Leontieva Valia Yurievna

MKDOU kindergarten "Ryabinka" Irkutsk region, Taishet

Educator.

Individual development route

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The beginning of the year.

Pupil __XXXXXXXXX ______________

Group _ average No. 2____________________

Age 4 ________________

Difficulties by educational area:

"Cognitive development"

There is a need to expand the understanding of the rules of conduct in public places. He is poorly familiar with cultural phenomena (theater, circus, zoo, vernissage), their attributes, people working in them, rules of behavior. Doesn't know fruits, vegetables, berries, mushrooms. Doesn't recognize or name 3-4 types of trees.

Has a poor understanding of the conditions necessary for the life of people, animals, plants (air, water, food, etc.).

Does not distinguish from which parts a group of objects is made up, to name their characteristic features (color, size, purpose). Can't count to 5 (quantitative counting), answer the question "How many?" Has difficulty comparing the number of objects in groups on the basis of counting, as well as by piecewise correlation of objects of two groups; in determining which objects are more, less, equal quantity. Cannot compare two objects in size based on their application to each other or overlapping (more-less, higher-lower, longer-shorter. Does not determine the position of objects in space in relation to itself (top-bottom, front-back).

"Speech development"

Does not understand antonymic words; cannot form new words by analogy with familiar words (sugar bowl - rusk); cannot highlight the first sound in a word; does not know how to talk about the content of the plot picture. Cannot repeat the descriptions of toys with the help of an adult. He cannot name his favorite fairy tale, read his favorite poem. Has difficulty answering the questions: "Did you like the work?", "Who did you like. Why?"

Not familiar with the professions of an artist, painter, composer. Difficulties in naming objects and phenomena of nature, surrounding reality in artistic images (literature, music, fine arts).

Does not know the works of folk art (nursery rhymes, fairy tales, riddles, songs, round dances, chants, products of folk arts and crafts). Knows very little about the book, book illustration.

Does not distinguish between building parts (cube, plate, brick, bar).

Cannot depict objects by means of distinct shapes, color matching, accurately painting over, using different materials. Doesn't know Dymkovo and Filimonov toys; does not know how to decorate silhouettes of toys with elements of Dymkovo and Filimonov painting.

Does not hold scissors correctly and does not know how to cut them in a straight line, diagonally; cut a circle from a square, an oval from a rectangle, smoothly cut and round the corners.

	Regime moments	Individual work	Interaction with parents	Note
	Cognition 1. "What to whom" Didactic task:To teach to correlate tools of labor with the profession of people; to foster interest in the work of adults, the desire to help them, to take on the roles of people of different professions in creative games. 2. "Name it in one word" Didactic task:Exercise children in classifying objects 3. "Where does he live?" Didactic task: Consolidate children's knowledge about the habitat of animals, fantastic heroes 4. "Good or bad" Didactic task:Teach children to highlight positive and negative sides in objects and objects of the surrounding world. 5. "Tree, shrub, flower"	1. "Guess what kind of plant" Objectives: to teach to describe the subject and to recognize it by description, to develop memory, attention. 2. "What is this bird?" Objectives: to clarify and expand ideas about the life of birds in the fall, to teach how to describe birds by their characteristic features; develop memory; cultivate a caring attitude towards birds. 3. "Guess, we will guess" Objectives: to consolidate knowledge about garden and vegetable garden plants; the ability to name their signs, describe and find them by description, develop attention. 4. "Tree, shrub, flower" Objectives: to consolidate the knowledge of plants, to expand the horizons of children, to develop speech, memory. 5. "Where does what grow?" Objectives: to teach to understand the processes occurring in nature; give an idea of \u200b\u200bthe purpose of plants; show the dependence of all life on earth on the state of the vegetation cover; develop speech.	Give homework to parents on the "Math for Toddlers" printouts. Suggest material from the series "The Seven Dwarfs"
	1. "Wide - narrow" No. 1 Objective: to continue to form the wide-narrow view. 2. "Funny nesting dolls" №3 Purpose: to teach to distinguish and compare objects for different qualities of magnitude. 3. "Right as left" No. 4 Purpose: mastering the skills to navigate on a sheet of paper. 4. "Who is most likely to roll the tape" No. 6 Purpose: to continue to form an attitude towards the size as a significant feature, to pay attention to the length, to acquaint with the words "long", "short". 5. "Collect the berries" # 7 Purpose: to distinguish between equality and inequality of groups of objects by placing one object under another. Ability to compare objects of contrasting sizes. Development of memory, attention, logical thinking, creative imagination.	1. "Take - do not take" Purpose: differentiation of forest and garden berries; increasing vocabulary on topic 2. "Berries"; develop auditory attention. 3. "One, two, three - look!" # 5 Purpose: to teach children to build an image of an object of a given size and use it in game actions. 4. "Let's decorate the rug" # 10 Purpose: to form the ability to group objects according to given criteria, to determine the number of objects 5. "Who has the longer tail?" No. 11 Purpose: Mastering the ability to compare objects of contrasting sizes in length and width, to use the concepts in speech: “long”, “longer”, “wide”, “narrow”.
	Speech development 1. And mine is better. Purpose: to learn to form nouns using the diminutive-affectionate suffixes -chik-, -ik- and the increasing suffix -ische-. 2.Help. Purpose: to teach to select verbs for nouns; form compound words. 3. Family dinner. Purpose: to teach how to make a series of synonymous words. Coordinate nouns with numerals; use adverbs and adjectives in speech. 4. Complete the sentence. Purpose: to teach how to form a plural of neuter nouns and use them correctly in speech. Purpose: to teach to give a qualitative assessment of the performed actions, answering the question "how".	1.Instruction. Purpose: to teach to use prepositions in speech. 2. The best kindergarten! Purpose: to teach to select and use antonyms in independent speech. 3. Complete the sentences. Purpose: to teach to reconcile nouns with adjectives in the case. 4. Look and Tell. Purpose: to learn to use prepositions of spatial meaning. 5. We walk in the garden. Purpose: to teach to convey the content of the picture, guided by the example of an adult
	Artistic and aesthetic development 1. Didactic game "Name it correctly" Purpose: To consolidate the knowledge of children about folk arts and crafts, their signs. The ability to find the desired trade among others, to justify your choice, to compose a descriptive story. 2. Board game "Domino" Purpose: To consolidate children's knowledge about arts and crafts - a toy 3. "Green needles". Purpose: to consolidate the ability to quickly navigate on a sheet of paper, to draw symmetrical objects according to the sample, to select the desired shade of a pencil. 4 reading and looking at books 5. Consideration of illustrations by artists.	1. Didactic game "Guess which painting?" Purpose: To strengthen the ability of children to recognize and name this or that painting 2. "The doll has a housewarming" Purpose: To consolidate the skills and abilities of working with building materials, to acquaint with the names of the figures. 3. "Trace the outline" Purpose: Acquaintance with the concepts of shape, color, size 4. "Different cars" Purpose: To reinforce in children the idea of \u200b\u200bthe color and name of building parts 5.Coloring
	1.Application "Boat" 2.Application "Testicle simple and golden" 3. Carving "Balls" 4. Carving "Favorite toy"	1. Offer geometric shapes for cutting. 2. Offer toys templates for cutting. 3. Carving "Fruits and vegetables"

Route results:

"Cognitive development"

Has an idea of \u200b\u200bthe rules of conduct in public places. I am familiar with cultural phenomena (theater, circus, zoo, opening day), their attributes, people working in them, rules of behavior. Knows fruits, vegetables, berries, mushrooms. Recognizes and does not name 3-4 types of trees.

