the summer”

The adult, giving the beginning of the story, invites the child to fill it with content (“Once upon a time... (animals gathered). They began... Suddenly... The animals took... And then..."). Completing the diagram helps the child consolidate ideas about the means of communication between sentences and between parts of a statement.

Teach children to include descriptive elements in stories, dialogues of characters, diversify the actions of characters, and observe the temporal sequence of events.

To teach the ability to construct and pronounce types of sentences of different intonation (narrative, interrogative, exclamatory).

Collective composing of a story with the guiding role of the teacher.

Classes on the development of coherent speech are organically combined with lexical and grammatical exercises.

Teach children to write short stories about what is drawn in the picture. When conducting classes with pictures, it is better to use small pictures (15-20 cm) pasted on cardboard. Pictures should be selected on topics related to the educational program. For example: “Seasons”, “My home”, “The city where I live”, “Domestic and wild animals”, etc.

READING AND TELLING TO CHILDREN

Strengthen the skills of listening, reading by heart fairy tales, stories, poems.

Teach children to understand the meaning of poems, stories and fairy tales: “Khavroshechka” (Russian folk tale adapted by A. Tolstoy); Brothers Grimm “The Town Musicians of Bremen” (retelling by A. Vvedensky, edited by S. Marshak); C. Perrault “Fairy” (translation and adaptation by N. Medvedkova).

For reading: S. Sakharnov “Two Radio Operators” (“The Best Steamship”); E. Shim “Flowers”; E. Blaginina “Let’s sit in silence”; S. Marshak “Mail”; G. Skrebitsky “In a forest clearing”; A. Barto “Rope”; Z. Aleksandrova “The Boy Got Lost”; M. Prishvin “Fox Bread”; V. Bianki “Arishka the Coward.”

Teach children to evaluate the actions of heroes, determine moral qualities (good, evil, brave), notice characteristic features

characteristics of characters, expressive means of language, figurative expressions, songs, characters in fairy tales (“Two Greedy Little Bears”, “Spikelet”, “Little Red Riding Hood”). Answer questions related to the content of a literary work.

3- th year training

EDUCATION OF SPEECH SOUND CULTURE

Further improvement of speech hearing, consolidation of clear, correct, expressive speech skills.

Differentiation of pairs of sounds (s-z, s-ts, sh-f, h-sch, s-sh, z-f, ts-h, l-R), i.e., distinguishing between whistling, hissing, sonorant, hard and soft sounds in words and sentences.

Using tongue twisters, tongue twisters, riddles, poems to practice diction (clearly and intelligibly), voice strength (whisper, sotto voce, loud), speech rate (slow, moderate, fast).

Continue teaching interrogative, exclamatory and narrative intonation. Improve speech hearing.

DICTIONARY WORK

Expand your vocabulary with names of objects, qualities, actions, activate your vocabulary, learn to use the words that are most appropriate in meaning when denoting qualities and characteristics.

Enriching children's vocabulary with nouns, names of cars, plants, fruits, vegetables, pets, and their babies; verbs (washes, wipes, cooks, washes, irons, lecheat, carries), adjectives denoting color, taste, quality of objects; adverbs (yesterday, today, tomorrow, near, far,

low, high).

Exercise children in the correct use of the plural, number of nouns, agreement of adjectives with nouns in gender, number, use of the past and future tense of the verb.

Teach children to talk, based on their past experience, and to ask the teacher the right questions.

Encourage children to speak about what they have read, drawn in the picture, and to talk about toys. Learn to tell nursery rhymes, short poems, learn phrasal speech. Learn to highlight intonations in accordance with the emotional and semantic coloring of speech (question, exclamation, etc.).

Teach children to speak clearly, without rushing. Be able to select words with opposite meanings (antonyms): strong- weak, fast- slow, stand- run, with similar meaning (synonyms): funny- joyful, jump- jump, use words for materials (wood, metal, glass, plastictmassa etc.).

Learn to understand figurative expressions in riddles, explain

meaning of sayings.

