Individual route for a child from school to dhow. Individual educational route for a child with health insurance. IOM Tasks, Review and Approval Procedure

An approximate individually oriented educational route developed by preschool education specialists for a child with OHP (III level speech development, senior group, 1 year of study). Reflects the specifics and content of the complex work of preschool educational institutions.

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Individual educational route for a child with disabilities

for the 2017-2018 academic year

F.I. child: __________________________

Date of Birth: ___________

Age at the time of drawing up the program: _________

Group : GBOU School ____, building "_____", group _______

Reasons: conclusion of the TsPMPK, Moscow No. ________ dated ________

An individual educational route in accordance with the Federal State Educational Standard of Preschool Education, in accordance with clause 6, part 1 of Article 6 of the Federal Law of December 29, 2012 No. 273 - Federal Law "On Education in Russian Federation, 2012, No. 53, Art. 7598; 2013. No. 19, Art. 2326, no. 30, art. 4036, subparagraph 5.2.41 of the Regulation on the Ministry of Education and Science of the Russian Federation, approved by the decree of the Government of the Russian Federation of June 3, 2013. No. 446 (Collected Legislation of the Russian Federation, 2013, No. 23, Art. 2923; No. 33, Art. 4386; No. 37, Art. 4702), paragraph 7 of the Rules for the development, approval of federal state educational standards and amendments to them approved by the decree of the Government of the Russian Federation Federation, 2013, No. 33, article 4377)

IOM takes into account:

the individual needs of the child related to his life situation and state of health, which determine special educational needs;
Cooperation of the Organization with the family;

IOM goal:

Providing a system of means and conditions for eliminating speech impairments in children with TNI (with severe speech impairments) and for the implementation of timely and full-fledged personal development, ensuring emotional well-being through the integration of educational content and the organization of interaction between subjects educational process... Prevention of possible difficulties in mastering the mass school program due to the underdevelopment of the speech system of older preschoolers.
Providing psychological and pedagogical support for the family and increasing the competence of parents (legal representatives) in matters of development, upbringing, education, protection and strengthening of the child's health

The main tasks of remedial education

1. Elimination of defects in sound pronunciation (education of articulation skills, sound pronunciation, syllable structure) and the development of phonemic hearing (the ability to carry out operations of distinguishing and recognizing phonemes that make up the sound shell of a word).

2. Development of skills sound analysis(special mental actions to differentiate phonemes and establish the sound structure of a word)

3. Clarification, expansion and enrichment of the vocabulary of older preschoolers with TNR.

4. Formation of the grammatical structure of speech.

5. Development of coherent speech of older preschoolers.

6. Development of communication, success in communication.

IOM implementation period- 1 year.

Schedule of a child's visit to kindergarten:The child attends general education senior group No. 11. Monday - Friday - 7.00 - 19.00 with catering.

