Designing an individual educational route for a preschooler (for social and personal development).
This material is recommended kindergarten teachers, speech therapists, psychologists, primary school teachers.
Material Description: Dear colleagues, your attention is presented to the material on the preparation of an individual educational route for a preschooler.
In practice, the process of education and upbringing is mainly focused on the average level of development of the child, so not every pupil can fully realize their potential. This sets the task for educators, speech therapists, psychologists of a preschool educational institution to create optimal conditions for realizing the potential of each pupil. One of the solutions in this situation is the compilation and implementation of an individual educational route (hereinafter - IEM). The individualization of education, upbringing and correction is aimed primarily at overcoming the discrepancy between the level set by educational programs and the real possibilities of each pupil.
Individual educational route- this is a personal way of realizing the personal potential of the child (pupil) in education and training:
intellectual;
Emotional-volitional;
activity;
Moral-spiritual.
The main goal of creating an individual educational route (IEM):
Creation in the kindergarten of conditions conducive to the positive socialization of preschoolers, their social and personal development, which is inextricably linked with the general processes of the intellectual, emotional, aesthetic, physical and other types of development of the child's personality.
Tasks for the social and personal development of the child:
Create a favorable subject-developing environment for the social development of the child;
To organize a unified system of work of the administration, teaching staff, medical staff of the preschool educational institution and parents for the social and personal development of the child;
Improve the style of communication between the teacher and the child: adhere to a psychologically correct style of communication, achieve respect and trust of the pupil;
Create conditions for the development of a positive attitude of the child towards himself, other people, the world around him, the communicative and social competence of children;
To form a child's self-esteem, awareness of their rights and freedoms (the right to have their own opinion, choose friends, toys, activities, have personal belongings, use personal time at their own discretion)
To carry out prevention and correction of social and personal problems existing in the child.
The individual educational route includes the main directions:
Organization of movement (development of general and fine motor skills);
development of skills (cultural-hygienic and communicative-social);
the formation of the child's activity (manipulative, sensory-perceptual, subject-practical, playful, productive types - modeling, applications, drawing);
development of speech (formation of the sensory basis of speech, sensorimotor mechanism, speech functions);
formation of ideas about the environment (objective world and social relations);
the formation of ideas about space, time and quantity.
An exemplary program for compiling a psychological and pedagogical presentation for a preschooler.
1. In the section "General information about the child" it should be indicated where he came from (from a family, from another preschool educational institution), whether there were long breaks in attending a preschool institution, for what reasons. Evaluation of the child's adaptation in the group: good; satisfactory; insufficient; bad; otherwise.2. In the section "Characteristics of the family" parental information must be provided. Fill in the subsections:
Family composition: complete, incomplete, large, the presence of brothers and sisters.
family type:
a) prosperous (parents are morally stable, have a culture of education);
b) dysfunctional (pedagogically incompetent: there is no unity of the requirements of parents, the child is neglected, he is treated cruelly, systematically punished, poorly aware of his interests, behavior in kindergarten);
c) a morally dysfunctional family (parents lead an immoral lifestyle, drunkenness, parasitism, have a criminal record, do not raise children);
d) conflict family (unfavorable emotional atmosphere in the family, conflicts, parents are irritable, cruel, intolerant).
Who is involved in the upbringing of the child: mother, father, grandmother, others.
Relationship between parents and child:
a) family dictate (systematic suppression of the initiative and self-esteem of the child);
b) excessive guardianship (satisfaction of all the needs of the child, protection from difficulties, worries, efforts);
c) connivance (avoidance of active participation in the upbringing of the child, passivity, recognition of the complete autonomy of the child)
d) cooperation (relationship of mutual respect, joint experience of joy and sorrow).
3. In the section "Features of the appearance of the child", briefly note: posture, gait, gestures, facial expressions, the presence of salivation, etc.
4. In the section "Somatic health" indicate the health group; how often is sick, and what diseases; appetite, characteristic of daytime sleep; whether the child suffers from enuresis and/or encopresis, etc.
5. In the section "Features of the motor sphere" describe according to the "Representation" data.
General motor skills: norm, coordination, pace, rhythm of movement are slightly disturbed, motor awkwardness.
Manual motility: norm (safety of function), insufficiency of fine motor skills, motor limitation, range of motion (complete, incomplete, severely limited), pace (normal, fast, slow), switchability (exact, inaccurate), coordination (normal, minor violations, impaired, incomplete ).
Leading hand: left-handed, ambidexter, right-handed.
6. In the section "Characteristics of the cognitive sphere of the child" characterize mental processes:
Attention feature: during classes, he cannot be attentive and concentrate on something for a long time; constantly distracted; is able to concentrate on any business for a long time; diligent and accurate in completing tasks; what kind of attention prevails - voluntary, involuntary, other.
Memory characteristic: slowly remembers and quickly forgets, quickly remembers and quickly forgets, it is difficult to memorize poems, retelling the content of a fairy tale, story, introduces fictitious borrowings (something that is not in the text), concentrates on secondary objects, not capturing the main idea of the content, the predominant type of memory: visual , auditory.
Thinking characteristic: poorly understands the essence of spatial relationships (left, right, in front, behind, above, below, from, under, above, etc.; (does not) carry out the simplest classifications by pattern or word for various reasons (who lives where? Who flies , and who runs?, etc.; (does not) select a generalizing word for a number of objects (pictures) within the program material (by 6 years - dishes, furniture, clothes, shoes, hats, toys, transport, flowers, trees , mushrooms, birds, domestic and wild animals, vegetables, fruits, berries, insects, tools; (not) knows how to establish the simplest cause-and-effect relationships (snow - winter outside) (does not) understand the content of plot lines and pictures, (does not) highlights the main thing in the perceived information (does not) perform counting operations; the formation of temporal representations within the framework of the program material (knowledge of parts of the day, days of the week, seasons, their sequence, natural phenomena (definition by picture naming by signs) (does not) understand the meaning of the proposed tasks .