Has an idea of \u200b\u200bthe conditions necessary for the life of people, animals, plants (air, water, food, etc.).

Distinguishes from which parts a group of objects is made up, name their characteristic features (color, size, purpose). Can count up to 5 (quantitative), answer the question "How many?" Knows how to compare the number of objects in groups on the basis of counting, as well as by piecewise correlation of objects of two groups; in determining which objects are more, less, equal quantity. Knows how to compare two objects in size based on their application to each other or overlapping (more-less, higher-lower, longer-shorter. Determines the position of objects in space in relation to himself (top-bottom, front-back).

"Speech development"

Understands antonymic words; knows how to form new words by analogy with familiar words (sugar bowl - rusk); knows how to highlight the first sound in a word; knows how to talk about the content of the plot picture. Can, with the help of an adult, repeat the descriptions of the toy. Can name your favorite fairy tale, read your favorite poem. Answers the questions: "Did you like the work?", "Who did you like. Why?"

"Artistic and aesthetic development"

Familiar with the professions of artist, artist, composer. Names objects and phenomena of nature, surrounding reality in artistic images (literature, music, visual arts).

Knows works of folk art (nursery rhymes, fairy tales, riddles, songs, round dances, chants, products of folk arts and crafts). Knows about the book, book illustration.

Distinguishes between building parts (cube, plate, brick, bar).

Can depict objects through distinct shapes, color matching, and accurate painting using different materials. Knows Dymkovo and Filimonov toys; does not know how to decorate silhouettes of toys with elements of Dymkovo and Filimonov painting.

He holds the scissors correctly and knows how to cut them in a straight line, diagonally; cut a circle from a square, an oval from a rectangle, smoothly cut and round the corners.

Psychology and pedagogy

Individual route for accompanying a child with CRD

An individual developmental route for a child with DPD is a specially created comfortable learning environment to eliminate the shortcomings of his development, professional support of all preschool and school specialists, help from parents in difficult steps to master knowledge and accepted norms of behavior. The route of accompanying a child with DPD in preschool and school outlines the goals and objectives that are most available at the moment for the pupil, and determines the steps for their implementation.

Deficiencies and resources of a child with CRD

Delayed mental development is considered a slow pace of development of the child's psyche. The causes of cerebrovascular accidents lie in neurodynamic failure, constitutional features, chronic somatic diseases, and family problems. The consequence is the following developmental deficits:

immaturity of the central nervous system: weakness of the processes of inhibition and excitement, lag in the formation of inter-analytic communication systems

exhaustion of mental functions;


lag in the development of psychomotor functions;

low intellectual productivity;

insufficient volume, generalization, objectivity and integrity of perception;

low strength of memorization;

inability to use additional means of memorization;

emotional instability;

low level of arbitrariness of cognitive processes and behavior;

underdeveloped speech: delayed formation, limited vocabulary, agrammatism, difficulty in building coherent statements, difficulty understanding the meaning of words;

inertia of mental activity;

a long period of receiving and processing information;

violation of spatial orientation;

the desire to avoid difficulties;

lack of self-control.

Along with the listed disadvantages, these children have a good base of internal resources, which can be realized by the individual developmental path of a child with CRD:

• the ability to use the assistance provided;

the ability to meaningfully perceive the plot of a literary work heard;

the ability to understand the condition of a simple problem;

the ability to group objects and establish causal patterns;

the ability to understand the training material and complete the task, guided by its model and purpose;

activity in search of tools to facilitate the completion of tasks;

interest in reading books and the ability to logically and scrupulously retell what you read;

the ability to show deep emotions about what you read;

interest in theatrical and visual arts;

striving for creative self-expression;

love of fantasies and their displacement of unpleasant life situations.

Individual correctional and developmental route of a child with CRD

All specialists who enter the preschool educational institution with DPD are comprehensively studied by all specialists, and then an "Individual card for supporting development and learning" is drawn up. For this, "Diagnostic cards of the individual development of the child" are used.

Based on these cards, the preschool educational institution staff draws up an "Individual correctional developmental route" for the pupil for the entire period of his stay in kindergarten. The purpose of the individual route of a preschool child with CRA is to ensure the continuity of preschool and primary general education, developing a functional basis for the pupil for the formation of universal educational actions

The individual developmental route of a child with CRD determines:

1. Strategic development goal: to lay the foundations of knowledge about the world around us, to form speech, to give the simplest basic ideas about mathematics, to comprehensively develop mental processes.

2. The principles of the route. The most important ones

● the principle of an integrated approach to the diagnosis and correction of violations.

It is based on the interrelated actions of all preschool education specialists and parents. The psychologist forms in the child the skills of analysis and synthesis, comparison and classification, the speech therapist uses them in the formulation of speech, the teacher and parents reinforce them in "social" situations.

● the principle of correctional and compensatory orientation of education

All actions of teachers prevent and correct violations using intact analyzers, functions and systems of the body, using modern special TCO, ICT, a special organization of training.

Each preschooler's specialist prepares his own "Individual correctional route for a preschooler with CRA". Let's get to know him using the example of the work of a speech therapist.

Individual speech therapy route for a preschooler with CRA

An individual route for a child with mental retardation in a preschool educational institution for the development of speech sets a goal: to improve his speech abilities, taking into account all the specific features. Consider the section of the speech therapy route "Connected speech (monologue and dialogical speech)" for a child with a PDA senior group (5-6 years old).

Tasks	Methods	The content of the work
Develop dialogical speech	Free conversation about yourself, family, friends, games	Ask the child to draw what he likes to draw and then answer the questions about the drawing: "What did you draw?" "Why did you draw this?" "How would you name your drawing?"
Form speech initiative and independence	Game "Zoological Museum"	Invite the child to independently consider pictures with animals, independently invent and ask cognitive questions; then answer the questions of an adult, how could he help animals
Form the ability to speak on behalf of another character	"Game dialogue"	Ask the child to independently invent a dialogue between animate and inanimate objects
Develop the ability to conduct a dialogue and comply with accepted norms of behavior	Game "Telephone conversation"	To voice to the child the list of rules of telephone conversation etiquette and ask on behalf of the two toys to voice their telephone conversation

Individual educational route for a child with preschool education in a preschool educational institution

Using the strategic “Individual route of development of a preschooler with DPD”, preschool teachers annually draw up a detailed educational program for a child, or “Individual educational route for a child with DPD”. His tactical steps are in line with the recommendations of the Federal State Educational Standard of preschool education for children of early and preschool education with IDA and include:

● social and communicative development

● cognitive development

● speech development

● artistic and aesthetic development

● physical development

● sensory development

● knowledge of the surrounding world.