The program sets targets and the main content of the preschool level of education, providing a versatile and holistic formation of the physical, intellectual and personal qualities of the child. It presents the basic principles of organizing the life and activities of children in preschool organization, the content of the educational process, indicators of development and basic characteristics of the child's personality, the necessary conditions for the implementation of the program.
Distribution of duties of teachers and specialists During the implementation of the individual educational route of the child
Educators
Group educators	Implement Approximate general developmental, basic program for the development of a preschooler"Origins". - T.I.Aliyeva, T.V. Antonova, E.P. Arnautova in the following educational areas: SOCIAL AND COMMUNICATIVE DEVELOPMENT COGNITIVE DEVELOPMENT SPEECH DEVELOPMENT ARTISTIC AND AESTHETIC DEVELOPMENT Artistic design Paper construction Fiction and folklore PHYSICAL DEVELOPMENT She plans to work with children with disabilities health: Continuous improvement of articulatory, fine and general motor skills. Strengthening the pronunciation of sounds set by the speech therapist. Enrichment, clarification and activation of the worked out vocabulary in accordance with the lexical topics of the program. Exercise in the correct use of the formed grammatical categories. Development of attention, memory, logical thinking in games and exercises on defect-free speech material. Formation of coherent speech. Consolidation of the emerging skills of sound-syllabic analysis and synthesis (consolidation of reading and writing skills).
Teacher speech therapist	Diagnostic work includes: Timely identification of children with disabilities; Comprehensive collection of information about the child based on diagnostic information from specialists in various fields; Determination of the level of the actual and the zone of proximal development of the pupil with the ONR, identification of his reserve capabilities; Studying the development of the emotional - volitional sphere and personal characteristics of pupils; Study of the social situation of development and the conditions of family upbringing of children with disabilities; Study of the adaptive capabilities and level of socialization of a child with disabilities; Systemic versatile control of specialists over the level and dynamics of a child's development; Analysis of the success of correctional and developmental work. Correctional and developmental work includes: - selection of correction programs / methods and teaching methods that are optimal for the development of a child with disabilities in accordance with his special needs; Organization and conduct by specialists of individual and group correctional - developmental classes necessary to overcome developmental disorders and learning difficulties; Correction and development of higher mental functions; Development of the emotional - volitional sphere and personal spheres of the child and psychocorrection of his behavior; Social protection of a child in cases of unfavorable living conditions under psycho-traumatic circumstances. Advisory work includes: - development of joint substantiated recommendations on the main areas of work with children with OHP; uniform for all participants in the educational process; Advising teachers on the choice of individually-oriented methods and techniques for working with pupils with ONR; Advisory assistance in the family in matters of choosing a parenting strategy and methods of corrective education for a child with OHP. Outreach work includes: - various forms of educational activities (lectures, individual conversations, consulting, questionnaires, individual workshops, information stands, printed materials, media, presentations, open events). Aimed at clarifying to the participants of the educational process - children with OHP, their parents (legal representatives), teaching staff - issues related to the peculiarities of the educational process and support. Direction of work: Development of understanding of addressed speech and the formation of the communicative functions of the language Formation of productive interaction with an adult. Stimulating speech activity. Formation of verbal and non-verbal communication. correction of speech disorders in combination with stimulationdevelopment of all its aspects (vocabulary, grammar, phonetics), sensory and mental functions; normalization of the prosodic speech system; the formation of articulatory praxis at the stage of staging, automation and differentiation of speech sounds; development phonemic perception and sound analysis; development of the functionality of the hands and fingers; normalization of lexical and grammatical skills; Meeting the need for communication with others; The development of cognitive activity.
Educator-psychologist	organizes the interaction of teachers; provides methodological assistance to teachers in the development of correctional programs for the individual development of a child; conducts psychoprophylactic and psychodiagnostic work with children; organizes special corrective work with children at risk; increases the level of psychological competence of kindergarten teachers; conducts consultative work with parents. Areas of work Diagnostic work: Diagnostics of the level of psychophysical development and individual characteristics child (examination of the affective-emotional and social-personal sphere, the formation of communication and play skills, the level of cognitive activity and motor development); Repeated examinations of the child during the year (January, May); Correction individual program work with a child based on the results of diagnostic examinations. Correctional and developmental work: Conducting correctional and developmental game lessons (subgroup, group and individual); Solving the problems of interaction in the parent-child dyad, teaching the parent effective techniques for interacting with the child. Advisory work: Conducting individual consultations with parents on the development and upbringing of the child; optimization of interaction with the child in the family, the child with other children and adults; organizing a developing environment for a child at home; Conducting consultations at the request of parents, incl. on the issues of personal psychological difficulties of parents; Ensuring the parent's participation in group consultations, workshops, trainings. Psychoprophylactic work: Providing assistance to the child and family during the period of adaptation to the conditions of stay in kindergarten; Study of medical records for a child; Creation of an adequate understanding of the parents about the diagnosis, the possibilities of the child and possible ways of correcting violations;
Musical director	In the classroom, mainly traditional tasks are implemented. The child learns to listen to music, perform musical rhythmic movements, sing, learns musical and didactic games and playing musical instruments. The educational content is adapted on the basis of diagnostic data and enriched with correctional and developmental tasks aimed at development auditory perception, orientation in space, sense of rhythm, motor qualities (smoothness of movements, their coordination, etc.) Forms of organization of correctional and developmental activities: diagnostics current level child development; education and development of the child according to preschool education programs: Carrying out educational activities for individual lessons; Conducting educational activities in small subgroups; counseling for parents;
Swimming instructor	Formation and development of full-fledged physical, including motor, development, as well as targeted health-improving effects and formation of the foundations healthy way life. She plans to work with children with disabilities. Draws up plans for the health of children, plans for monitoring to strengthen and protect the health of children. Organizes health improvement and hardening of children, teaches swimming. Develops the musculoskeletal system, cardiovascular and respiratory system. Forms and maintains the correct posture. Develops physical qualities Foster a sense of self-confidence. Consults teachers and families of pupils on the issues of working with children with disabilities
Physical education teacher	I. Working with children II. Interaction with preschool teachers III. Interaction with parents IV. Interaction with society V. Creation of a subject-developing environment Within each of the directions, various forms of work are used. The main task educational area on physical culture- to stimulate positive changes in the body, forming the necessary motor skills and abilities, physical qualities and abilities aimed at life support, development and improvement of the body. In the process of physical education, along with educational and health-improving tasks, special correctional ones are solved: - development of speech through movement; - the formation of spatial and temporal representations in the process of physical education; - study in the process of objective activity of various properties of materials, as well as the purpose of objects; - formation in the process of motor activity different types cognitive activity; - management emotional sphere child, the development of moral and volitional qualities of the personality, formed in the process of special motor games-classes, games, relay races. - improving the functions of the forming organism, developing motor skills, fine manual motor skills, visual-spatial coordination.