Teach children to compare objects and phenomena according to temporal and spatial relationships, size, color, quality, select words that are similar and opposite in meaning (big, oggrand, huge house, old house- new; light briefcase- heavy).

Learn to understand the meanings of polysemantic words (zipper, leaf;pour, float; full, heavy).

FORMATION GRAMMAR BUILDING SPEECHES

Teach children to independently use simple and complex sentences in different types of storytelling.

Learn to use different words to name the same objects (hare - bunny - bunny); form words - names of people by profession, by personal qualities, guess the meaning of unfamiliar words (builder, grumpy, merry fellow etc.).

Learn to grammatically correctly change the names of familiar objects and toys, forming separate forms of words (horsedock, ribbons, nesting dolls and etc.).

In games with objects and pictures, practice the correct agreement of words in gender, number, case, understanding and use of prepositions (on, in, behind, under, from).

Learn to understand and correlate the names of animals and their babies in the singular and plural with toys and pictures (duck- duckling- ducklings).

Teach the agreement of adjectives and nouns (especially the neuter gender), the formation of difficult verb forms in the imperative mood (go lie down and so on.).

Learn to find related words in context (“Yellow flowers grow in the garden.” “The grass begins to turn yellow in the fall,” “The leaves on the trees turn yellow”).

Learn to form nouns with diminutive and affectionate suffixes (birch- birch tree- birch tree), distinguish between semantic shades of a verb (ran- ran in- ran up), adjectives (smart- smartest, bad- poor) and use them in speech.

Continue to work on the semantic meaning of words (why a hat is called earflaps).

Work on the propaedeutic preparation of children to understand that speech consists of sentences, sentences of words, words of syllables and sounds, i.e., for learning to read and write.

DEVELOPMENT Svyaznoy SPEECHES

Learn to convey a short text coherently, consistently and expressively without the help of an adult.

Learn to independently compose a story based on a picture of a descriptive or narrative nature, indicating the place and time of action or event.

Learn to independently compose a story based on a series of plot pictures (2 - 3), determine the sequence of actions and events depicted in the pictures, and come up with a title for the story.

Learn to compose a story or fairy tale about a toy, observe the composition and expressiveness of the text; make up stories from your own experiences (descriptive, narrative and contaminativeroved- mixed).

Teach children to listen and understand the teacher’s speech, answering his questions, reproduce well-known fairy tales and short stories, answer questions about the content of the picture and when describing the toy; write short stories based on them (2 - 3 sentences). Learn to independently compose a descriptive or plot story based on a picture (series of pictures): when describing events, indicate the place and time of action, invent events preceding and following the picture.

READING AND STORYTELLING FOR CHILDREN

Teach, respond emotionally, listen, understand the content of the fairy tale, memorize figurative words (“Three Bears”, “Cat, Rooster and Fox”).

Perceive intonation shades in performance, in conveying the character of the characters (“Toys” by A. Barto, “My Bear” by Z. Alexandrova).

Encourage emotional perception of the content, rhythm of speech, figurative language, distinguish between prosaic and poetic speech (“Masha and the Bear” - a Russian folk tale, “Gloves” by S. Marshak, “Moidodyr” by K. Chukovsky, “Mashenka” by A. Barto) .

Learn to emotionally perceive the plot, some features of the artistic narrative, empathize with the characters, notice the features of the fairy-tale composition: beginning, ending, repetitions (“The Hare, the Fox and the Rooster”, “The Rooster and the Bean Seed”, “The Wolf and the Little Goats”).

Learn to distinguish between poems (“Ball”, “Who will find the ring?” S. Marshak) and prose (“Whose shoes?” N. Pavlova). Understand that works of art can reflect different life events: holidays, funny and serious episodes from the lives of children.

To develop the ability to navigate familiar works, recognize them from pictures, answer questions about the content, expressively perform familiar nursery rhymes and poems.