Preschool educators determine the tasks and content of work with a child along the "Individual educational route" in accordance with the AOOP DO for children of early and preschool age with preschool age

Consider the section "Physical development", the direction "Correction and development of psychomotor functions" for a pupil with mental retardation in the middle group

Tasks	Method	Content
Develop fine motor skills	Pencil Roll Exercise	Child rolls round pencils and pencils with edges in hand
	Icicle game. Self-control of muscles based on contrast sensations.	Ask the child to imagine that he is holding a cold icicle in his hands in winter: - muscles are tense; ask the child to imagine that he is holding an icicle in his hands in the spring - the muscles are relaxed.
Optimize speech motor skills	Various types of hand massage. Self-massage of hands using massage balls.	Ask the child to imagine that he is holding a thread.
	Breathing exercise "Stretching the string".	Pronounce vowels and consonants in turn. Ask the child to repeat them with a condition. He spreads his arms to a vowel sound and stretches the "thread", to a consonant sound he brings his hands together and squeezes the "thread".
Restore the vestibular-motor apparatus	Jumping Exercises	Ask the child to perform a group of jumps 5 times: jump back - squeeze the fingers, jump forward - unclench the fingers. Ask the child to perform 3 jumps while moving forward on one leg and clapping hands.

Individual itinerary for a child with DPD at school

Graduates of preschool educational institutions who are diagnosed with CRD undergo PMC before entering school. When violations are confirmed, inclusive schools organize special comprehensive support, the purpose of which is to compensate for the deficiencies in the development of the cognitive sphere, correct personality specific features, teach independent activity, controlling this process, and establish close cooperation with the child's family. In the support system, an important place is given to the work of a school psychologist. He works with a student of the ZPR on the "Individual route of psychological correction." The purpose of the route is, first of all, to provide the child with adaptability, to teach independently to consciously maintain balance in relations with himself and the new school environment, and then, by regulating the processes of activity and inhibition in the brain, to develop the arbitrariness of behavior and awareness of each educational step of his ward.

Individual educational route of a schoolchild with CRA

The individual educational route of a schoolchild with IDD is his own quest for knowledge, the “path of a hero” who overcomes many difficulties on his way, to a well-deserved reward, which in the future will be a certificate of maturity and an opportunity to get an interesting, demanded, highly paid profession. The school council, taking into account the proposals of the PMPK and the requests of the child's family, on the basis of FOGS and AOOP NOE 7.1 or 7.2, develop an individual educational route for children with mental retardation, taking into account all special educational needs. These needs are met by basic textbooks for healthy schoolchildren and special applications, illustrative visual didactic materials, workbooks, both printed and electronic, for the option of training for 4 years under the program 7.1.

The itinerary of a child with CRA in 5-year programs 7.2. requires the addition of special electronic software applications to the basic textbooks

Example. Individual educational route 1 class, ZPR

I Organizational component

1. Explanatory note with information about the RFP for the FOGS.

2. List of used normative documents.

3. The purpose of the "Individual educational route". The educational route of a child with mental retardation in the 1st grade should ensure the progress of the student in mastering school subjects and develop the ability to learn not only under the direct and direct guidance and supervision of a teacher, but also with a certain degree of independence in interaction with the teacher and classmates.

4. The goals of the teacher.

● Provide the child with the development of the adapted basic educational program of primary general education, correcting the shortcomings of his physical and mental development

● Timely identify difficulties in passing the educational route and edit it flexibly.

5. The tasks that an individual route for a child with DPD sets for the teacher are set out in "AOOP NOE for DPD" option 7.1

The most important ones are:

● Create a pace of educational work that matches the student's capabilities and the speed of the formation of generalized knowledge

● Create a protective pedagogical regime

● Use health-saving technologies

● Develop general intellectual skills

● To form the foundations of social competences and the ability to use them purposefully and consciously

● Encourage and stimulate the child's work using only qualitative assessment

6. Psychological and pedagogical characteristics for a student of the 1st grade. The diagnosis, the main learning problems and the level of knowledge in the main academic subjects are indicated.

II Weekly individual plan with the number of hours for each subject

Filled in in accordance with the selected type of AOOP LEO for DPR. 7.1 or 7.2

III Educational component of the individual route

1. Explanatory note analyzing the correspondence of the selected program to the individual characteristics of the child

2. Planned results of mastering by a student of AOOP NOO ZPR, grade 1.

● Describe for each subject (AOOP NOOO DPR 7.1), for example, mathematics, the results by the end school year:

- what the child will learn

Call numbers from 1 to 20 and pronounce their sequence. Operate with the words "addition", "subtraction". Determine the bit composition of numbers from 11 to 20. Compare groups of objects, making pairs of them. Determine the length of the segment.

- what will learn:

Solve examples with 1-2 actions. Solve simple addition and subtraction problems in pedals of 20. Recognize geometric shapes. Work with a two-line mathematical table.

- a mechanism for determining the level of knowledge and skills:

Tests, control and verification work.

IV Relationship of basic educational activities with the content of academic subjects

"Maths".

Universal cognitive actions.

● Development of the skill of working with information: the ability, with the help of the teacher, to distinguish the new from the known; the ability to navigate the textbook.

● Development of research skills: the ability to find answers to questions using the textbook, the knowledge gained in the lesson and your life experience; the ability to consciously interact with information, making your own conclusions about the work of the class

● Development of the ability to classify and generalize: the ability to compare and group numbers, numerical expressions, equality and inequality, flat geometric shapes.

Starting to pass his own individual route to the preschool educational institution and continuing the educational "journey" at school, a child with DPD has every chance to successfully master the version of the AOOP LEO. And then the first achievement of a "special" schoolchild may be the decision of the PMC to consider him a healthy child who does not need special educational conditions.

An example of an individual educational route for a preschooler (IOM) is a mandatory element of the effectiveness of the work of every modern educator.

The essence of IOM preschooler

FSES defines a new approach to preschool education. One of the main requirements for it is the effective use of all pedagogical resources to achieve the maximum result in the upbringing and development of future schoolchildren. Given that the program is focused on the average student, it is possible that the weaker ones may not master it well enough, and the most capable of losing motivation to learn.

That is why an individual approach to all children, taking into account all their characteristics, provides a preschooler's IOM. 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 development and implementation in the educational route is the formation of factors in the 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 preschooler's individual educational route solves is the development of cognition, an example of which is demonstrated in open classes. The directions of the educational route are as follows:

Movement formation, which includes improving motor skills;

The ability to engage in various fields of activity;

Improving speech skills;

Development of ideas about the surrounding world of objects and social relations;

Development of the concept of time, space.

At the same time, the implementation of an individual route involves regular monitoring in order to track the degree of development of 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 advanced training courses. On them, they were shown an example of an individual educational route for a preschooler, a 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 often do not know about 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 a set of diagnostic tools;

Organizationally - pedagogical, determining the conditions and ways of achieving the set 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, it is necessary to carefully study his characteristics.

An example of an individual educational route for a preschooler involves preliminary research activity before recording the child's results 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 the parents, since excessive custody can cause suppression of the pupil.

4. Determination of the degree of development of attention, memory, thinking, as well as speech development is mandatory for further monitoring of his success;

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 to which it is necessary to carefully study all spheres of life of each particular child. Having studied all the necessary data, the teacher proceeds to drawing 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;

The cognitive sphere of the preschooler;

Knowledge level by sections of the program;

The level of speech development;

Attitude towards classes;

Description of the activity;

Having difficulty communicating;

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 IOM for a preschooler with disabilities

Introduction involves removing barriers between children of all health groups through collaborative learning.