7. In the section "The state of the child's knowledge by sections of the program" describe the child's knowledge of the environment, mathematical skills, drawing skills, what difficulties he experiences in learning.
Stock of general information about the environment: calls (does not) call his name, age, names of parents, home address, indicates the seasons with a word (difficulty); names the signs of the seasons (difficulty) does not know; knowledge about the animal and plant world meets the program requirements, is insufficient.
Formation of drawing skills:(house, tree, person, etc.), modeling (roll a ball, a block of plasticine, etc.)
Formation of elementary mathematical representations:
Quantity and account:((does not) differentiate the concepts of “one-many”, (does not) own a quantitative (ordinal) account within ..., (does not) know the numbers from 1 to ..., (does not) correlate the number with the corresponding number of objects, (does not) compare sets by the number of elements included in them without counting (overlay, application, graphic correlation) or indirectly (through counting), (does not) know the elements of sign symbolism (<, >, +, - ,=), (does not) own the composition of the number ..., (does not) solve examples within ..., (does not) solve problems on visual material.
Color Perception: there is no idea of color, distinguishes colors, recognizes and names primary colors, groups objects by color.
Form Perception: has no idea about the form, groups geometric shapes, identifies geometric shapes by word, distinguishes and names geometric shapes (flat and three-dimensional), correlates the shape of an object with a geometric shape, groups objects by shape.
Time representations: temporary representations are not formed, he is guided by the time of day, he consistently names the days of the week, he knows the names of the months of the year, he determines and names the time of the year.
Spatial representations: spatial representations are not formed, performs movement in the indicated direction according to verbal instructions, determines the position in space in relation to itself (left, right, front, rear), uses words in speech that determine the position of an object in space.
8. Attitude towards classes: not able to control their activities, does not bring the matter to the end, interferes with the teacher, children, quickly exhausted, works slowly and unevenly, the pace of activity is fast, but the activity is "chaotic and stupid"); whether he accepts help and what kind: (verbal, practical, stimulating, guiding, organizing, teaching); how he overcomes the difficulties that arise in the process of activity: (does not) strive to overcome, quits work, spies on others, cries, worries and gets nervous, turns to the teacher, children for help, independently looks for a way out.
9. Characteristics of the child's speech:
The sound side of speech: characterize the features of sound pronunciation: within the age norm, the phonetic structure of speech is not sufficiently formed, all sounds are pronounced correctly in isolation, but with an increase in speech load, general blurring of speech, phonemic defects in sound pronunciation (omission, distortion), phonological defects (substitutions, mixing) are observed; features of phonemic hearing: safe, underdeveloped, impaired.
Dictionary: specify: norm (vocabulary is sufficient, corresponds to the age norm), within everyday life, sharply limited; to what extent: sharply limited, somewhat limited, without visible restrictions; due to which words (parts of speech) is limited; the syllabic structure of the word is not broken, non-rough defects in the syllabic structure of the word, the syllabic structure is broken, (does not) violate the structure of polysyllabic words.
The grammatical structure of speech: formed, insufficiently formed, not formed; features of inflection, word formation: formed, correspond to the age norm, at the stage of formation, not formed. Reflect the formation of the following skills: the formation of the plural and singular of nouns and verbs, diminutive forms of nouns, the ability to coordinate adjectives with nouns, numerals with nouns.
Connected speech: corresponds to the age norm, in the stage of formation, requires further development, not formed; the nature of sentences (simple, complex, common, rare, non-common, incomplete), the ability to answer questions from adults in monosyllables or a complete phrase, the ability to build sentences based on demonstration, action on a picture, the ability to compose a story on a subject, plot picture, on a series of plot pictures, retell a fairy tale, story, recite a poem; the possibility of dialogue.
10. Characteristics of activities:
Self care skills: whether he can independently use toiletries, wash his face, wash his hands, comb his hair; can independently dress, undress, put on shoes, fasten, tie and untie shoelaces; can he eat, drink, use a spoon, fork on his own; whether he knows how to clean his things and bed.
Game activity: indifference or interest in toys, favorite games, does he understand the rules of the game, does he follow them, does he make changes to the content of the game, the availability of an imaginary situation, role in a collective game, behavior in a conflict situation, does he reflect his experience in the game, (does not) know how support the game.
Constructive and graphic activities: whether he knows how to correctly assemble a nesting doll, a pyramid, fold simple figures from counting sticks according to the model, perform constructions from cubes
11. The main difficulties noted in communication: there are no difficulties; does not know how to support the game; prefers to be alone; cries, has little contact with adults, children; conflict; otherwise.
12. Personal features: the adequacy of emotional reactions, activity or passivity in various activities, the presence or absence of initiative, compliance, irritability, passivity in the process of communicating with children and adults; shyness, capriciousness, tearfulness, apathy, obsession, timidity; prevailing mood; behavior: calm, adequate to the situation, restless; moral qualities: the adequacy of relations with relatives, peers, other people, a sense of affection, love, kindness, a tendency to help or harm, offend others, aggressiveness, deceit, etc., the ability to obey the requirements of adults, accuracy, cleanliness, the adequacy of emotional reactions to approval and condemnation.
13. Features of the emotional-volitional sphere: prevailing mood (gloom, depression, malice, aggressiveness, isolation, negativism, euphoric cheerfulness), anxious, excitable, insecure, impulsive, shy, friendly, calm, balanced, motor-disinhibited, afraid of the possibility of failure, emotionally passive, suggestible, emotional reactions are adequate, the presence of affective outbursts, a tendency to refuse reactions, anger; general revival when performing a task (motor, emotional), calms down on its own (a), at the request of an adult, when switching to another activity, the presence of phobic reactions (fear of darkness, confined space, loneliness, etc.); the presence of courage, determination, perseverance, the ability to restrain oneself; activity or passivity in different activities; the presence or absence of initiative, compliance, irritability, passivity in the process of communicating with people; shyness, capriciousness.