Psychologist - pedagogical characteristics baby

Emotional-volitional sphere:

Varya's facial expressions are sedentary, she does not understand humor well, distinguishes between the emotional states of others (sad, cheerful, etc.). Self-empathizes with others. The general emotional background is smooth and positive. Reacts adequately to the ban. Varya basically follows generally accepted rules of behavior. It does not always follow the teacher's speech instructions in completing tasks, clarification and / or multiple repetition is required. Working capacity is average, interest is unstable, game motive prevails. There is no criticality to the results of their work.

Social and communicative sphere:

Varya is a little tense in communication with adults, maintains several communication cycles. He independently observes the sequence and simple rules in joint games; to fulfill more complex rules, the guiding help of the teacher is needed. In common games with other children, she is mobile, takes initiative. In communicating with her peers, Varya has little conflict, does not always share toys, there are persistent friendships. The level of development of the girl's play activity is within the age norm. The variability of the game is small, the plots are little developed, there is a tendency to reproduce familiar game "routes". Understands and accepts a simple role in a game, more complex ones social roles understands poorly and does not hold back until the end of the game. With the help of the teacher, he acts in an imaginary situation of the game, uses little substitute objects in the game, uses game attributes. Knows how to agree on the distribution of roles in the game.

Cognitive development:

The level of general awareness, orientation in the phenomena of the surrounding world for Vari is below the age norm. Few supports communication on personal topics, on topics not presented in the immediate situation, discusses various events; the answers are monosyllabic, confused, not always on the topic, speech is indistinct. He gets confused in answers to some questions about himself and his family, etc. The girl has insufficiently formed figurative and spatial-temporal representations. Decreased level of development of perception, volume voluntary memorization... Also does not match age norm state of the art visual-figurative thinking... Varya has insufficiently developed ability to establish cause-and-effect relationships. Within the age norm, the level of development of voluntary attention.

Speech development:

The vocabulary is well below the age norm. Inflectional skills and abilities at the stage of formation (explanations of an adult, demonstration, sample). Word-building skills and abilities at the stage of formation (explanations of an adult, demonstration, sample).