It is based on equal treatment of every child, but at the same time creating special conditions for children with health problems for a comfortable stay in an educational institution. All categories are included in the inclusive education system educational institutions: preschool, secondary, professional and higher. Considering that kindergartens also practice such training, the example of an individual educational route for a preschooler with disabilities justifies its relevance.

When compiling it, the educator is obliged to bring the following information to the attention of the parents:

Limits of load norms;

The presence of additional correctional and developmental programs in the institution;

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 sufficient compensation for developmental defects.

It is important to consider 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 preschool is the child's first social institution, 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;

The ability to meet the needs of a gifted child;

Available resources to achieve the result.

In drawing up such a route, the participation of parents is also necessary, who should continue at home the method used in kindergarten.

An example of an individual educational route for a preschooler with OHP

The creation of an IOM for a preschooler with speech disorders should be carried out in conjunction with a speech therapist and the child's parents. It should be aimed at creating an environment that will help overcome speech barriers.

A psychological examination is needed, which will reveal the interests and inclinations of such a child. This research will help improve work efficiency. The directions that the educational route should contain are:

Medical and recreational work;

Learning and social adaptation issues;

Correction issues;

Physical education;

Musical education.

Individual educational route in fine arts

A striking 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 presupposes the child's creative abilities, it is necessary to direct him towards 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 is showing an inclination and ability. 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, an example of an individual educational route for a preschooler proves the need for a personal approach to each child and taking into account all of its characteristics.

These factors make it possible to develop the future student as efficiently as possible, giving him the opportunity to choose his preferred activity.

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, we have presented to your attention the material on drawing up an individual educational route for a preschooler.
In practice, the process of education and upbringing is mainly focused on the average level of the child's development, so not every pupil can fully realize his potential. This poses for educators, speech therapists, psychologists of a preschool educational institution the task of creating optimal conditions for the realization of the potential capabilities of each pupil. One of the solutions in this situation is the preparation and implementation of an individual educational route (hereinafter - IOM). Individualization of training, upbringing and correction is aimed, first of all, at overcoming the discrepancy between the level set by educational programs and the real capabilities of each pupil.
Individual educational route is a personal way of realizing the personal potential of a child (pupil) in education and training:
Intellectual;
Emotional-volitional;
Active;
Moral and spiritual.

The main goal of creating an individual educational route (IOM):

Creation in kindergarten of conditions conducive to the positive socialization of preschoolers, their social and personal development, which is inextricably linked with the general processes of 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, pedagogical staff, medical personnel of preschool educational institutions and parents for the social and personal development of the child;
To improve the style of communication between the teacher and the child: adhere to a psychologically correct style of communication, to achieve respect and trust of the pupil;
To 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;
Form the 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 the prevention and correction of the child's social and personal problems.

The individual educational route includes the main directions:

Organization of movement (development of general and fine motor skills);
development of skills (cultural and hygienic and communicative and social);
the formation of the child's activities (manipulative, sensory-perceptual, subject-practical, play, productive types - modeling, application, drawing);
development of speech (formation of the sensory basis of speech, sensorimotor mechanism, speech functions);
the formation of ideas about the environment (the objective world and social relations);
formation of ideas about space, time and quantity.

An approximate program for drawing up a psychological and pedagogical presentation for a preschooler.

1. In the section "General information about the child" you should indicate where you came from (from a family, from another preschool), whether there were long breaks in attending a preschool, for what reasons. Assessment of the child's adaptation in the group: good; satisfactory; insufficient; bad; other.
2. In the section "Family characteristics" you must provide information about the parents. Fill in subsections:
Family composition: complete, incomplete, large, the presence of brothers and sisters.
Family type:
a) prosperous (parents are morally stable, own the culture of upbringing);
b) dysfunctional (pedagogically incompetent: there is no unity of parental demands, the child is neglected, he is cruelly treated, systematically punished, poorly informed about 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) a conflict family (in the family there is a dysfunctional emotional atmosphere, conflicts, parents are irritable, cruel, intolerant).
Who is raising a child: mother, father, grandmother, others.
The nature of the relationship between parents and children:
a) family diktat (systematic suppression of the child's initiative and self-esteem);
b) excessive care (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 child's full autonomy)
d) cooperation (relationship of mutual respect, joint experience of joy and grief).
3. In the section "Features of the child's appearance", briefly note: posture, gait, gestures, facial expressions, presence of salivation, etc.
4. In the section "Somatic health" indicate a health group; how often it is sick, and what diseases; appetite, characteristics of daytime sleep; Does the child suffer from enuresis and / or encopresis, etc.
5. In the section "Features of the motor sphere" describe according to "Views" data.
General motor skills: normal, coordination, tempo, rhythm of movement slightly disturbed, motor awkward.
Manual motor skills: norm (preservation of function), deficiency of fine motor skills, motor limitation, range of motion (complete, incomplete, severely limited), pace (normal, fast, slow), switchability (accurate, 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" to characterize mental processes:
Attention characteristic: 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, another.
Memory characteristic: slowly remembers and quickly forgets, quickly remembers and quickly forgets, memorizing poems is difficult, retelling the content of a fairy tale, a story, introduces fictional borrowings (something that is not in the text), concentrates on secondary objects, not capturing the main idea of \u200b\u200bthe content, the predominant type of memory: visual , auditory.
Characteristics of thinking: poorly understands the essence of spatial relations (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, where lives? Who flies , and who runs? etc .; (not) selects a generalizing word for a number of objects (pictures) within the program material (by the age of 6 - dishes, furniture, clothes, shoes, hats, toys, vehicles, flowers, trees , mushrooms, birds, domestic and wild animals, vegetables, fruits, berries, insects, tools; (does not) know how to establish the simplest cause-and-effect relationships (it is snowing outside - winter) (does not) understand the content of plot lines and pictures, (not) highlights the main thing in the perceived information (does not) perform counting operations; the formation of time 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 knowledge of the child 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) name his name, age, names of parents, home address, indicates the seasons with the word (at a loss); names the signs of the seasons (finds it difficult) does not know; knowledge about the animal and plant world meets the program requirements, is insufficient.
Formation of drawing skills: (house, tree, person, etc.), sculpting (roll a ball, plasticine bar, etc.)
Formation of elementary mathematical concepts:
Quantity and count: ((not) differentiates the concepts of "one-many", (not) owns a quantitative (ordinal) account within ..., (does not) know the numbers from 1 to ..., (not) correlates a digit with the corresponding number of objects, (not) compares 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 symbols (<, >, +, -, \u003d), (not) owns the composition of the number ..., (not) solves examples within ..., (not) solves problems using visual material.
Color perception: no idea about color, distinguishes between colors, recognizes and names the primary colors, groups objects by color.
Form perception: has no idea about the shape, groups geometric shapes, singles out geometric shapes by word, distinguishes and names geometric shapes (flat and volumetric), correlates the shape of an object with a geometric shape, groups objects according to shape.
Temporary views: temporal representations are not formed, orients themselves in the time of day, consistently names the days of the week, knows the names of the months of the year, determines and names the season.
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 oneself (left, right, front, back), uses words in speech that determine the position of an object in space.
8. Attitude towards classes: unable to control his activities, does not bring the matter to the end, interferes with the teacher, children, we quickly deplete, works slowly and unevenly, the pace of activity is fast, but the activity is "chaotic and confused"); Does he receive help and what kind of help: (verbal, practical, stimulating, guiding, organizing, teaching); how he overcomes difficulties arising in the process of activity: (not) seeks to overcome, quits work, spies on others, cries, worries and gets nervous, turns to a teacher, children for help, looks for a way out on his own.
9. Characteristics of the child's speech:
Sound side of speech: to characterize the features of sound pronunciation: within the age norm, the phonetic structure of speech is insufficiently formed, in isolation, all sounds are pronounced correctly, but with an increase in speech load, general blurred speech, phonemic defects in sound pronunciation (omission, distortion), phonological defects (substitutions, mixing) are observed; features of phonemic hearing: intact, insufficiently developed, impaired.
Vocabulary: indicate: the norm (the vocabulary is sufficient, corresponds to the age norm), within the limits of everyday life, sharply limited; to what extent: sharply limited, somewhat limited, without visible limitations; by what words (parts of speech) it is limited; the syllable structure of the word is not violated, non-gross defects in the syllable structure of the word, the syllable structure is violated, (not) violates the structure of polysyllabic words.
Grammatical structure of speech: formed, insufficiently formed, not formed; features of inflection, word formation: formed, correspond to the age norm, in the stage of formation, not formed. To reflect the formation of the following skills: the formation of plural and singular nouns and verbs, diminutive forms of nouns, the ability to coordinate adjectives with nouns, numerals with nouns.
Coherent speech: corresponds to the age norm, in the stage of formation, requires further development, is not formed; the nature of sentences (simple, complex, widespread, rare, uncommon, incomplete), the ability to answer adults' questions in monosyllables or with a full phrase, the ability to construct sentences for demonstration, actions in a picture, the ability to compose a story based on a subject, plot picture, a series of plot pictures, retell a fairy tale, story, tell a poem; the possibility of dialogue.
10. Characteristic of activity:
Self-service skills: can they independently use toiletries, wash their face, wash their hands, comb their hair; can independently dress, undress, put on shoes, button up, tie and untie the laces; can independently eat, drink, use a spoon, fork; whether he will be able to clean his things and bed.
Play activities: indifference or interest in toys, favorite games, does he understand the rules of the game, fulfills them, makes changes in the content of the game, the availability of an imaginary situation, the role in a collective game, behavior in a conflict situation, does his experience in the game reflect, (does not) know how support the game.
Constructive and graphic activities: is he able to correctly assemble a nesting doll, a pyramid, fold simple figures from counting sticks according to a model, make constructions from cubes
11. The main difficulties noted in communication: there are no difficulties; cannot support the game; prefers to be alone; cries, little contact with adults, children; conflicted; other.
12. Personal characteristics: 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, moodiness, tearfulness, apathy, obsession, timidity; prevailing mood; behavior: calm, adequate to the situation, restless; moral qualities: the adequacy of relations to relatives, peers, other people, a feeling 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, emotional adequacy reactions to approval and censure.
13. Features of the emotional and volitional sphere: predominant mood (gloom, depression, malice, aggressiveness, withdrawal, negativism, euphoric cheerfulness), anxious, excitable, insecure, impulsive, shy, benevolent, calm, balanced, motor - disinhibited, fears the possibility of failure, emotionally, passive, inspiring emotional reactions are adequate, the presence of affective outbursts, a tendency to refusal reactions, anger; general revitalization when performing a task (motor, emotional), calms down himself (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 various activities; the presence or absence of initiative, compliance, irritability, passivity in the process of communicating with people; shyness, moodiness.
14. In the section "Additional features of child development" it can be noted to which type of activity inclinations are noticed, the manifestation of creative abilities. The reasons for the developmental delay. Positive and negative qualities of the child.

