Plaksina of the program of special correctional educational institutions. Detailed thematic planning for the program edited by L

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

Children with impaired visual function experience some discomfort, insecurity, irritability, impaired posture, difficulty orienting in space, which leads to hypodynamia and complexes, so the child's eyes deserve special attention and careful treatment. It is especially relevant today to talk about the overloads experienced by the eyes of a child sitting at a computer and TV.

Correctional work with children with visual impairments begin far beyond the preschool, namely in the family. Proper upbringing and the attitude of parents towards children are of great importance for their comprehensive development. Parents need to find the right approach to their child so as not to deprive him of independence and not harm him with their hyper-custody, surround him with attention, care, love, not forgetting that the child is a member of the family, and not its center, so as not to grow up an owner and an egoist. Parents need to understand that in order to maintain residual vision, they should observe the regimen of the day, nutrition, rest, limit the time of watching TV, playing on the computer. All these conditions are created in the preschool educational institution, individual consultations of various specialists are held with parents: a speech therapist, a psychologist, an ophthalmologist, educators with high professional training and vast experience work with parents every day. Interaction with parents of visually impaired children is one of the critical tasks in correctional work, established full-fledged contact with parents leads to more successful results for pupils.

Preschool is a period of maturation visual system child, the formation of all mental processes and personal qualities of children. Approximate general educational program"Sources", Center "Preschool Childhood" named after A.V. Zaporozhets, under the scientific editorship of L.A. Paramonova, as well as under the program of special correctional educational institutions for children with visual impairment, under the scientific editorship of L.I. Plaksina. The programs are created in accordance with federal state requirements, on the basis of general didactic and typhlopedagogical principles that ensure the comprehensive development of a child with visual impairment and successful training for school.

At the initial stage, when a group of children has been formed, parents are offered counseling on the topic “Peculiarities of development of children with visual impairment”, “Some features of working with children”, parents are introduced to the daily routine, etc. The next stage is individual consultations with an ophthalmologist, who explains to parents the features of their child's vision, the diagnosis and recommends the necessary medical prescriptions. This may be hardware treatment, a set of exercises and activities with the child, wearing adhesive tapes and glasses. At home, parents should adhere to these appointments.

More intensive corrective work is carried out in the preschool educational institution. Educators, an ophthalmologist, an orthoptist nurse, conduct daily hardware treatment, control the state of vision and visual stress.

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

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

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

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

The main areas of correctional work in the preschool educational institution are:

1. Development visual perception.

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

Visually impaired children are in a visually depleted environment, in which the genetic prerequisites for the development of perception lose their strength. Corrective work on the development of visual perception at this age contributes to a significant improvement in the sensory basis of cognitive development.

2. Development of touch and fine motor skills.

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

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

3. Orientation in space.

For children with visual impairment, deficiencies in the development of movements and low motor activity are characteristic; compared to children with normal vision, visually impaired children have significantly less developed spatial representations, the possibilities of practical micro and macro orientation, and verbal designations of spatial positions. Violations of the oculomotor functions cause errors in the selection by children of the form of the magnitude of the spatial arrangement of objects. In the course of corrective activities, children learn to identify and analyze various spatial features and relationships, to receive information about the surrounding space with the involvement of the entire sensory sphere. In practice, the use of health-saving technologies, socio-game methods and techniques, training exercises for the development of fine motor skills of fingers and hands, enable children with visual impairments to become more active, inquisitive in the process of playing and learning.

4. Social orientation.

Activities for social orientation are primarily aimed at solving the problems of socialization of children with visual impairment, the formation of skills of socially adaptive behavior. The success of socialization is determined by the ability to use vision rationally, to obtain the most complete ideas about the world around us, relying in the process of cognition and communication on information coming through safe analyzers (touch, hearing, taste, olfactory and temperature sensitivity), the ability to independently navigate in space, to use a certain stock of ideas about elementary social situations, the ability to interact with others.