Syntactic skills and abilities at the stage of formation (explanations of an adult, demonstration, sample). The level of formation of phonetic and phonological competence: at the stage of formation. Phonemic hearing is significantly reduced.

Sound analysis and synthesis skills in formation. The syllable structure of words is broken (omission and rearrangement of syllables);

Sound pronunciation: L, R, Pb.

Coherent speech: The phrase is simple, grammatical. The listened text understands partially, remembers fragmentarily, retells briefly, in monosyllables. It is difficult to independently compose a story based on a series of plot pictures. Lays out pictures with the help of an adult, verbal and logical thinking is insufficiently formed, visual and figurative thinking prevails. The mobility of the muscles of the articulatory apparatus is normal. The volume of movement of the lips and tongue - all movements are available, the pace and switchability are somewhat slowed down. The voice is normal, the volume of speech breathing is insufficient.

The child's passive vocabulary is more developed than the active one. The leading hand is the right. Varya has an OHR IIIur.

Prospective forms and conditions of work with a child(route sheet)

Direction of work (specialist)	Number of hours per week	Time spending	Used programs and technologies	Form of conducting classes	FULL NAME. Specialist
Psychological assistance (teacher - psychologist)	GCD - 50 minutes SOPR. - 25 minutes	Tuesday 25 minutes - subgroups. class 25 minutes - support for GCD physical education Thursday 25 minutes - subgroup lesson	The work program of the teacher-psychologist O.V. Pshechenko for the 2017-2018 academic year. Approximate general educational program of preschool education "Origins". T.I.Aliyeva, T.V.Antonova, E.P. Arnautova and others. Center "Preschool Childhood" named after A.V. Zaporozhets - Moscow: TC Sphere, 2013. The program of intellectual, emotional and volitional development of children "Seven-color flower". / N.Yu. Kurazheva, N.V. Varyaeva and others-SPb .: Speech; Moscow: Sphere, 2012.	Subgroup lessons Accompaniment of classes	Pshechenko Oksana Vladimirovna
Speech therapy assistance (teacher - speech therapist)	2 hours 5 minutes	Monday subgroup lesson Tuesday subgroup lesson Wednesday subgroup lesson Thursday Individual lesson Friday Subgroup lesson	An approximate program for the development of a preschool child "Origins". - T.I. Alieva, T.V. Antonova, E.P. Arnautova and others. Center "Preschool Childhood" named after A.V. Zaporozhets - M .: Karapuz, 1997 "Variable approximate adapted basic educational program for children with severe speech impairments (general speech underdevelopment) from 3 to 7 years old." The third edition, revised and supplemented in accordance with the Federal State Educational Standard of DO. The author is a speech therapist teacher of the highest qualification category, an excellent student of public education N.V. Nishcheva AN APPROXIMATE ADAPTED BASIC EDUCATIONAL PROGRAM FOR PRESCHOOLERS WITH SEVERE SPEECH DISORDERS Edited by Professor LV Lopatina with speech impairments. " Filicheva T.B., Chirkina G.V.	Individual lessons Subgroup lessons	Halapova Anna Konstantinovna
General developmental training in the group (educator)	3 hours 20 minutes	View group schedule	"Origins" Basic program for the development of a preschooler. Sets the standard for preschool education, ensuring the full and holistic development of the child's personality. T.I. Alieva, T.V. Antonova, EP Arnautova and others. Center "Preschool Childhood" named after A.V. Zaporozhets, M .: Karapuz, 1997.	Frontal, subgroup lessons	Group educators
Wellness swimming (physical education instructor)	3 hours 20 minutes	View group schedule	Osokin "Teaching children to swim in kindergarten". Protchenko, Semenov "Simultaneous method of teaching swimming"	Subgroup lesson	Shelyashkova Tatiana Borisovna
Games in English			Working program ped. additional education Volokhova T.V. on English language based on the program of V.N. "I love Englih". The program is designed for children from 5-7 years old.	Subgroup lessons	Glazova Yulia Sergeevna
IZO studio			The program "Color carousel" The program was developed by the teacher add. Education Nikolaeva N.Yu.	Subgroup classes	Nikolaeva Natalia Yurievna

p.12.15. The volume of medical and recreational work and corrective assistance to children (classes with a speech therapist, with a psychologist and others) is regulated individually in accordance with medical and pedagogical recommendations.One integrated lesson is held once a week. Organized activities during the day alternate with free activities or recreation for children.