Diagnostics of the individual characteristics of children:

1. Conversation and questioning of parents
Parents' 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 the parents, get to know the child, introduce the parents to the kindergarten and determine the main areas of cooperation.
2. Diagnostics of the child's development:
The child is diagnosed by kindergarten specialists.
Each specialist pays attention to his area. Psychologist - the level of mental development, features of interaction with children and adults, emotionality, speed of mental reactions, adaptation in a new environment.
3. Observing group behavior:
Throughout the adaptation period and the entire time of the child's presence in the preschool educational institution, the educator and specialists observe the child in different situations, determining the level of self-service skills formation, the characteristics of contact with other children and adults, productive activity skills, the development of motor and speech skills, the cognitive sphere, the manifestation of independence and activity, area of \u200b\u200binterest, etc.
The following observation techniques can be used: registration of episodes, diary notes, maps - observations, observation log, video surveillance.

The composition of the medical-psychological-pedagogical commission:

Group educators;
Psychologist;
Speech therapist;
Musical director;
Physical culture leader;
Senior Educator;
Senior nurse;
Head of the structural unit.

Methods used in the work:

Conversations, games, classes, reading fiction, sketches aimed at acquaintance with 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 improving relationships with others, relieving fears and increasing self-confidence, reducing aggression and weakening 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, trunk, arms, legs, etc.)

Features of the teacher's work to create an individual route for the child

Stage 1. Choice:
Collegial solution for work on building an individual development route;
Stage 2. Observation:
Observing a child in an adult-organized activity;
Supervising the child in free activity;
Talking about the child's inclinations and preferences with teachers;
Talking about the child's inclinations and preferences with parents;
Stage 3. Diagnostics:
Determination of "problem" and "successful" development zones (in-depth diagnostic examination)
Building a route with orientation to the zone of proximal development of the child
Selection of techniques, determination of methods and techniques of work
Stage 4. Job:
Selection of individual tasks
Communication with parents and educators
Homework
Correction of tasks, methods of working with a child
Stage 5. Control:
Final diagnosis
Presentation of the child's work 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 relying on the child's learning ability.
The principle of correlating the level of current development and the zone of proximal development. Compliance with this principle presupposes the identification of potential abilities to assimilate new knowledge as a basic characteristic that determines the design of the child's individual developmental trajectory.
The principle of respect for the 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 a 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, taking into account a variety of social structures and organizations. And on the side of the child is often only he himself. An escort 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).
Continuity principle, 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 clear.
The principle of refusal from the averaged rate setting. The implementation of this principle - this support implies the avoidance of a direct evaluative approach in the diagnostic examination of the level of development of a child, leading in its extreme expression to the desire to "hang labels", an understanding of what is the norm. “Norms are not the average that is (or standard, which 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 for the individual development of a child is to determine these conditions, and, if necessary, create them ”(VI Slobodchikov).
The principle of reliance on children's subculture. Each child, enriching himself with traditions, norms and methods developed by the children's community, has a full-fledged children's experience.