For easier adaptation and socialization of children newly enrolled in kindergarten, I developed the project “Entry of a preschool child into the world social relations” in the process of implementing which, in a playful way, my pupils got acquainted with the elementary rules of behavior and communication with adults and peers.

The basic principles of organizing the correctional and pedagogical educational process in the preschool educational institution:

1. Accounting for general and individual features child.
2. A comprehensive medical-psychological-pedagogical approach to the diagnosis and corrective assistance to the child.
3. Adaptation curricula and programs, increasing the duration of training, redistributing educational material and changing the pace of learning by children.
4. A differentiated approach to children, depending on the state of vision.
5. Ensuring the standard of general education.
6. The system of work on social adaptation and self-realization.
7. Creation of ophthalmic conditions.
8. Providing optimal conditions for medical and psychological rehabilitation of children.

In accordance with the principles of organization of the correctional-pedagogical educational process, a model is built social adaptation and rehabilitation of visually impaired children.

An important component of correctional work in the preschool educational institution is the system of motor activity of children. It is difficult for visually impaired children to orient themselves in space visually. To overcome this problem, it is necessary to use health-saving technologies, whole complex outdoor games and exercises aimed at correcting spatial orientations. In immediate educational activities it is necessary to apply physical minutes for the eyes. to relieve visual fatigue.

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

In practice, correctional physical education takes place in the preschool educational institution twice a week, where a set of exercises is used to correct posture, flat feet, general coordination, etc. All this helps to improve physical qualities and improve the general health of children in preschool educational institutions.

Each child needs an individual approach, namely:

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

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

1. Training sessions are held to train a sore eye, to consolidate the knowledge and skills provided for by the education program in a preschool institution. They are held twice a week in each age group, both in the morning and in the evening.
2. Duration of training sessions in accordance with the age of the group:

The first junior group - 10-15 minutes.
The second junior and middle groups - 15-20 minutes.
Senior and preparatory groups - 20-25 minutes.

3. The lesson is held in a free form, the children are seated at the table on their own.
4. Classes are held simultaneously with all children, but the tasks are individual.
5. The material of the training sessions should correspond to the knowledge and skills provided by the program of the preschool institution for each age group.
6. Allowances should be age-appropriate and given to children according to visual load.

From the age of two, visually impaired children should be taught various exercises for the eyes, turning these exercises into games, gradually the games will involuntarily become a need for the child to play them.

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

Visual routes and gymnastics.

During the period when a child wears a patch (acclusion), visual perception is difficult, so doctors recommend showing games, illustrations at close range, with myopia, games and objects are given in a larger size. With farsightedness, on the contrary, smaller games are recommended.

In the process of educational activity, in order to avoid visual overload, it is necessary to conduct visual gymnastics, physical. minutes or work with mini simulators, massage of active points of the face, it can be done simultaneously with several children or individually. As adults, children are happy to make it on their own in the form of a game.

If a child likes to play with cars, you can choose the necessary game with the track simulator, which was developed by the candidate of pedagogical sciences, associate professor V.A. Kovalev.

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

If a child likes rpg games, labyrinths, offer him a “video-azimuth” simulator, developed by the same author, along which any fairy-tale hero will pass in the direction of the arrows.

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

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

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

Knowing that leading the activity of children before school age is a game, filling the exercise with simulators with game actions, we can achieve the development of visual acuity, even for the smallest children, and therefore develop the cognitive abilities of children and help develop the creative potential of children with visual impairment.

Bibliography

1. Paramonova L.A. exemplary educational program “Origins”.
2. Plaksina L.I. program of special (correctional) educational institutions of the IV type (for children with visual impairment).
3. Kovalev V.A. Methods for the prevention of visual fatigue and the development of visual abilities.

The Communist Party and the Soviet government are constantly paying attention to the education of the rising generation in our country. The decisions of the 25th Congress of the CPSU are imbued with Lenin's concern for the communist upbringing of children, for their all-round and harmonious development. In light of these critical challenges, it becomes important further improvement systems of public education of children with disabilities in mental and physical development, expansion of the network of special preschool institutions and comprehensive improvement of their activities.