Direct educational activities

v senior group №11.

Days of the week	Educational area	Kind of children's activity	GCD type	Time
Monday	Cognitive development		Nature and the child.	9.30-9.55
	Physical development	Motor activity	Physical Education	10.50-11.10
	Artistic and aesthetic development	Visual activity	Art studio	15.10-15.35 15.45-16.10
Tuesday	Physical development	Motor activity	Pool	10.30-10.50 11.00-11.20
	Artistic and aesthetic		Music	12.00-12.25
	Cognitive development	Cognitive research and productive (constructive) activities	Construction	16.25-16.50
Wednesday	Cognitive	Cognitive research	Mathematics in d / s	9.10-9.35
	Cognitive Artistic and aesthetic development	Cognitive and research visual activity	Familiarization / drawing (integrated. lesson)	10.00-10.20
	Physical development	Motor activity	Physical Education	16.10-16.35
Thursday	Artistic and aesthetic	Musical and artistic activities	Music	9.30-9.55
	Speech development	Communication activity	Speech development / early. gr.	10.20-10.45
	Physical development	Motor activity	Recreational swimming in subgroups	15.00-16.00
Friday	Cognitive development	Communicative, playful, activity.	Games in English (by subgroups)	10.20-10.45 10.45-11.05
	Physical development	Motor activity	Physical Education Outside
	Artistic and aesthetic	Visual activity	Modeling / applique	16.25-16.50

The organization of educational activities directly is regulated by paragraphs. 11.10 - 11.13; 12.5; 12.7 SanPiN 2.4.1.3049-13.

One integrated lesson is held weekly.

Organized activities during the day alternate with free activities or recreation for children.

A certain part of educational activity is carried out in the process of regime moments, for example, observing objects and phenomena of the surrounding world while walking, developing elementary work skills, etc. Daily time is allocated in the daily routine for reading fiction.

Correctional and developmental classes of a speech therapist teacher, a psychologist teacher (individual correctional work in the morning and evening hours) are not included in the curriculum, because a small correctional group is formed on the basis of monitoring, recommendations and conclusions of the TsPMPK, PMPk and at the request of educators. The number of classes and the composition of the groups are determined according to need. Classes are conducted in small subgroups or individually and are taken out of the curriculum... Correctional work in a preschool educational institution is built as an integral system that provides an integrated, differentiated, regulated process of managing the course of psychophysical development of preschoolers. Correctional classes conducted by speech therapists are variable in relation to communication classes in the general educational process (for speech pathology children). This variability ensures the exclusion of exceeding the maximum permissible load on the child.