Organization of the child's emotional well-being

I. "Morning of joyful meetings", when children call each other an affectionate name, wish well, smile, tune in to the 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.
“Children’s writing creative stories about themselves”, about their family, with the subsequent compilation of books and their design with drawings.
"Using the collecting method" promotes the emergence of communication, joint games.
"Subject-developing environment in a group" (privacy corner, screens of different sizes, a podium, containers for personal belongings, frames for drawings in a group, equipment for independent activities, equipment for directorial and role-playing games); aimed at ensuring the individual comfort of children.
II. To develop a positive attitude of the child towards the people around him, we conduct:
Didactic games aimed at acquainting and fostering a tolerant attitude towards different people ("Peoples of Russia", "Who has a house", pick up a picture).
Reading fairy tales of different peoples inhabiting Russia.
Consideration of illustrative material on the formation of correct behavior in various situations.
Collective works in fine arts.
Collective events (holidays, snow buildings, planting flowers, making crafts from natural and waste material).
Registration of a photo newspaper about any joint event. ("How we rested at the dacha", "How we built a snowy town").
Analysis of situations that may arise in life in which you need to make a moral choice.
Deliberately creating situations that require mutual help from children.
Photo exhibitions, photo album with photographs of all children of the group. (decorated in the form of a wall panel, where there are places for a photo of each child in the group.
III. The development of the child's communicative competence is facilitated by:
Elements of psychological gymnastics in the classroom for visual activity, familiarization with the environment.
Special games and exercises aimed at developing recognition and expression of your emotions "Mood Cloud", "Mirror", etc.
Button massage combined with tasks for emotional expression.
Dramatization games.
Theatrical games.
Viewing performances,
Reading fiction followed by a discussion of the character of the characters, their moods, actions.
IV. To develop social skills in a child, we conduct:
Didactic games ("Truth or not").
Analysis of situations with a discussion of how you would act.
Special games for communication "Find the magic words", "Secret"
Training game "Through the glass", elements of fairy-tale therapy.
V. The development of a respectful attitude towards the surrounding world (man-made, not man-made) is facilitated by:
GCD for ecology and life safety;
reading fiction;
didactic games natural history content;
analysis of situations;
viewing performances on environmental topics;
promotions (Plant a tree, feed the birds);
caring for plants in a corner of nature and on a site;
labor activity (various types of labor).

Necessary criteria for assessing the child's performance in social and personal development:

Habits of moral behavior have been developed;
Have the ability to self-esteem, assessment;
Have an idea of \u200b\u200bmoral qualities;
They know how to communicate with peers, adults;
They are able, on their own motivation, to provide all possible assistance: peers, kids, adults;
Knows how to build relationships with peers, children;
Knows how to adequately get out of conflict situations;
The bases of safe behavior in various situations on the roads and on the street have been formed.

The intended result:

Development of social competence;
development of communication skills;
correction of anxiety, self-esteem (approximation to adequate);
developing a sense of self-worth;
correction of the child's social and personal problems. 1. The development of game activities (plot-role, theatrical, directing, and other types of creative games):
encourage people to participate in joint games with adults and peers, offer simple plots for games on themes from the surrounding life and based on literary works, cartoons ("Communication", "Reading");
to learn to distribute roles between partners in the game, to select the attributes, objects, toys necessary for the game, to 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 expressiveness - gestures, facial expressions, intonation ("Communication", "Reading").
2. Introduction to the elementary generally accepted norms and rules of relationships with peers and adults (including moral):
to 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 creation", "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 the norms and rules of behavior (“You cannot shout loudly, because other children will not hear me”) (“Labor”);
to form an idea of \u200b\u200bsome moral norms and rules of behavior 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 \u200b\u200bpersonal data (name, surname, age in years) ("Cognition", "Security");
develop positive self-esteem based on highlighting some of your own positive characteristics (qualities, features) - "I am cheerful and smart!", "I always put away toys!";
develop interest in personal past and future, encourage people to ask questions about themselves, about parents, about kindergarten, school, about the professions of adults, etc. ("Communication", "Cognition");
the formation of ideas about their own nationality, the nationality of parents ("Knowledge");
formation of ideas about one's own address (country, city (village) and the street on which he lives) ("Knowledge", "Security");
cultivate love for the native land, 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, consult on the following topics:

"Formation of moral health", "Games for the formation of goodwill 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-Sintez, Library of the program "From birth to school";
2. Petrova VI, Stulnik TD: "Ethical conversations with children 4-7 years old: moral education in kindergarten", Publisher: Mosaika-Sintez;
3. Volosovets TV, Kazmin AM, Kutepova EN: “Inclusive practice in preschool education”, Publisher: Mosaika-Synthesis;
4. Diagnostic tools for studying the results of mastering the general educational program of the DOU by children, Publisher: Arkti, Serie: Management of the DOU

In real life, educational programs for the most part are aimed at the average level of development of the pupil, therefore, it is not easy for each child, due to the uniqueness and originality, to try to reveal his inner potential and carry out full-fledged personality development within the narrow framework of averaged patterns. The resulting contradiction sets before teachers the task of organizing an individual training route within the framework of the Federal State Educational Standard for the realization of the intellectual and creative potential of each preschooler.

Individual educational route of a preschooler as determined by the Federal State Educational Standard

An individual approach to the personality of a child is the basic principle of the Federal State Educational Standard. The principle of the priority of the interests of the child, the researchers outlined the formula "to be on the side of the child." The reason for the difficulties experienced by a child in development should be sought both in the personality of the baby himself and in the adults around him who are directly responsible for the social environment in which the little person grows up. In real life, only he himself is often on the side of the child. At the same time, he often turns out to be helpless and defenseless in the face of circumstances, therefore it is important in any problem situation to hear the child, understand and help him.

The principle of individual approach pedagogy and the developing concept of education were laid in the foundation of the modern standard of preschool education. Specified in the following points:

1. p. 1. 6. - the formulation of tasks that are concentrated around the creation of optimal conditions for the formation and development of the child's personality, as well as the disclosure of his creative potential in accordance with his age, psycho-emotional and physiological characteristics, individual abilities and inclinations, the specifics of the social environment. The child is viewed as an intrinsic subject of relations with oneself, the people around him and the outside world.
2. p. 1. 4. - contains the principles of the Federal State Educational Standard, the key of which is the provision on the implementation of an individual approach to the educational needs of each child.
3. p. 2. 10. 2. - the ways of organizing and coordinating children's initiative and spontaneous activity in the spirit of creative activity are specified.
4. p. 3. 2. 1. - professional selection of forms and methods of pedagogical work, relevant to the age and individual needs of the child.
5. p. 3. 2. 3. - patronage of the child, development of an individual roadmap for development, pedagogical and psychological correction of the identified problems.
6. p. 3. 2. 5. - a developing concept of education, aimed at the near future development of the pupil.

An individual approach means the management of a child's development based on a deep, multifaceted study and understanding of the complexity of his inner world and social conditions of life.

The identification of capable children is carried out on the basis of observation, communication with parents, study of individual characteristics

The principle of individual approach pedagogy lies not in changing the content of education in the interests of a particular child, but in adapting pedagogical methods and techniques to his personal characteristics. For the educational process to be successful, it is necessary to take into account the difficulties that the child is experiencing, the pace of assimilation of knowledge, skills and abilities. In this case, a model of fruitful partnership between the child and the teacher is being implemented, since the child and the parents have the right to choose the most appropriate educational methods from those that will be proposed by specialists.

An individual educational route is a personal way of realizing the intellectual, emotional, spiritual potential of the personality of a preschool pupil. The goal is to create favorable conditions that stimulate activity, the disclosure of the child's creative and intellectual powers. The task of the teacher is to provide a competent professional selection of the content of educational, psychological and physical activity, as well as forms and methods of work that correspond to the individual needs of the child.