During the years of the ninth five-year plan, the number of institutions of this type increased significantly, and the contingent of children brought up in them also increased. The network of preschool institutions is developing especially rapidly. special purpose and specialized preschool groups in mass kindergartens in the RSFSR, Ukrainian, Belorussian, Latvian, Tajik, Lithuanian, Georgian SSR and other union republics

Correctional and educational work in specialized kindergartens is closely combined with medical and rehabilitation work. In accordance with the generally accepted "Kindergarten Education Program", pedagogical teams of special purpose kindergartens are doing a lot of work on the mental, physical, moral and aesthetic education of preschoolers with visual impairments. Great importance is attached to familiarizing children with the world around them. In order to increase the activity and independence of children, the development of purposeful activities, the accumulation of social experience, the formation of motor orientation, plot-role-playing and didactic games, classes in fine arts and music, etc. In addition to these general tasks, pedagogical work in a special purpose kindergarten aims to correct the vision of visually impaired children.

To improve the activities of institutions of this type and the intensification of the exchange of experience in recent years, the Ministry of Education of the USSR has repeatedly held all-Union seminars for leaders, teachers and medical workers of these institutions. Leading specialists and scientists in the field of Soviet defectology and ophthalmology took the most active part in the work of the seminars. The exchange of professional experience organized at the seminars showed that in preschool institutions of this profile there are not only some interesting undertakings, effective techniques and methods for teaching and treating children with visual impairments, but also an integral system of correctional-pedagogical and medical-rehabilitation work has begun to take shape. These achievements are reflected in this collection.

Intended for typhlopedagogues, defectologists, psychologists and educators of preschool educational institutions of a compensating type; recommended to specialists of preschool pedagogy, ...

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The proposed detailed thematic planning, developed under the program "Correctional work in kindergarten" edited by L. I. Plaksina for the older group of children with visual impairment, presents the main directions of the educational process: the development of visual perception, spatial relations, social orientation. The plan of each section is clearly structured, goals and objectives are defined pedagogical work taking into account the integration of all types of children's activities. Systematism and consistency in the presentation of the material, compliance with modern correctional and developmental technologies will allow teachers-defectologists, educators and psychologists to carry out the integrated development and education of preschoolers in accordance with FGT, provide the child with a comprehensive adaptation in society and successful preparation for schooling.
Intended for typhlopedagogues, defectologists, psychologists and educators of preschool educational institutions of a compensating type; recommended to specialists of preschool pedagogy, students of pedagogical educational institutions, parents.

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Ministry general and professional education

Russian FederationsInstitute corrective pedagogy RAO

Programs

Special (corrective)

educational institutions IV kind

(for visually impaired children) (manger - garden - initial school)

Programs children's garden

Development speeches. Formation elementary mathematical

representations. Familiarization With surrounding the world.

Fine art. Physical upbringing.

Labor education. The game.

Correctional Work v children's garden

Development visual perception. Correction violations speeches.

Development touch and shallow motility. Orientation v

space. socially- household orientation. rhythm.

Therapeutic physical Culture.

Part I - Children's garden

Management rehabilitation work and special education

ministries general and professional education

Russian Federations

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

Edited by

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

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

The main principles of the organization of correctional and pedagogical and educational processes are:

taking into account the general, specific and individual characteristics of the development of children with visual impairment;

complex (clinical-physiological, psychological-pedagogical) approach to diagnostics and correctional assistance to children with visual impairment;

modification of curricula and programs, increase in terms of training, redistribution educational material and changing the pace of its passage based on continuity school course with preschool subject to the didactic requirements of the correspondence of the content of education to the cognitive abilities of children;

a differentiated approach to children depending on the state of their vision and ways of orientation in the knowledge of the world around them, including the use of special forms and methods of working with

ISBN" 5-93041 Moscow "City1999

children, original textbooks, visual aids, tiflotechniques, as well as reducing the occupancy of classes and groups and methods of individual-subgroup training;

ensuring the standard of general education in the context of the continuity of preschool education, education and treatment of children with visual impairment;

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

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

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

The variability of programs and means of influence, the adaptive possibilities of educational and educational forms and methods, the integrity and complexity of the general improvement of the child's body create a single and harmonious model of social adaptation and rehabilitation of children with visual impairment.