14. In the section "Additional features of the development of the child" it can be noted to what type of activity inclinations are noticed, the manifestation of creative abilities. Causes of developmental delay. Positive and negative qualities of the child.
Diagnosis of individual characteristics of children:
1. Conversation and questioning of parentsParents' knowledge is actively used to determine the interests of the child, the characteristics of his behavior, the development of self-service skills, speech, intellectual and social skills. The main purpose of the conversation is to establish contact with parents, get to know the child, introduce parents to the kindergarten and determine the main areas of cooperation.
2. Diagnosis of child development:
Diagnosis of the child is carried out by specialists of the kindergarten.
Each specialist pays attention to his area. Psychologist - level of mental development, features of interaction with children and adults, emotionality, speed of mental reactions, adaptation in a new environment.
3. Observation of behavior in the group:
During the period of adaptation and the entire time the child is present in the preschool educational institution, the teacher and specialists observe the child in different situations, determining the level of formation of self-service skills, features of contact with other children and adults, productive activity skills, development of motor and speech skills, cognitive sphere, manifestation of independence and activity, area of interest, etc.
The following observation techniques can be used: registration of episodes, diary notes, observation maps, observation log, video surveillance.
The composition of the medical-psychological-pedagogical commission:
group tutors;
Psychologist;
Speech therapist;
Musical director;
Physical education leader;
senior teacher;
Senior nurse;
Head of the structural division.
Methods used in the work:
Conversations, games, classes, reading fiction, sketches aimed at getting to know various emotions and feelings, with "magic" means of understanding;
Games, exercises and trainings that contribute to the development of emotional, personal and behavioral spheres (development of communication skills and improvement of relationships with others, removal of fears and increase of self-confidence, reduction of aggression and weakening of negative emotions)
Classes, games and exercises for the development of mental processes (memory, attention, perception, thinking, imagination);
Art therapy techniques (puppet therapy, isotherapy, fairy tale therapy);
Relaxation psycho-gymnastic exercises (relaxation of the muscles of the face, neck, torso, arms, legs, etc.)
Features of the work of the educator in creating an individual route for the child
Stage 1. Choice:Collegiate decision to work on building an individual development route;
Stage 2. Observation:
Supervision of the child in activities organized by adults;
Supervision of the child in free activities;
Conversation about the inclinations and preferences of the child with teachers;
Conversation about the inclinations and preferences of the child with parents;
Stage 3. Diagnostics:
Identification of "problem" and "successful" areas of development (in-depth diagnostic examination)
Building a route with orientation to the zone of proximal development of the child
Selection of methods, determination of methods and methods of work
Stage 4. Work:
Selection of individual tasks
Communication with parents and teachers
Hometasks
Adjustment of tasks, methods of working with a child
Stage 5 Control:
Final diagnostics
Presentation of the work of the child at the events of the preschool educational institution
When developing an individual route for a preschooler,
we rely on the following principles:
The principle of correlating the level of actual development and the zone of proximal development. Compliance with this principle involves the identification of potential abilities to assimilate new knowledge as a basic characteristic that determines the design of an individual trajectory of a child's development.
The principle of the best interests of the child. L.M. Shipitsina calls him "on the side of the child." The cause of any problematic situation in the development of the child is both the child himself and his social environment. In difficult situations, an objective analysis of the problem is required, taking into account the life experience of adults, their many opportunities for independent self-realization, and taking into account the multitude of social structures and organizations. And on the side of the child is often only himself. The support system specialist is called upon to solve each problem situation with the maximum benefit for the child.
The principle of close interaction and consistency the work of a “team” of specialists in the course of studying a child (phenomenon, situation).
The principle of continuity when the child is guaranteed continuous support at all stages of assistance in solving the problem. The escort specialist will stop supporting the child only when the problem is solved or the approach to the solution is obvious.
The principle of rejection of the average rationing. The implementation of this principle - this support involves the avoidance of a direct evaluative approach in the diagnostic examination of the level of development of the child, leading in its ultimate expression to the desire to "hang labels", an understanding of what is the norm. “Norms are not the average, what is (or the standard, what is necessary), but what is the best that is possible at a particular age for a particular child under appropriate conditions. One of the most important tasks of specialists who implement the ideology of psychological and pedagogical support for the individual development of the child is to determine these conditions, and, if necessary, create them ”(V.I. Slobodchikov).
The principle of reliance on children's subculture. Each child, enriching himself with the traditions, norms and methods developed by the children's community, lives a full-fledged childhood experience.
Organization of the emotional well-being of the child
I. "Morning of joyful meetings", when children call each other an affectionate name, wish good, smile, tune in to a good event of the day.“Individual conversation on topics of interest to children”, or the so-called “Intimate gatherings”, where children and adults tell interesting stories from their lives.
"Composing children's creative stories about themselves", about their family, followed by compiling books and decorating them with drawings.
"Using the method of collecting" contributes to the emergence of communication, joint games.
“Object-developing environment in a group” (a corner of solitude, different-sized screens, a podium, containers of personal belongings, frames for drawings in a group, equipment for independent activities, equipment for directing and role-playing games); aimed at ensuring the individual comfort of children.
II. To develop a positive attitude of the child to the people around him, we conduct:
Didactic games aimed at familiarizing and cultivating a tolerant attitude towards different people (“Peoples of Russia”, “Who has what kind of house”, pick up a picture).
Reading fairy tales of different peoples inhabiting Russia.
Examination of illustrative material on the formation of correct behavior in various situations.
Collective work on visual activity.
Collective events (holidays, snow buildings, planting flowers, making crafts from natural and waste materials).
Making a photo newspaper about any joint event. (“How we rested in the country”, “How we built a snowy town”).