Video: individualization of preschool education

Criteria defining the tasks of an individual development strategy:

• the current level of development of the child's abilities;
• the degree of his readiness for educational activities;
• individual educational goals and objectives for the near future.

IOM tasks, review and approval procedure

Individual educational routes are designed:

• for problem children who experience difficulties in the process of mastering the general education program for preschoolers and need the correctional help of specialists;
• for pupils with disabilities, disabled children;
• for gifted children with a level of ability above the average regulatory educational standards.

Leading tasks of an individual educational route:

• provide support and assistance in self-development and mastering the preschool education program;
• to form the child's initial level of learning ability, that is, to teach him to be aware of the educational task, plan his educational activities, concentrate on performing the exercise, develop self-discipline and volitional qualities;
• develop and improve the skills of coordination of movement, the development of general and fine motor skills;
• to form and consolidate the general cultural, everyday, hygienic, communicative foundations of behavior;
• to teach the child to manipulative-objective, sensory, practical, play activities, to develop skills in the productive area (drawing, modeling, application);
• develop speech - emotional intonation, grammatical structures, speech mechanisms;
• to form knowledge about the natural environment and the world of social relations;
• to form ideas about spatio-temporal and quantitative categories.

Methodological tools that are used in the passage of an individual development trajectory:

• role-playing and outdoor games, classes in the form of conversation and dialogue, reading and discussion of literary works, small sketches-improvisations that enhance the emotional component of information perception;
• psychological trainings and game exercises that help relaxation, neutralize fears, reduce the level of anxiety and aggression, improve the behavioral sphere, as well as social and communication skills;
• exercises for the development of thinking, imagination, speech, memory;
• the use of art therapy techniques (treatment with art, a fairy tale, making dolls).

Development and adoption of IOM

To create an individual educational route, first of all, it is necessary to conduct a diagnostic study in order to find out the level of psychoemotional, intellectual, communicative-social and physical development of the child. The results of diagnostics are submitted to the pedagogical council, which further recommends examining children to specialists of the PMPK (psychological, medical and pedagogical council).

The council draws up a list of children for whom the development of an individual educational work plan is relevant.

The main stages, structure and content of IOM

The team of educators, in cooperation with narrow specialists, thinks over the content component of the plan. The calendar plan is filled in with an indication of the elements of pedagogical technique and a list of methodological techniques for the implementation of the set educational goals.

Basic principles for designing an individual plan:

1. Development of the child's learning abilities.
2. Continuity and consistency. The team of specialists accompanies the kid throughout the entire project of the individual route until the problem is resolved.
3. Refusal from the average assessment templates, development of an individual rating scale for each child based on the results of diagnostics of the level of his capabilities. In ordinary life, this means that the teacher tries not to apply the practice of straightforward "sentencing" or "hanging labels", comparing the achievements of the child with the generally accepted "norm". The very concept of "norm" is not perceived as compliance with the average or standard level that is mandatory for all children, but is interpreted as the best level that a particular child can show in a particular situation. The result, which for one child will be regarded as a success, for another, based on his personal level of ability, will be considered a defeat. Such a humane approach will allow "to save face" and self-esteem, to develop faith in oneself.
4. The beneficial influence of the child's subculture, the enrichment of the child's inner world with the informal traditions of the child's environment, which form and strengthen their own experience of a full-fledged childhood. It is important to create an atmosphere of positive emotions that will help you overcome tension, anxiety, and alertness.

Developing games are used in individual work by a teacher-defectologist, educators in order to correct emotional-volitional disorders, develop logic, perception, substitution actions, motor skills and perception of colors, ideas about the world

Stages of educational activities according to an individual plan

1. Observation, identification of the level of formation of the psychological, social and intellectual qualities of the personality of a preschooler, necessary for his productive activity in any educational field. The observation stage assumes an indifferent approach of the teacher, a position of non-interference when observing a child.
2. Diagnostics of the starting volume and quality characteristics of specific subject knowledge, abilities and skills. Experts conduct tests during which problem areas and "zones of success" are identified.
3. Building a personal plan for correctional work for the near future (up to 1 year with obligatory intermediate monitoring every 3 months) based on the "zones of success", individual selection of effective methods and techniques of pedagogical work.
4. Active activity on the implementation of an individual route: conducting classes, talking with parents, homework.
5. Analytical stage - summing up, evaluating the results: demonstrating the results of the student's work in the form of a presentation or exhibition of handicrafts, performances in front of children and adults. Thus, the mechanism of feedback with others is turned on, the problem of socialization of pupils is solved. The results achieved, whether reproductive knowledge or creative projects, are compared with the planned tasks indicated in the individual schedule or general education curricula.

For the development of harmonious relations with the people around, the following methods will be useful for solving socialization problems:

• didactic and role-playing games that will acquaint the kid with the traditions of other nations and will contribute to the formation of a respectful attitude towards people of other nationalities and cultures;
• reading fairy tales of the peoples of the world, acquaintance with folklore (songs, dances, games, holidays) of the peoples of Russia;
• collective outdoor games, holidays and concerts, exhibitions of handicrafts;
• discussion in a confidential conversation of situations that occur in real life and cause children to understand difficulties or contain a moral and ethical context;
• arbitrary creation of situations that will pose the question of choice and the need for an act to the baby;
• holding photo exhibitions in which there is a place for photographs of each baby.

Predicted result:

• achieving social comfort and awareness;
• improving communication skills;
• lowering the level of emotional instability, aggressiveness, increased self-control;
• development of self-awareness, a sense of the significance and value of one's own personality;
• the formation of self-esteem, close to adequate.

Criteria that allow you to assess the degree of success of a preschooler in social and personal growth:

• the ability to self-esteem is formed, the “little man” tries to honestly talk about himself, to admit his shortcomings;
• ideas about moral and ethical values \u200b\u200bhave been developed, the baby shares and understands "what is good and what is bad";
• the conscious need to adhere to moral norms of behavior has strengthened, the child has a desire to “be good” and see the positive reaction of the people around him to his behavior;
• the child is able to communicate easily and naturally with other children or adults;
• a feeling of empathy, compassion awakens, there is a sincere desire to help elders, peers or kids;
• the pupil builds relationships with the surrounding children on the basis of mutual understanding and respect, adequately resolves conflict situations;
• formed ideas about safe behavior in everyday life, on the street, in the game.

1. An introductory part, which records general information about the child and his family, the reasons for developing an individual plan, the goals and objectives of educational work, the schedule and form of classes.
2. Registration of data from a preschooler's diagnostic study, planned monitoring materials, which allow a deep analysis of the symptoms and causes of developmental disorders, give an objective assessment of the baby's developmental level and plan correctional classes to overcome difficulties.
3. The schedule of medical and recreational activities, which includes the distribution of physical activity, body hardening procedures.
4. An individual lesson plan that includes mandatory integration with educational activities common to all children.
5. A report on the implementation of an individual roadmap with an indication of the topic, content, the result of the lesson and conclusions about the necessary revision.
6. The observation sheet is filled in, which reflects the dynamics of the educational process and helps to make timely changes depending on the results of intermediate control, as well as to determine the choice of the optimal forms of pedagogical work to increase the effectiveness of the child's educational actions.
7. Assessment of the student's achievements in the implementation of the individual route. It is recommended to carry out control tests at the end of each thematic block, that is, with a regularity of three months.
8. Recommendations and advice to parents.