This UVK model allows solving the problems of prevention and improvement of the state of vision by creating sparing conditions for a complex of general strengthening and special corrective measures.

To do this, UVK increases the duration of holidays: during school year not less than 30 calendar days, and in summer not less than 8 weeks. For first grade students, an additional weekly vacation is established.

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

An important corrective requirement for the daily routine of children in UVK is the system of motor activity of the child, which provides for overcoming physical inactivity in children with visual impairment, due to the difficulties of their visual-motor orientation, including special classes in physiotherapy exercises, rhythm and orientation in space, physical culture minutes.

Simultaneously with the general educational process, UVK carries out special correctional work aimed at overcoming deviations in the psychophysical development of children with vision pathology. All classes are individually differentiated, depending on the needs of the child. The ultimate goal of the UVK is to stabilize the entire course of the psychophysical development of the child for its successful integration into general education school and community of peers.

PROGRAMS CHILDREN'S SADA

DEVELOPMENT SPEECHES

EXPLANATORY NOTE

For the development of the speech of children with visual impairment, the assimilation of mother tongue, the formation of speech. The development of speech is carried out in all types / activities of children and is a necessary part of the correctional educational work kindergarten for children with visual impairments.

It is necessary to conduct systematic classes on the development of speech in subgroups and individually with each. Carrying out work on the development of speech, the teacher carefully listens to what and how children with visual impairment speak, teaches them to build phrases, consistently express thoughts, use words correctly in meaning.

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

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

PROGRAM1 -year of study

DEVELOPMENT OF PHONEMATIC HEARING AND

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

To form in children the ability to distinguish sounds in a word, pronounce phonemes, words according to the model of a teacher (drawn out mu-mu, la-la-la, na-na) with the release of sound in words (cat, mouth, etc.).

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

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

Isolation of sound with a clear pronunciation of the word. Education of intonation instinct, diction, rate of speech.

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

Teaching children proper verbal learning: how to say hello. say goodbye, ask, thank, ask.

VOCABULARY WORK

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

To teach children to distinguish objects by essential features, to name them correctly, answering the questions “What is this?”, “Who is this?”, to highlight signs and qualities (what?), As well as actions associated with the movements of toys, animals, humans (what business - em ?, what can be done with it?).

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

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

FORMATION OF GRAMMATICALLY CORRECT SPEECH

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

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

Games:“Add a word”, “Who is doing what?”, “Who will name the actions more?”, “What do they do on musical instruments?”, “Who gives a voice?”

To teach children to compose a phrase of 2-3 or more words, using games with toys, actions with objects, a description of the picture.

Exercise children in naming an object and its features, leading to its description. To learn to answer the questions of the teacher, without repeating the structure of the question after him. Lead the child to repeat after the teacher reading fairy tales, poems.

Use dramatization games to teach sequential storytelling.

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

DEVELOPMENT OF CONNECTED SPEECH

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

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

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

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

It is important to take into account the different speech level of children. Special meaning here the individual work of the teacher with each child acquires.

Children with high level speech development you can offer short schemes (“It has come ... Guys ... They have become ...”).

READING AND NARRATING CHILDREN

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

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

Emotionally convey the nature of the dialogue actors, figurative words and expressions. Reproduce the author's words, expressions in the process of retelling (K. Ushinsky "Bishka", E. Charushin "Like a horse rolled animals"; "Mitten" - a fairy tale, translated by E. Blaginina).

To educate the emotional susceptibility of works of art, to distinguish between the genre of a fairy tale and a story (“The Chanterelle with a Rolling Rope” in the processing of I. Karnaukhova; Y. Taits “The Obedient Rain”), to distinguish between poetic and prose text (S. Marshak “The Mustachioed Striped”; In Suteev "Who said meow?"; fairy tales "Puff", "Goby - a tar barrel").