Analysis of situations that may arise in life in which it is necessary to make a moral choice.
Deliberately creating situations that require children to help each other.
Photo exhibitions, photo album with photos of all the children of the group. (decorated in the form of a wall panel, where there are places for a photo of each child of the group.
III. The development of the child's communicative competence is facilitated by:
Elements of psychological gymnastics in the classroom for fine arts, familiarization with others.
Special games and exercises aimed at developing the recognition and expression of one's emotions "Cloud of mood", "Mirror", etc.
Button massage in combination with tasks for emotional manifestation.
Drama games.
Theatrical games.
watching performances,
Reading fiction, followed by a discussion of the nature of the characters, their moods, actions.
IV. To develop social skills in a child, we conduct:
Didactic games ("True or not").
Analysis of situations with a discussion of what you would do.
Special games for communication "Find the magic words", "Secret"
Game-training "Through the glass", elements of fairy tale therapy.
V. The development of a careful attitude to the world (man-made, not man-made) is facilitated by:
GCD on ecology and life safety;
reading fiction;
didactic games of natural history content;
analysis of situations;
watching performances on environmental topics;
promotions (Plant a tree, feed the birds);
caring for plants in a corner of nature and on the site;
labor activity (various types of labor).
Necessary criteria for evaluating the child's performance in terms of social and personal development:
Developed habits of moral behavior;
Have the ability to self-assessment, evaluation;
Have ideas about moral qualities;
Able to communicate easily with peers, adults;
They know how, on their own initiative, to provide all possible assistance: to peers, kids, adults;
Able to build relationships with peers, children;
Able to adequately get out of conflict situations;
The basics of safe behavior in various situations on the roads and on the street have been formed.
Expected result:
Development of social competence;
development of communication skills;
correction of anxiety, self-esteem (approaching adequate);
developing a sense of self-worth;
correction of the child's social and personal problems.1. Development of gaming activities (plot-role-playing, theatrical, directing, and other types of creative games):
encourage them to join games with adults and peers, offer simple plots for games on topics from the surrounding life and based on literary works, cartoons (“Communication”, “Reading”);
to teach how to distribute roles between partners in the game, select the attributes, objects, toys necessary for the game, use them in accordance with the role (“Communication”);
establish positive relationships in the game, take into account the interests of other children, positively resolve disputes and conflict situations (“Communication”);
in theatrical and director's games, act out situations based on simple plots (from cartoons, fairy tales), using toys, objects and some (1-2) means of expression - gestures, facial expressions, intonation (“Communication”, “Reading”).
2. Introduction to the elementary generally accepted norms and rules of relationships with peers and adults (including moral ones):
develop emotional responsiveness - a manifestation of sympathy for loved ones, attractive characters in literary works, cartoons, films, empathy with them, joint joy (“Communication”, “Reading”, “Artistic creativity”, “Music”);
develop an adequate response to past, current and future joyful and sad events in the family, kindergarten (illness, holiday, etc.);
develop a positive attitude towards the requirements of an adult regarding the implementation of norms and rules of behavior (“You can’t scream loudly, because other children won’t hear me”) (“Labor”);
form an idea of some moral norms and rules of conduct, reflecting 2-3 opposite moral concepts (for example, “mutual assistance” (“mutual assistance”) - “selfishness”, “greed” - “generosity”, etc.)
3. Formation of primary personal, family, gender ideas, ideas about society, country, world:
continue to form an idea of personal data (name, surname, age in years) (“Knowledge”, “Safety”);
develop positive self-esteem based on highlighting some of your own positive characteristics (qualities, features) - “I am cheerful and smart!”, “I always clean up toys!”;
to develop interest in the personal past and future, to encourage them to ask questions about themselves, about their parents, about kindergarten, school, adult professions, etc. (“Communication”, “Cognition”);
the formation of ideas about one's own nationality, the nationality of parents ("Knowledge");
formation of ideas about one's own address (country, city (village) and street where one lives) (“Knowledge”, “Safety”);
to cultivate love for the native land, to acquaint with the names of the main streets of the city, with its beautiful places, sights.
To develop the competence of teachers on this issue, hold consultations on the following topics:
"Formation of moral health", "Games for the formation of friendly relations between preschoolers", "Work to familiarize children with the name",
Topics of teachers' councils: "Ensuring the psychophysical health of preschoolers", "Learning to understand each other",
Prepare guidelines for teachers: "The use of sand and water in the correction of the emotional-volitional and social sphere of middle-aged children", "How to play with hyperactive children" and others.
Used Books:
1. Kutsakova L.V. “Labor Education in Kindergarten”, Publishing House-Mosaic-Synthesis, Library of the program “From Birth to School”;
2. Petrova V.I., Stulnik T.D.: “Ethical conversations with children 4-7 years old: moral education in kindergarten”, Publisher: Mozaika-Sintez;
3. Volosovets T.V., Kazmin A.M., Kutepova E.N.: “Inclusive practice in preschool education”, Publisher: Mozaika-Sintez;
4. Diagnostic tools for studying the results of the development of children's general education program DOU, Publisher: Arkti, Serie: Management of DOU
Tatyana Suntsova
Designing an individual educational route
Design.
In practice, the process of education and upbringing is mainly focused on the average level of development of the child, and is based mainly on statistical data on the correspondence of the majority of children of a given age to certain "age standards". But, it must be remembered that not every child can fit into the concept "average child", and, accordingly, not every pupil can fully realize their potential. The reasons can be both features and deviations in physical development, and behavioral problems.
This sets the task for the specialists of the preschool institution to create optimal conditions for the realization of the potential of each pupil. One of the solutions in this situation is the compilation and implementation individual educational route(hereinafter - IOM). Individualization of learning, education and correction is aimed primarily at overcoming the discrepancy between the level that is set educational programs, and the real possibilities of each pupil.