Correctional and developmental work carried out by a teacher-psychologist

Areas of work			Expected results
Social and communicative sphere	Play skills	Development of a role-playing game: To develop the ability to connect several actions in the game in their logical sequence, to carry out role-playing games according to a preliminary plan; Teach preliminary planning of the upcoming game, highlighting certain rules of the game; Learn to enter the role and hold it until the end of the game in accordance with the content of the role and the plot of the game; Teach to accompany your game actions with speech (fix what is being done, plan an upcoming action).	Knows how to connect several actions in the game in their logical sequence, to carry out role-playing games according to a preliminary plan. Knows how to plan the upcoming game. Knows how to enter a role and hold it until the end of the game in accordance with the content of the role and the plot of the game. Knows how to highlight the rules of a joint game. Accompanies the game with speech of a regulatory and planning nature.
Social and communicative sphere	Communication activity	To activate the child's communicative speech. Develop the ability to take into account the emotional state and listen to the other person when communicating. Develop the ability to choose a role in a group game.	Confidently expresses his basic needs and desires in a speech form, referring to an adult. Knows how to take into account the emotional state and listen to another person when communicating. Knows how to choose a role in a group game.
Emotional-personal and volitional sphere	Emotional development	To teach to distinguish a person's mood by facial expressions (sad, cheerful, calm, angry, scared), to convey the mood with the help expressive means... The development of mimic expressiveness. Helping the child to become aware of their experiences. Work on increasing the child's self-esteem by means of game therapy and sand therapy.	Distinguishes several moods of a person by facial expressions, in pictures / photographs, is able to give an elementary analysis life situation on the picture. Recognizes the emotional state of the heroes of fairy tales. With the help of expressive movements, it conveys the emotional state of the characters. Expresses his emotional state in a variety of ways.
Emotional-personal and volitional sphere	Development of voluntary regulation of behavior	Learn to follow the rules in games: in outdoor and seated games with several rules, when completing written assignments, as well as when performing assignments with rules that apply sequentially. Teach work by auditory and visual instruction. Self-regulation training. Development of the ability to control your breathing.	Observes the rules in outdoor and seated games with 2-3 rules. Observes the rules when completing written assignments with 1-2 rules, as well as when performing assignments with 3 rules acting sequentially (holds the algorithm for performing actions).
Cognitive and intellectual spheres	Stimulating research activity	Stimulating the exploratory activity of the child. Creation of problem situations in games specially organized by the teacher. Develop the ability to use aids for solving practical problems. Formation of search methods of orientation when performing game tasks.
Cognitive and intellectual spheres	Development of spatial representations	Contribute to the enrichment of sensory experience by identifying and distinguishing spatial representations and relationships between objects: Consolidation of distinction and naming of spatial relationships; orientation in body outline; Formation of active spatial orientation in the process of performing targeted actions with objects; To play games that contribute to the development of visual and auditory attention, speed of reaction, accuracy of movement.	Distinguishes and names spatial relationships: in, on, under, next, about, between, here, there, in the middle, in front, behind, left, right, words, right, above, below. He orients correctly in the body diagram. Performs movements with objects in specified directions

Interaction of a teacher-psychologist with the child's parents:

Obtaining anamnestic data about the child;

Providing parents with information about the content and effectiveness of the ongoing correction and development work with the child;

Conducting individual consultations with parents on the following issues: development and education of the child; optimization of interaction with the child in the family, the child with other children and adults; organizing a developing environment for a child at home;

Conducting individual consultations at the request of parents, incl. on the issues of personal psychological difficulties of parents;

Ensuring the parent's participation in group consultations, workshops, trainings;

Creation of an adequate understanding of parents about the child's capabilities and possible ways to correct existing violations;

Selection of literature on the problems of the development and upbringing of a child at the request of the parent and as needed.

Correctional and developmental work carried out by a speech therapist teacher

Speech therapy classes are divided into:

Group;

Individual.

Classes (subgroup) of the following types are held:

on the accumulation of the formation of lexical and grammatical categories - 1 lesson per week;
on the development of coherent speech - 1 lesson per week
on the formation of phonetic-phonemic categories - 2 lessons per week;
the lesson lasts 25 minutes.