2- th year learning

EDUCATION OF SOUND CULTURE OF SPEECH

Form the correct pronunciation (s, s, z, z, c, u, zhh, w, l, l, p, p); develop phonetic perception, voice apparatus, speech breathing, the ability to use a moderate rate of speech, intonation means of expression.

Clarify terms: sound, word, sentence. Distinguish words. similar and different in sound. To form the concept that sounds and words are pronounced in a certain sequence. Teach children that the sounds in the word are different. To teach children to recognize words that lack one or another sound, to select certain toys or objects that have a certain sound in their name. It is necessary to exercise children in the correct pronunciation of all the sounds of their native language. Improve the pronunciation of words according to the norms of the literary language. Learn to speak slowly - pyas, loud enough, without tension; learn to regulate the power of the voice. Develop intonation expressiveness of speech.

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

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

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

VOCABULARY WORK

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

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

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

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

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

UPBRINGING SOUND CULTURES SPEECHES

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

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

Exercise in the correct agreement of words, in understanding the use of prepositions.

Learn to form the names of the cubs of some animals in the singular and plural, names of dishes. Draw children's attention to different ways word formation (sugar bowl, bread box).

DEVELOPMENT CONNECTED SPEECHES

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

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

Make up short stories from the picture personal experience first on the questions of the educator, and then on their own. These types of storytelling involve learning different types of statements (description, narration) and lead to the compilation of reasoning.

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

First, the idea is fixed that the story can be started in different ways (“Once”, “Once”, “It was summer”

An adult, giving the beginnings of a story, invites the child to fill it with content ("Once ... (animals gathered). They became .... Suddenly ... The animals took ... And then ..."). Filling in the scheme helps the child to consolidate ideas about the means of communication between sentences and between parts of the statement.

To teach children to include elements of description, dialogues of characters in the narrative, to diversify the actions of characters, to observe the temporal sequence of events.

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

Collective compilation of a story with the guiding role of the educator.

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

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

READING AND TELLING TO CHILDREN

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

To teach children to understand the meaning of poems, stories and fairy tales: "Havroshechka" (Russian folk tale in the processing of A. Tolstoy); Brothers Grimm "The Bremen Town Musicians" (retelling by A. Vvedensky, edited by S. Marshak); Ch. Perrot "Fairy" (translation and processing by N. Medvedkova).

For reading: S. Sakharnov "Two radio operators" ("The best ship"); E. Shim "Flowers"; E. Blaginina "Let's sit in silence"; S. Marshak "Mail"; G. Skrebitsky "In the forest clearing"; A. Barto "Rope"; Z. Aleksandrova "The boy was lost"; M. Prishvin "Fox bread"; V. Bianchi "Arishka-coward".

To teach children to evaluate the actions of heroes, to determine moral qualities (kind, evil, courageous), to notice the characteristic features

values ​​of characters, expressive means of language, figurative expressions, songs, characters in fairy tales ("Two greedy bear cubs", "Spikelet", "Little Red Riding Hood"). Answer questions related to content literary work.

3- th year learning

EDUCATION OF SOUND CULTURE OF SPEECH

Further improvement of speech hearing, strengthening the skills of clear, correct, expressive speech.

Differentiation of pairs of sounds (s-z, s-ts, sh-zh, ch-sch, s-sh, s-zh, c-h, l-R), i.e., the distinction between whistling, hissing, sonorous, hard and soft sounds in words and sentences.

The use of tongue twisters, tongue twisters, riddles, verses for practicing diction (clearly and distinctly), voice power (in a whisper, in an undertone, loudly), speech tempo (slowly, moderately, quickly).

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

VOCABULARY WORK

Expand the vocabulary with the names of objects, qualities, actions, activate the dictionary, learn to use the words that are most appropriate in meaning when designating qualities, signs.

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

low, high).

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

To teach children to talk, based on past experience, to ask the teacher the right questions.