This is a personal way to compensate for learning difficulties, and then the realization of personal potential. child: intellectual, emotional-volitional, activity, moral and spiritual (Sh. Yu. Amonashvili, V. V. Davydov, V. Yu. Sukhomlinsky)
There is currently no universal recipe for creating IOM. Construction method individual educational route of the child, should characterize the features of his learning and development over a certain period of time, i.e., be of a prolonged nature. Can't define this route for the entire period of preschool childhood at once, setting its directions, since the essence of its construction lies precisely in the fact that it reflects the process of change (speakers) in the development and education of the child, which allows timely adjustment of the components of the pedagogical process.
When compiling an IEM, it is necessary to take into account some significant factors:
The need for coordinated actions of specialists at the stage of diagnosis (differentiation of the child's problems directly related to the disease, organic damage, from the problems of pedagogical neglect);
Clear interaction of all specialists of the institution at all stages of support;
The need for a combination educational, correctional and therapeutic activities;
A dynamic system of flexible transfer from one accompaniment option to another, depending on the dynamics of development and the capabilities of the child;
Inclusion of parents as full participants in correctional and developmental work in the activities of the institution.
primary goal individual educational route(IOM): the creation in kindergarten of conditions conducive to the socialization of a preschooler, his social and personal development, which is inextricably linked with the general processes of the intellectual, emotional, aesthetic, physical and other types of development of the child's personality.
An individual educational route is determined by educational needs, individual abilities and capabilities of the child (the level of readiness for mastering the program, as well as existing standards of content education.
When developing preschooler's individual itinerary, the following must be observed. principles:
The principle of reliance on the learning of the child.
The principle of correlating the level of actual development and the zone of proximal development. Compliance with this principle involves identifying potential abilities to assimilate new knowledge as a basic characteristic that determines designing an individual child development trajectory.
The principle of respecting the interests of the child. L. M. Shipitsina calls him "on the child's side". The cause of any problematic situation in the development of the child is both the child himself and his social environment. In difficult situations, an objective analysis of the problem is required, taking into account the life experience of adults, their many opportunities for independent self-realization, and taking into account the multitude of social structures and organizations. And on the side of the child is often only himself. The support system specialist is called upon to solve each problem situation with the maximum benefit for the child.
The principle of close interaction and coordination of work "commands" specialists, in the course of studying the child (phenomena, situations).
The principle of continuity, when the child is guaranteed continuous support at all stages of assistance in solving the problem. The escort specialist will stop supporting the child only when the problem is solved or the approach to the solution is obvious.
The principle of rejection of the average rationing. The implementation of this principle - this support involves the avoidance of a direct evaluative approach in the diagnostic examination of the level of development of the child, leading in its ultimate expression to the desire "put labels" understanding of what is the norm. “Norms are not the average, what is (or the standard, what is necessary, but what is the best that is possible at a particular age for a particular child under appropriate conditions. One of the most important tasks of specialists implementing the ideology of psychological and pedagogical support individual development of the child, is to determine these conditions, and, if necessary, to create " (V. I. Slobodchikov).
The principle of reliance on children's subculture. Each child, enriching himself with the traditions, norms and methods developed by the children's community, lives a full-fledged childhood experience.
Structure individual educational route should include the following Components:
Target (setting goals, defining tasks educational work); why?
Technological (determination of the used pedagogical technologies, methods, techniques, systems of training and education, taking into account individual characteristics of the child) in what ways, games, technologies, activities, etc.?
Diagnostic (definition of the diagnostic support system); how will we track the results?
Effective (expected results are formulated, the timing of their achievement and criteria for evaluating the effectiveness of the measures being implemented) what results should the child achieve?
Approximate IOM scheme of a child for each specialist:
Section, direction of development Terms Goals and objectives Content of the work (programs, technologies) Diagnosis Expected result
Individual educational route should include the main directions:
Organization of motor activity (development of general and fine motor skills);
Skill Development (self-service, cultural-hygienic and communicative-social);
The development of higher mental processes (perception, attention, memory, thinking, imagination, speech);
The development of higher mental functions (conscious memorization, understanding, arbitrariness, logical thinking, creative imagination);
Formation of the child's activity (manipulative, sensory-perceptual, subject-practical, playful, productive);
Speech development (dictionary, emotional side of speech, sound pronunciation* (*for a speech therapist, communication functions);
Formation of ideas about the environment (objective world and social relations);
cognitive development (development of academic skills).
In DOW process designing an individual educational route begins at a meeting of the psychological-medical-pedagogical council (PMPC). The main areas of work of the PMPK the following:
Development and refinement individual educational route for each child (includes definition educational programs and organizing them by topic in the time intervals available to the child, taking into account his current capabilities);
Development, refinement and implementation of schemes and programs for accompanying children with special needs, taking into account the data of a dynamic survey;
Hygienic regulation of loads;
Ensuring continuity and consistency in working with the child.
At a consultation with the participation of specialists from the preschool educational institution, a comprehensive IOM is agreed. At the same time, it is necessary to take into account following:
individual mode of visiting a preschool educational institution;
Decrease in the rate of speech and thought activity, increased fatigue;
Violation of communication skills;
Features of the motor development:
1) violation of fine motor skills (it is difficult for them to tie shoelaces, use scissors, decorate, they have difficulty developing graphic skills);
2) imbalance (unsteady gait, difficulty coordinating in space);
3) violation of visual-spatial coordination (it is difficult to participate in sports games and relay races, especially with the ball).
The main thing that determines success in solving a child's problems is the interest and high motivation of all participants in the process. escorts: child, parents, teachers, specialists.
Attachment 1.
Approximate scheme of a complex IOM of a child *
with disabilities and unwanted behavior
(per month, semester, academic year):
Specialist Direction of work Schedule of classes Content of work (programs, technologies) Interaction Note
Teacher-psychologist Correction of undesirable behavior.