Direction of work
DEVELOPMENT UNDERSTANDING SPEECH	To develop understanding of speech, use visual situations of regime and game moments, using the words “show”, “put down”, “bring”, “take”. Expand the phrases of the address: "Show me where the red pencil is", "Come, if you have tied a scarf." Learn to distinguish: Words that are similar in sound (carries - lucky); Actions close to the situation (knits - sews); Actions and signs that are opposite in meaning (open - close); Actions expressed by personal and reflexive verbs (bathes - bathes). Distinguish using paired pictures: Actions expressed by verbs (singular and plural. Numbers-float-float) M. and J. genus past. time. units numbers (Valya sang - Valya sang); Falling forms (where the baby puts on a fur coat - where the baby is put on a fur coat) Spatial relations of objects, expressed by prepositions in, on, under.
DEVELOPMENT OF THE DICTIONARY	Clarify and expand the stock of ideas based on observation and comprehension of objects and phenomena of the surrounding reality, create a sufficient stock of vocabulary images. To ensure the transition from accumulated representations and passive speech stock to the active use of speech means. Expand the volume of correctly pronounced nouns - the names of objects, objects, their parts for all studied lexical topics. To learn to group objects according to their correlation and, on this basis, to develop an understanding of the generalizing meaning of words, to form accessible generic and specific generalizing concepts. Expand the verb dictionary based on the work on mastering the understanding of actions expressed by prefixed verbs; work on mastering the understanding of actions expressed by personal and reflexive verbs. Learn to compare objects and phenomena and, on this basis, ensure understanding and use of synonyms and antonyms in speech. Expand understanding of the meaning of simple prepositions and intensify their use in speech. Ensure the assimilation of possessive pronouns, attributive pronouns, demonstrative adverbs, quantitative and ordinal numbers and their use in expressive speech. Anchor the concept word and the ability to operate on them.
FORMATION AND IMPROVEMENT GRAMMATIC STRUCTURE OF SPEECH	Call: The names of loved ones, friends, dolls, consisting of 2 syllables, with an emphasis on the first syllable (Valya, Vova); Monosyllabic words like: soup, juice; Two-syllable words with stress on the first syllable (paw, sleigh); Three-syllable words with an accent on the first syllable (cubes, berries). Build the same syllable to a part of the word (frog, coil). Mastering the initial skills of word formation (first by ear): Words with diminutive meaning (house, nose). Learn to pick names: Subjects to the names of actions (goes (who?) - …….), Actions to the names of subjects (machine (what is it doing?) - …….) Signs to the name of the object (ball (what?) - ……) Learn to master the skills of transferring word connections using productive endings: Agree Ch. and n. in number and face, Compare different forms of the word (fell - fell), Form case forms of noun units and many others. Numbers (table-tables) Make up simple sentences by model: Who? What is he doing?
DEVELOPMENT OF THE PHONETIC-PHONEMATIC SYSTEM OF THE LANGUAGE AND LANGUAGE ANALYSIS SKILLS	Development of the prosodic side of speech Form correct speech breathing and prolonged oral exhalation. To consolidate the skill of soft voice leading. To cultivate a moderate tempo of speech to imitate the teacher and in exercises for coordination of speech with movement. To develop the rhythm of speech, its intonational expressiveness, voice modulation. Correction of the pronunciation side of speech To consolidate the correct pronunciation of the available sounds in play and free speech activity. Activate the movements of the speech apparatus, prepare it for the formation of sounds of all groups. Form the correct patterns of sibilant, affricate, iotated and sonorous sounds, automate the delivered sounds in free speech and play activities. Work on the syllable structure and sound filling of words Improve the ability to distinguish between long and short words by ear. Learn to memorize and reproduce chains of syllables with a change in stress and intonation, chains of syllables with different consonants and the same vowels; chains of syllables with a confluence of consonants. To ensure further assimilation and use of words of various sound-syllable structures in speech. Improving phonemic perception, skills of sound and syllabic analysis and synthesis Improve the ability to distinguish vowel sounds by ear. To consolidate ideas about vowels and consonants, their distinctive features. Exercise in distinguishing vowel and consonant sounds by ear, in choosing words for given vowels and consonants. To form the ability to distinguish by ear consonants that are similar in articulation in a series of sounds, syllables, words, in sentences, free play and speech activity. To consolidate the skill of isolating given sounds from a number of sounds, vowels from the beginning of a word, consonants from the end and beginning of a word. To form the skill of distinguishing consonant sounds according to the features: voiceless-voiced, hard-soft.