EDUCATION LITERATURE

To form in children an idea of a word (as opposed to a sound, syllable, etc.). Introduce the term proposal. Encourage children to understand that sentences are made up of words. Learn to separate sentences of 2-4 words without prepositions and conjunctions, to compose sentences from a number of words.

To consolidate the idea that sounds and syllables in a word, words in a sentence are pronounced in a certain sequence.

Use the terms correctly: word, sound, vowel sound,hard consonant, soft consonant.

Name words with a given sound. Teach children to conduct a sound analysis of three- and four-sound words of various sound structures, i.e., establish the sequence of sounds in the analyzed words; name the highlighted sounds according to their sound in the word; learn to distinguish sounds: vowels, hard consonants, soft consonants. Teach children to divide a word into syllables, to isolate sounds from syllables.

4- th year training

UPBRINGING SOUND CULTURES SPEECHES

Improve the sound culture of speech. Reinforce the correct pronunciation of sounds. Exercise children in differentiating sounds by ear and pronunciation (whistling, hissing, voiced and voiceless, hard and soft consonants).

Develop sound analysis of words. Learn to isolate certain sounds, syllables, and stress in words and phrases. Work with sentence and word patterns.

Work on improving diction, developing the vocal apparatus, and correct articulation. The use of tongue twisters, tongue twisters, nursery rhymes, jokes, poems.

Develop a sense of rhythm and rhyme. Work on intonation expressiveness when combining the endings of a rhythmic phrase (“Our green crocodile...”, “Where did you spend the night, bunny?” “Where were you, my friend?”, etc.).

DICTIONARY JOB

Develop lexical ability by expanding the vocabulary with synonyms and antonyms, the ability to use words correctly. To develop children's interest in words. Teach them to identify in an object and correctly name the essential features, enriching the dictionary with the exact names of qualities (material, shape, color, size).

Pay attention to the correct understanding and use of generalizing words by children, practice using them in speech.

To form a correct understanding of the figurative meaning in proverbs and sayings.

Develop the ability to evaluate statements and sentences, notice and correct lexical errors in your own and others’ speech. Learn to find synonyms and antonyms in sentences, texts and match them to given words.

Continue to train children in clear and intelligible pronunciation of words, in compliance with the norms of the literary language, in changing the strength, pitch of the voice, tempo of speech, in the correct use of intonation means of expression, taking into account the content of the statement, the conditions of verbal communication.

To develop the ability to choose the most suitable word from a synonymous series (hot day- hot; heated argument- excited), develop understanding. figurative meaning of words depending on oppositions and combinations (the stream is shallow, butthe river is deep, the currants are small, and the strawberries are large).

Work to clarify the understanding of words that have opposite meanings (which may be deep? small? easy? heavy?). The use of proverbs and sayings (“March ends winter - spring begins”, “A new thing is good, but a friend is old”).

Work with polysemantic words of different parts of speech (runsriver, boy, time: growing flower, house, child; spicy nole,soup, mind).

FORMATION OF THE GRAMMAR STRUCTURE OF SPEECH

Form the morphological and syntactic side of children's speech. Activate speech in different forms of communication (conversation, story, reading poetry).

Develop a desire to master grammatical norms (for example, the word coat does not change; dress - who?, put on - what? and etc.). Exercise children in the formation of nouns, adjectives, verbs. Learn to form words denoting professions, baby animals, household items, and select words with the same root.

In special games and exercises with grammatical content, consolidate the knowledge and skills acquired by children in previous years, but on more complex verbal material, relying on a visual representation between objects, phenomena, introduce some norms for the formation of word forms (for example, the word want changes differently depending on whether we are talking about one person or many: Want- we want and so on.). Form related words (small, young forest- forest; a person who looks after the forest, protects it,- forester; fairy tale man- old forest man and etc.).

DEVELOPMENT Svyaznoy SPEECHES

Develop dialogic and monologue speech. Use dialogical speech to teach the skills of asking and answering questions. Teach the means of speech expressiveness (gestures, facial expressions, intonation).