Reducing the level of psycho-emotional stress. 1 time per week
Once a week 1. Lessons on the development of voluntariness.
2. Sand therapy, art therapy. 1. Consultation for educators "The use of visual schedules in the correction of manifestations of undesirable behavior", How to work with hyperactive children, “The child has hysterical manifestations. What to do?"…
2. Designing problem situations.
3. Counseling parents. * The mental development of the child corresponds to the age norm
Speech therapist / defectologist Correction of sound pronunciation.
Correction of unwanted behavior
Joint classes with a psychologist to develop academic skills (as a tutor)* The development of cognitive processes corresponds to the age norm
Educator Development of arbitrary behavior. Development of communication skills.
Correction of unwanted behavior.
Development of motivation for learning activities. 1. Program "Childhood".
2. Elements of the program "I - You - We".
3. Ind. classes or in small (1-2 children) subgroups.
1. Ind. classes on the instructions of specialists.
2. Modeling of problem situations together with a teacher-psychologist.
3. Counseling parents
Musical director Development of arbitrary behavior. Development of communication skills 1. Inclusion in theatrical activities.
2. The use of elements of logorhythmics for the development of speech functions.
additional teacher education Development of voluntary behavior. Development of communication skills.
AFC specialist / physical education leader Development of gross motor skills, spatial orientation.
Decreased aggressiveness. 1. Breathing exercises.
Head Nurse Monitoring the state of somatic health.
Load level control. one. Daily: measurement of t°, blood pressure, heart rate.
2. Weekly: a survey of parents about the health of the child; load adjustment.
3. Monthly: monitoring the state of the somatic health of the child 1. Implementation of the recommendations of the pediatrician.
2. Control in physical education classes.
3. Control of the level of teaching load.
4. Consultations for teachers on somatic manifestations.
Pediatrician Monitoring the state of somatic health.
Load level control. Monitoring of the state of somatic health of the child 1. Recommendations of medical specialists.
2. Consultations for teachers on somatic manifestations.
Modern education relies heavily on an individual approach to learning for each student. How can the method of individualization be implemented in the school? There are many ways, and one of them is the compilation individual educational route schoolboy(IOM) and following it.
Concept definition
In the scientific literature, there are several interpretations of the concept of IOM, but the general essence is as follows:
Individual educational route — this is an individual program designed for a particular student and pursuing specific goals that must be implemented within a specified time frame. In other words, IOM is a way or a way of realizing a child's personal potential, developing his abilities according to an individual plan (route).
When compiling the route, the individual characteristics of the student must be taken into account. Namely:
- educational base (knowledge that the student owns);
- mental and physical condition of the student;
- personal qualities, character traits of the child (the ability to work in a team and individually, the type of memory, social activity, motivation, etc.)
- age;
- social aspect (wishes of parents).
What are individual routes for?
The practice of introducing IEM is provided for by the Federal State Educational Standard. And the primary task of such routes is a profile orientation.
The explanatory note of the Ministry of Education, attached to the GEF standards, states: each student can draw up an individual study plan. 6 subjects are obligatory: Russian language and literature, mathematics, foreign language, history, life safety and physical education. The remaining subjects are selected depending on the chosen future profession. Six directions are offered:
- natural science,
- technological,
- humanitarian,
- socio-economic
- universal.
That is, in addition to the six main subjects, the student will choose subjects from the cycle that he needs to prepare for his future profession. The total number of items will be adjusted by the clock grid.
A full transition of all schools to education according to the Federal State Educational Standard is planned for 2021.
What types of routes are already known and successfully used in pedagogical practice?
Now the IOM technique is used at school for other purposes, namely:
- for lagging students - to fill gaps in knowledge on a particular topic;
- help in teaching children with poor health (fatigue, reduced performance);
- for weak performers - such IEMs are provided for children with low motivation, for those who have no interest in learning, who cannot properly form their learning activities, etc.);
- for gifted students with individual character traits (hyperactivity, increased emotionality, communication difficulties, etc.);
- for children ahead of development.
In these cases, the main goal of IEM is to correct the discrepancy between the level set by the norms of the educational program and the child's personal characteristics.
Naturally, the compilation of IEM is provided not only for schoolchildren. In practice, it is often used individual routes of a preschooler, teacher.
Approximate algorithm for the introduction of IOM
There is no universal way to create individual routes today. There are only general recommendations that can help you navigate. Here are the approximate steps in building an IOM:
1. Information stage
The teacher organizes a conversation with children and parents, during which he explains the essence, goals and possibilities of individual routes. At this stage, the student fixes what he should know and be able to do by the end of the route.
2. Diagnosis and choice of methods
The teacher (together with the psychologist and class teacher) conducts a series of tests in order to determine the personal qualities of each student. Here it is important to identify the features of the nervous system, to determine which type of activity will be more effective for the child, to find out what exactly prevents them from doing successfully (the inability to work in a team, insufficient individual attention, the inability to concentrate in the classroom, gaps in past topics).
That is, at this stage, it is fixed what the student can and wants to learn within the framework of this subject and what can help / hinder him in this.
3. Definition of goals and objectives of IOM
For primary school students, the goals and objectives are determined by the teacher. This can be a short-term goal (for example, "Closing the gaps on the topic" Column addition "), or a long-term goal (for example, a child writes poetry, and it is important for his IOM to determine those tasks that will help him develop his literary talent).
High school students should take an active part in setting the goals and objectives of their IEM, ideally they themselves should determine what they want to achieve and what needs to be done to achieve this. The role of the teacher in this case is only as a consultant.
4. Compilation of IEM. Now the important question is: "How will I move towards the fulfillment of the goal?".
The route indicates the goals to be achieved, methods of implementation, sources of knowledge, deadlines for each task separately, control method and final results.