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

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

Learn to understand figurative expressions in riddles, explain

the meaning of the proverbs.

To teach children to compare objects and phenomena according to time and spatial relationships, in size, color, quality, select words that are close and opposite in meaning (large, ohroman, huge house, old house- new; light briefcase- heavy).

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

FORMATION GRAMMAR BUILDING SPEECHES

Teach children to use simple and complex sentences v different types storytelling.

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

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

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

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

To teach the coordination of adjectives and nouns (especially the middle gender), the formation of difficult forms of the verb in the imperative mood (go lie down etc.).

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

Learn to form nouns with diminutive and affectionate suffixes (Birch- birch- birch), to distinguish the semantic shades of the verb (ran- ran- ran up), adjectives (clever- smartest, bad- inferior) and use them in speech.

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

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

DEVELOPMENT CONNECTED SPEECHES

To teach coherently, consistently and expressively to convey a small text without the help of an adult.

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

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

To learn to compose a story or a fairy tale about a toy, to observe the composition and expressiveness of the text; make up stories from your own experience (descriptive, narrative and contami-wrought- mixed).

To teach children to listen and understand the speech of the teacher, answering his questions, to reproduce well-known fairy tales and short stories, answer questions about the content of the picture and when describing the toy; make short stories on them (2 - 3 sentences). Learn to write descriptive plot story by picture (series of pictures): when describing events, indicate the place and time of the action, invent events that precede and follow the depicted one.

READING AND NARRATING CHILDREN

To teach, emotionally responding, to listen, to understand the content of a fairy tale, to memorize figurative words (“Three Bears”, “Cat, Rooster and Fox”).

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

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

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

Learn to distinguish between poems ("Ball", "Who will find a ring? S. Marshak) and prose (“Whose shoes?” N. Pavlova). Understand that in works of art different life phenomena can be reflected: a holiday, funny and serious episodes from the life of children.

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

EDUCATION LITERATURE

To form in children an idea of ​​\u200b\u200bthe word (as opposed to sound, syllable, etc.). Introduce the term proposal. Encourage children to understand that sentences are made up of words. Learn to divide sentences of 2-4 words without prepositions and conjunctions, make sentences from a number of words.

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

Correct use of terms: word, sound, vowel,hard consonant, soft consonant.

Name words with a given sound. To teach children to conduct a sound analysis of three- and four-sound words of various sound structures, that is, to establish the sequence of sounds in the analyzed words; name the selected sounds in accordance with their sound in the word; learn to distinguish sounds: vowels, hard consonants, soft consonants. To teach children to divide a word into syllables, to distinguish sounds from syllables.

4- th year learning

UPBRINGING SOUND CULTURES SPEECHES

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

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

Work on improving diction, developing voice apparatus with correct articulation. The use of tongue twisters, tongue twisters, nursery rhymes, jokes, poems.

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

VOCABULAR WORK

Develop lexical ability by replenishing the dictionary with synonyms and antonyms, the ability to use words correctly. Develop children's interest in the word. To teach them to distinguish in the subject and correctly name the essential features, enriching the dictionary with the exact names of qualities (material, shape, color, size).

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

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

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

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

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

Work on clarifying the understanding of words that are opposite in meaning (which can be deep? petty? easy? heavy?). The use of proverbs and sayings (“March ends winter - begins spring”, “A new thing is good, and an old friend”).

Work with multiple meanings different parts speeches (runningriver, boy, time: a flower grows, a house, a child; sharp zero,soup, mind).

FORMATION OF THE GRAMMATIC STRUCTURE OF SPEECH

To form the morphological and syntactic side of children's speech. Activate speech in various forms of communication (conversation] story, reading poetry).

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

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

DEVELOPMENT CONNECTED SPEECHES

Develop dialogic and monologue speech. Use dialogical speech to teach the ability to ask and answer questions. To teach the means of speech expressiveness (gestures, facial expressions, intonation).

To develop the monologic speech of children through a correct, coherent and consistent, accurately and expressively constructed statement (both in retellings of a literary text and in an independent story).