General developmental elements of gymnastics, as well as various outdoor games are very popular with children and contribute to the mental, psychomotor and emotional development of preschoolers

Sections of the educational route

There are several important sections for developing an individual educational route for a preschooler, which will be discussed below.

General information about the child and family

Indicate where he came from (family or transferred from another preschool educational institution), whether he constantly attended the preschool educational institution, if there were long breaks, then indicate the reason. To mark the level of adaptation of the pupil in new conditions on a five-point scale.

Family composition: indicate all family members with whom the pupil lives.

Describe the type of family:

• prosperous - stable, strong family with a decent cultural level of education;
• dysfunctional - has a low level of pedagogical awareness, the baby is deprived of parental care and attention, the conflicting emotional atmosphere in the family traumatizes the child, generates psychological complexes, physical methods of influence are applied to the child.

Which adult is raising a child.

The style of the child's relationship with adult family members:

• authoritarian - harsh dictate and suppression of freedom, humiliation of the dignity of the child;
• control and guardianship - limitation of independence, protection from worries and problems, "greenhouse conditions";
• connivance - indulging the desires of the child, spoiling the child with the passivity of adults;
• respect and cooperation - help and support, sharing difficulties.

Appearance. It is necessary to note manners, gestures, describe the features of facial expressions, gait and posture, the degree of accuracy and grooming.

"Puppet therapy" is the correction of children's problems by means of a puppet theater: children play with dolls sketches according to specially developed scenarios reflecting the individual problems of a particular child

Somatic health

Health group, the presence of chronic diseases, characteristics of appetite, whether the habit of daytime sleep has been developed, whether the baby suffers from enuresis.

Motor skills:

• general motor skills correspond to the age norm or there are violations of coordination of movement;
• the range of fine motor skills with characteristics of coordination, pace and volume of motor functions of the hand, left-handed or right-handed is indicated.

Cognitive skills and abilities

Attention - the ability to concentrate and hold attention, qualitative characteristics (voluntary, involuntary).

Memory - the speed of memorization, the amount of material that a child is able to recite or retell from memory on his own, which type of memory (auditory or visual) is dominant.

Thinking:

• the degree of understanding of spatial landmarks (top, bottom, left, right, etc.);
• the ability to choose a generalizing word for several homogeneous objects (furniture, vegetables, fruits, animals, etc.);
• the ability to highlight the main thing;
• skills in identifying the simplest cause-and-effect relationships (summer - hot, snow - winter, etc.);
• orientation in time parameters (day, night, year, month, etc.).

Amount of knowledge:

• primary knowledge about himself and the world around him: knows his name, age, family members, address of residence, names the signs of the seasons, has general knowledge of the animal and plant world according to program requirements;
• development of skills in design, drawing, modeling;
• the level of proficiency in elementary mathematical concepts - ordinal counting skills, solving the simplest examples;
• skills of determining and distinguishing form, color.

A problem child especially needs positive emotions, adult support and understanding, and games with water provide invaluable help in this.

Behavior during learning activities

Development of self-control, discipline, organization, dedication and awareness of actions in the classroom.

Development of speech

Sound characteristics, pronunciation quality, vocabulary, grammatical organization and structure of speech.

Characteristics of the child's activity

• level of self-service skills;
• interest and personal activity demonstrated in play.

Features of character and behavior

• emotional portrait of a child - cheerfulness, depression, tearfulness, positivity, depression, calm or hyperactive, etc.;
• character traits, features of temperament - activity or passivity, aggressiveness or poise, confidence or timidity, prefers individual or collective forms of work;
• development of moral guidelines, culture of behavior and communication.

It should be noted personal preferences, the scope of the child's creative or intellectual giftedness.

A sample for filling in general and diagnostic data in IOM - table

Name of pupil
Date of Birth
Surname, name, patronymic of mom, age, education
Surname, name, patronymic of dad, age, education
IOM start date
Reason for registration	Persistent non-assimilation of OOP DOW due to illness
Age at the beginning of correctional and developmental work	4 years
IOM goals	Opening new perspectives in the assimilation of OPP DOE, enrichment of the child as a person; assistance in adaptation to the collective of children, development, encouragement and stimulation of individual capabilities in the child; involvement of parents in the creative process.
Tasks	Identify the special educational needs of the child; provide individual pedagogical assistance to the child; promote the child's assimilation of the educational program of preschool education; to ensure positive shifts in the development of the child, his purposeful advancement in relation to his own capabilities, stimulation of individual capabilities; provide methodological assistance to parents of children with disabilities.
Number of lessons per week	5 lessons.
Forms of conducting	Play activities, joint activities, conversations, observations, individual work.
Expected Result
Form of work with parents	Consultations, workshop, interview, exchange of experience.
Child development diagnostics
The purpose of pedagogical monitoring	Generalization and analysis of information on the state of general development for assessing, planning the correctional and developmental process (development of IOM) and predicting the final result.
Types, causes of difficulties (pedagogical symptoms)	Types of difficulties (pedagogical symptoms):
	Reasons for difficulties:
Physical development
Somatic development
Speech development
Features of the development of cognitive processes	Memory:
	Attention:
	Perception:
	Thinking:
The content of correctional work (teacher's activities)

After diagnosing and defining the goals and objectives of the compiled route, the educator and specialists determine which games, exercises and other activities will be used when working with the baby. This is also reflected in the IOM text.

An example of the selection of forms of work with a preschooler on an individual route - table

Periodicity	Recommendations, forms of work with the pupil	Result of work
Daily	Pure phrases. Finger gymnastics. Respiratory gymnastics according to Strelnikova.	The general level of development has slightly increased. There is a positive dynamic in the development of the integrative quality "Able to control his behavior and plan his actions on the basis of primary value ideas, observing the elementary generally accepted norms and rules of behavior." A little overcame the "barrier of embarrassment". Attention and memory improved.
In one day daily	Optional didactic games. Drawing with chalk on a blackboard, fingers, foam rubber. Modeling from clay, plasticine, layer. masses.
2 times in week	Games for overcoming broncho-pulmonary diseases "Train", "Chickens".
2 times in week	Mathematical game "Fold a leaf", "Dots", "Dress up a doll", "Assemble a square of 5 parts", "Pick a key to the lock", "Who will pass the maze faster", "What's unnecessary", "Fold a square", "Close the door of the house "," Geometric figures"," Cats "," Geom. forms ”,“ Collect a flower ”,“ Dress up a Christmas tree ”,“ Pick up a belt for a dress ”,“ Solve examples ”,“ Bee's count ”,“ How many ”,“ Samples for laying out ”,“ Guess ”,“ Voskobovich's Square ” , "Squirrel counting material".
2 times in week	Throwing exercises (game "Ring throw"), "Reach the flag", "Gymnastic wall", etc.
Daily	Lego construction.
Daily	Outdoor games ("Snowball", "Sly Fox"). Situational conversations, conversations on speech therapy topics, any group games of your choice.

Productive joint activity of the pupil and the teacher, aimed at the successful implementation of the individual educational route, will allow achieving positive dynamics in the personal growth of the child. Such work will require a high level of professional competence and efficiency from the educator, as well as personal interest in getting a good result.