5. Final stage. After the student has completed the IEM, a final attestation is mandatory (testing, control, oral questioning, report, etc.). Here it is important not only to assess the knowledge of the child and the level of his skills and abilities, but also to determine how successful the IEM was, whether he met the deadline, what difficulties the child encountered, what he needs to improve.
Individual educational routes - examples and samples
Here are some examples of IOM of a very different plan.
1. Individual educational route for a primary school student
Parents Signature:
Teacher's signature:
2. An example of an individual educational route for a gifted child
Goal: development of creative and analytical skills
Parents Signature:
Curator's signature:
It is more convenient to make such a route for a quarter, half a year, a year. During implementation, adjustments can be made.
An example of an individual educational route for a preschooler (IEM) is an indispensable element of the effectiveness of the work of every modern educator.
The essence of IOM preschooler
GEF defines a new approach to preschool education. One of the main requirements for it is the effective use of all pedagogical resources to achieve maximum results in the education and development of future students. Given that the program is aimed at the average student, it is possible that the weaker ones may not learn it well enough, and the most capable lose the motivation to learn.
That is why an individual approach to all children, taking into account all their characteristics, provides the IOM of a preschooler. It is understood as an educational program that is aimed at teaching a particular child and takes into account all his personal qualities.
Purpose and directions of IOM
A preschooler according to the Federal State Educational Standard, an example of which is found today in all educational institutions, is aimed at solving specific problems. The purpose of the development and implementation in the educational route is the formation of factors in kindergarten that will be aimed at positive socialization and social and personal development of pupils. The latter includes the main processes of intellectual, emotional, physical, aesthetic and other types of development.
The main task that the individual educational route of a preschooler solves is the development of cognition, an example of which is demonstrated in open classes. The directions of the educational route are as follows:
Formation of movement, which includes the improvement of motor skills;
Opportunity to engage in various fields of activity;
Improving speech skills;
Development of ideas about the surrounding world of objects and social relations;
Development of ideas about time, space.
At the same time, the implementation of an individual route involves regular monitoring in order to track the degree of mastering the educational program by each pupil of a preschool institution.
IOM structure
In the process of introducing new standards into the education system, all educators were required to take refresher courses. On them, they were shown an example of an individual educational route for a preschooler, the sample of which was considered in sufficient detail. However, this type of child development monitoring is important not only for educators, but also for parents, who are often unaware of the purpose of this pedagogical tool.
The structure of the educational route should include such components as:
Target, which involves setting specific goals that meet new standards;
Technological, causing the use of certain pedagogical technologies, methods and techniques;
Diagnostic, defining complex of diagnostic tools;
Organizational - pedagogical, determining the conditions and methods for achieving the goals;
Effective, containing the final results of the child's development at the time of transition to schooling.
Necessary preliminary actions before drawing up an educational route
Since the main goal of the educational route is to identify difficulties in the learning process and social development of each child, a thorough study of its characteristics is necessary.
An example of an individual educational route for a preschooler involves preliminary research activities before fixing the results of the child and is mandatory, including the following actions:
1. Drawing up the characteristics of the child. This document should indicate the pupil's visit to other preschool institutions and the break between their shifts. It is also necessary to note the speed and level of adaptation to the group.
2. To determine the key difficulties in a child, it is necessary to carefully study his family with the subsequent compilation of its characteristics. In this case, it is worth paying attention to the relationship between the child and parents, since excessive guardianship can cause suppression of the pupil.
4. Determining the degree of development of attention, memory, thinking, as well as speech development is mandatory for further monitoring of his progress;
5. It is also necessary to identify the child's propensity for specific activities in order to help in development through such games.
Registration of the educational program
An example of an individual educational route for a preschooler proves the degree of need for a thorough study of all areas of the life of each individual child. Having studied all the necessary data, the teacher proceeds to draw up an individual route, which includes the following sections:
General information about the preschooler;
Family characteristics;
Features of the appearance of a preschooler;
Health;
Features of motor skills;
Cognitive sphere of a preschooler;
Level of knowledge on sections of the program;
The level of development of speech;
attitude towards work;
Characteristics of the activity;
Difficulties in communication;
Individual characteristics;
More information about the preschooler.
This in-depth analysis allows you to build individual work with a preschooler quite effectively.
Inclusive education and IEM for a preschooler with disabilities
The introduction involves the removal of barriers between children of all health groups through collaborative learning.
It is based on equal treatment of each child, but at the same time the creation of special conditions for children with health problems for a comfortable stay in an educational institution. The system of inclusive education includes all categories of educational institutions: preschool, secondary, vocational and higher. Considering that kindergartens also practice such education, the example of an individual educational route for a preschooler with disabilities justifies its relevance.
When compiling it, the teacher is obliged to bring to the attention of parents the following data:
Limits of load norms;
The presence in the institution of additional correctional and developmental programs;
The possibility of making corrections to the current educational route.
The IOM of a preschooler with disabilities is compiled taking into account the diagnostic data and recommendations of the psychological, medical and pedagogical council. It is based on maintaining the strengths of the preschooler with a sufficient share of compensation for developmental defects.
It is important to take into account that when drawing up an individual route for a particular child, changes in the number of classes and their forms are possible.
An example of an individual educational route for a gifted preschooler
Every baby is born with certain abilities that need to be constantly improved. And given that the preschool institution is the first social institution of the child, it is he who plays the main role in this development.
This need is due to the fact that if you teach a gifted person according to a standard program, he will quickly lose interest in learning, and, consequently, motivation. To avoid such a phenomenon, each educator must identify gifted children in his group and create an educational route taking into account all their characteristics.
To create an effective educational route, it is important to take into account:
Features, needs and interests of the child himself, as well as the wishes of his parents;
Ability to meet the needs of a gifted child;
Available resources to achieve the result.
In compiling such a route, the participation of parents is also necessary, who should continue at home the methodology used in kindergarten.
An example of an individual educational route for a preschooler with OHP
The creation of an IEM for a preschooler with speech disorders should be carried out jointly with a speech therapist and the child's parents. It should be aimed at creating conditions that will help overcome speech barriers.