Children should develop monologue speech through correct, coherent and consistent, precisely and expressively constructed utterances (both in retellings of a literary text and in an independent story).

Learn to retell a literary work (logically and consistently, accurately and expressively).

Learn to use a variety of grammatical forms and structures. Learn to notice and correct grammatical errors in your own and others’ speech associated with the incorrect use of familiar words.

Intended for typhlopedagogues, defectologists, psychologists and compensatory preschool teachers; recommended for preschool pedagogy specialists...

Read completely

The proposed detailed thematic planning, developed according to the program “Correctional work in kindergarten” edited by L. I. Plaksina for the older group of children with visual impairments, presents the main directions of the educational process: the development of visual perception, spatial relationships, social and everyday orientation. The plan of each section is clearly structured, the goals and objectives of pedagogical work are defined, taking into account the integration of all types of children's activities. Systematicity and consistency in the presentation of the material, compliance with modern correctional and developmental technologies will allow defectologists, educators and psychologists to carry out the comprehensive development and education of preschool children in accordance with FGT, will ensure the child’s comprehensive adaptation in society and successful preparation for school.
Intended for typhlopedagogues, defectologists, psychologists and compensatory preschool teachers; Recommended for preschool pedagogy specialists, students of pedagogical educational institutions, and parents.

Hide

Women's portal Fleurot

Municipal budget preschool

educational institution of the city of Kostroma

"Kindergarten No. 41"

Kindergarten No. 41 in the city of Kostroma is attended by children aged 3-7 years with visual impairments, mainly children with visual diagnoses: strabismus, amblyopia, astigmatism of varying degrees, etc.

There are 6 groups functioning in the preschool institution:

Information about teaching staff

Software

The main general education program “Program of education and training in kindergarten”, edited by M.A. Vasilyeva, V.V. Gerbovaya,

T.S. Komarova, Moscow 2004; Specialized program for children with visual impairments “Corrective work in kindergarten” edited by L.I. Plaksina, 1997

Specialized program for children with visual impairments “Corrective work in kindergarten” edited by L.I. Plaksina, 1997

PARTIAL PROGRAMS: “Our home is nature”, N. Ryzhova; “Know yourself”, S.S. Frolova, E.E. Tsvetkova; “Environmental education”, N. Nikolaeva; “Young Kostromich” - regional program, director G.V. Vlasova

“Our home is nature”, N. Ryzhova;

“Know yourself”, S.S. Frolova, E.E. Tsvetkova;

“Environmental education”, N. Nikolaeva;

“Young Kostromich” - regional program, director G.V. Vlasova

The preschool institution has created all the conditions for the fullest disclosure and realization of the potential capabilities of each child, as well as for improving or stabilizing the results of treatment of eye pathology:

- there is an ophthalmologist's office;

-equipped room for musical activities and physical education

(with colorful sports equipment to enhance visual function and motor activity;

- offices of teachers and defectologists are equipped.

Correctional and developmental environment

During the regime moments, the following ophthalmo-hygienic requirements are fulfilled:

Ophthalmic - hygienic requirements:

Correctional work is built as a multi-level system, consisting of two interconnected areas: correctional - pedagogical work and medical - restorative process.

Correctional pedagogical work:

Teachers in groups organize corrective exercises in various classes (mathematics, drawing, speech development, physical education, manual labor, etc.), in games, and everyday activities.

Treatment and rehabilitation work

Children in our preschool receive intensive special complex treatment. The ophthalmology office is attended by ophthalmologist G.V. Izvolova, daily treatment is carried out by an orthoptist sister. In their work they use the following devices:

RELATED ARTICLES

T.S. Komarova, Moscow 2004;
Specialized program for children with visual impairments “Corrective work in kindergarten” edited by L.I. Plaksina, 1997

PARTIAL PROGRAMS:
“Our home is nature”, N. Ryzhova;

“Know yourself”, S.S. Frolova, E.E. Tsvetkova;

“Environmental education”, N. Nikolaeva;

“Young Kostromich” - regional program, director G.V. Vlasova