To teach the retelling of a literary work (logically and consistently, accurately and expressively).

Learn to use a variety of grammatical forms and constructions. Learn to notice and correct grammatical errors in your own and other people's speech, associated with the incorrect use of familiar words.

"Created to help typhlopedagogues, defectologists, educators of preschool educational institutions of a compensating type.
The disk contains an expanded thematic planning for all age groups of preschool children with visual impairment. When developing planning, the author of this electronic manual was guided by the following regulatory documents:
- Programs for special (correctional) educational institutions of the IV type (for children with visual impairments). Kindergarten programs. Correctional work in kindergarten (under the editorship of L. I. Plaksina);
- From birth to school. Approximate basic general educational program of preschool education (under the editorship of N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva).
The disk materials are systematized by sections: "Younger group", " middle group", "Senior group", "preparatory group". Sections consist of the following parts: development of visual perception; orientation in space; social orientation. Each part is aimed at early correction and compensation of secondary deviations in the development of children with visual impairment.
The materials presented in the manual correspond to modern correctional and developmental technologies and will allow teachers to carry out the comprehensive development and education of preschoolers in accordance with the FGT, to prepare them for schooling. The materials of the disk do not contradict the Federal State Educational Standard of Preschool Education.

Detailed description

Electronic manual"Detailed thematic planning for the program edited by L. I. Plaksina" series "DOW compensating type"was created to help typhlopedagogues, defectologists, educators of preschool educational institutions of a compensating type.

The disk contains detailed thematic planning for all age groups of preschool children with visual impairment. Correction of violations of visual perception and secondary deviations in development (verbalism of knowledge about the surrounding world, difficulties in mastering basic movements and orientation in space, speech disorders etc.) in children with vision pathology cannot be carried out only in general education classes. Children with impaired visual system need special corrective help of a typhlopedagogue.

џ Programs for special (correctional) educational institutions of the IV type (for children with visual impairments). Kindergarten programs. Correctional work in kindergarten (under the editorship of L. I. Plaksina);

џ From birth to school. Approximate basic general educational program of preschool education (under the editorship of N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva).

the main goal correctional program - preparing children for the perception of the material that is presented in general education classes, for independent participation in other activities (in the game, in elementary labor, in the treatment of vision on devices).

Each of the age groups of children has its own correctional tasks and ways to solve them, which is reflected in the structure of the proposed electronic manual. The materials of the disk are systematized by sections:

- "Younger group"

– "middle group"

– "Senior group",

– "Preparatory Group"

Sections consist of the following parts:

- development of visual perception;

- orientation in space;

– social orientation.

Each part is aimed at early correction and compensation of secondary deviations in the development of children with visual impairment.

The materials of the manual correspond to modern correctional and developmental technologies and will allow teachers to carry out the integrated development and education of preschoolers in accordance with the FGT, to prepare them for schooling. The materials of the disk do not contradict the Federal State Educational Standard of Preschool Education.

The thematic planning presented on the disc is indicative only. Teachers-defectologists and preschool teachers has the right, at its discretion, to change the topics or titles of topics, the content of the work.

The CD was created on the basis of printed manuals of the Uchitel publishing house using software tools. The electronic form of the manual makes it possible to work more intensively and efficiently with the proposed material, using all the advantages of a computer (editing, combining, searching, printing, etc.).

Literature

1. Detailed thematic planning for the program edited by L. I. Plaksina. Junior group / ed.-comp. E. A. Chevychelova. - Volgograd: Teacher, 2012. - 69 p.

2. Detailed thematic planning for the program edited by L. I. Plaksina. Middle group / ed.-comp. E. A. Chevychelova. - Volgograd: Teacher, 2012. - 67 p.

3. Detailed thematic planning for the program edited by L. I. Plaksina. Senior group / ed.-comp. E. A. Chevychelova. - Volgograd: Teacher, 2013. - 94 p.

The Uchitel Publishing House expresses its gratitude to E. A. Chevychelova, the author of the proposed CD, for the materials provided.