A psychological examination is needed, which will reveal the interests and inclinations of such a child. This study will help improve your work efficiency. The directions that the educational route should contain are:
Therapeutic and recreational work;
Issues of training and social adaptation;
Correction issues;
Physical education;
Musical education.
Individual educational route for fine arts
A vivid indicator of the importance of a creative approach to educational activities will be an example of an individual educational route for a preschooler in fine arts. Since this subject initially assumes the presence of creative abilities in the child, it is necessary to direct it to their development. It can be both drawing and making various things with your own hands. The main thing is to identify what a particular child shows an inclination and ability to. Creating conditions for development will give every gifted preschooler the opportunity to discover the talents hidden in him. Demonstration of creative achievements is an important stage of work, since a creative child needs public recognition of his abilities.
A sample of an individual educational route for a preschooler in fine arts
Conclusion
Thus, the example of an individual educational route for a preschooler proves the need for a personal approach to each child and taking into account all his characteristics.
These factors make it possible to develop the future student as effectively as possible, giving him the opportunity to choose his preferred activity.
Individual educational route- this is a personal way to realize the personal potential of the pupil in the education of intellectual, emotional-volitional, activity, moral and spiritual development. A component of this route is an individual map of the development of the child - this is a document that includes the main indicators of the development of a child attending a preschool educational institution in dynamics. The purpose of using the map is to identify and summarize in one document the individual psychophysical, personal characteristics of the pupil, the level of mental development, the assimilation of program material, and as a result, the design of an individual educational route within the educational process of a particular preschool institution. The following indicators were included in the personal development map:
The nature of the child's adaptation to the conditions of the preschool educational institution;
Data on the state of health of the child, disorders (posture, development of the foot, vision);
Data on the level of physical development of the child;
Indicators of the level of mental development (cognitive processes, properties and qualities of the individual, the level of development of communication and activity);
Indicators of the level of assimilation of the program material by the child;
Performance indicators of additional education; - the level of readiness of the child to study at school;
The collection of information was carried out in the process of educational activities, in contact with parents, a nurse, an educator responsible for circle work, in the free activities of children.
When collecting information, she adhered to the structure of an individual educational route: setting goals, defining the objectives of educational work, selecting the content of program material based on educational programs implemented in a preschool educational institution, determining the pedagogical technologies used, methods, techniques, systems of education and upbringing, taking into account the individual characteristics of the child, determining systems.
diagnostic support, formulation of expected results. To implement this approach, I identified several stages of an individual educational route in my work:
1. Stage of observation.
2. Diagnostic stage.
3. Construction stage.
4. Implementation phase
5. Stage of final diagnostics. Let's take a closer look at each step.
The purpose of the observation stage is to identify a group of preschoolers experiencing difficulties: personal, regulatory, cognitive, communicative, psychomotor or complex. According to the results of the observation, the table "Identified difficulties of preschoolers" is filled in
The purpose of the diagnostic phase is to identify the causes of the child's difficulties. Based on the results of the observation, the table "Identified difficulties of preschoolers and their causes (at the beginning and end of support)" is filled in.
The purpose of the design stage is to build individual educational routes for preschoolers, based on the identified difficulties and the established causes of these difficulties. Determination of methods of pedagogical support, the content of the work.
An individual educational route can be implemented in all types of activities, at any time, it all depends on the desire of the child, on his choice, self-determination. Considering that the leading type of activity of a preschooler child is a game, the pedagogical method “field of miracles” helps the teacher in the implementation of individual routes, where children find a letter addressed to a specific child with the symbols of the task.
The purpose of the stage of final diagnostics is to identify the results of the route (difficulty persisted or not preserved). Based on the results of the observation, the same table is filled in.
Taking into account these stages, individual educational routes were compiled and implemented, taking into account the methods of pedagogical support, the content of the work and the reasons that contribute to their occurrence. Since the individual educational route is determined by the individual card of the child, it is included in the structure of the preschooler's portfolio. The child's portfolio is, first of all, a piggy bank of the child's personal achievements in various activities, his successes, positive emotions.
To implement this approach, she adhered to personality-oriented forms of communication with children, coordinated actions with the nurse of the institution, a teacher involved in additional education at a preschool educational institution.
Currently, I develop individual educational routes for children who have problems in mastering the program material and in communicating with peers, all pupils have development maps. When developing an individual route, I highlight the following principles: - the principle of relying on the child's learning, - the principle of correlating the level of actual development and the zone of proximal development. Compliance with this principle involves identifying potential abilities to assimilate new knowledge as a basic characteristic that determines the design of an individual trajectory of a child's development - the principle of observing the interests of the child
The principle of rejection of the average rationing. The implementation of this principle - this support involves the avoidance of a direct evaluative approach in the diagnostic examination of the level of development of the child, leading in its ultimate expression to the desire to "hang labels", an understanding of what is the norm. "Norms are not the average that is (or the standard that is necessary), but that the best that is possible at a particular age for a particular child under appropriate conditions is the principle of relying on a children's subculture. Each child, enriching himself with traditions, norms and in ways developed by the children's community, a full-fledged children's experience lives.
Thus, the following stages of designing an individual educational route are formed, which can be represented as follows:
Determination of needs and motives;
goal setting;
Content development; definition of technological tools;
Determination of directions of diagnostic support of the pupil;
Determining the conditions that ensure the achievement of the goal;
Discussion of results and correction. An individual educational route is determined by the educational needs, individual abilities and capabilities of the pupil.
Thus, the use of individual maps of the development of the child and individual educational routes contribute to the development of the natural potential of each child, are pedagogical support for the personal self-determination of the pupil. The totality of all the conditions for the upbringing and education of preschool children makes it possible to ensure a level of development of the child that helps him successfully and without great losses enter school life.