MOTORIKA	General : creating conditions for improving the switchability of movements and self-control when performing motor exercises. Small : creating conditions for improving static and dynamic coordination of movements. Articulating: develop full-fledged movements and certain positions of the organs of the articulatory apparatus (accuracy of movement, smoothness and lightness (without twitching, trembling), stability of the final result, smooth switching from one movement to another Respiration development: form a strong, smooth oral exhalation.
SOUND PERFORMANCE	Education correct pronunciation sounds of early and middle ontogeny: the evocation of absent sounds, their automation and differentiation. 1.Articulatory gymnastics. Purpose: the formation and development of articulatory motor skills to the level of minimum sufficiency for sound production. for whistling : "Smile", "Fence", "Spatula", "Groove", "Brush", "Football", "Focus"; for sibilants: "Tubochka", "Tasty Jam", "Cup", "Mushroom", "Let's warm our hands"; for P, P`: "Chatterbox", "Painter", "Turkey", "Horse", "Fungus", "Drummer", "Accordion", "Machine Gun"; for L: "Smile", "Spatula", "Let's punish the tongue." 2. Respiratory gymnastics. Purpose: normalization of the tone of the respiratory muscles, consolidation of the skill of correct breathing. Exercises: "Focus", "Football", "Blow out the candle", "Smell a flower", "Storm in a glass", etc. 3. Finger gymnastics. Purpose: activation of the speech zone by influencing the child's fingers using finger gymnastics and Su-Jok massage. 4. Development of auditory attention, phonemic perception. Purpose: development of the ability to distinguish sounds in pronunciation that are similar in articulation or sound. It is carried out in parallel with the correction of sound pronunciation on the material worked out in pronunciation. 5.Production of sound. Purpose: To cause missing sound or correct distorted sound. Sound settingin the following sequence: Sh, H; L; P, Pb Sound production work is carried out only individually. In work with children with speech therapy conclusion dysarthria, the erased form of dysarthria, the sequence of sounding is not observed. Mixed setting method. 6.Automation of the delivered sound. Purpose: to consolidate the correct sound pronunciation in independent speech children. in syllables in words in sentences 7. Differentiation of sounds. Purpose: development of the ability to distinguish sounds similar in articulation and sound.
DEVELOPMENT OF CONNECTED SPEECH AND FORMATION COMMUNICATIVE SKILLS	To cultivate active voluntary attention to speech, to improve the ability to listen attentively to speech addressed, to understand its content, to hear mistakes in someone else's and your own speech. Improve the ability to answer questions briefly and fully, ask questions, conduct a dialogue, listen to each other to the end. Learn to compose stories-descriptions, and then riddles-descriptions about objects and objects according to the model, the proposed plan; to coherently talk about the content of a series of plot pictures and plot pictures according to the plan proposed by the teacher or collectively drawn up. Improve the skill of retelling well-known fairy tales and short texts. To improve the ability to "speak" the game situation and, on this basis, to develop the communicative function of speech.
SENSOR DEVELOPMENT	Improve the ability to examine objects in different ways. Develop an eye in special exercises and games. Learn to perceive objects, their properties; compare items; select a group of items according to a given criterion. Develop color perception and color discrimination, the ability to distinguish colors by saturation; learn to name shades of colors. Form an idea of the arrangement of colors in the rainbow. Continue to acquaint with geometric shapes and figures; to learn to use planar and volumetric figures as standards when comparing objects.
DEVELOPMENT OF MENTAL FUNCTIONS	Develop auditory attention and memory for perception non-speech sounds... Learn to distinguish between the sound of several toys or children's musical instruments, substitute items; loud and quiet, high and low sounds. To develop visual attention and memory in working with cut pictures (4-8 parts, all types of cuts) and puzzles on all studied lexical topics. Continue to develop thinking in exercises for grouping and classifying objects according to one or more characteristics (color, shape, size, material). Develop imagination and, on this basis, shape creativity.
PROPOSED RESULT	The child's passive vocabulary corresponds to the age norm. The child understands various forms of inflection and does not make mistakes when performing test items; understands prepositional-case constructions with simple prepositions, diminutive-affectionate suffixes of nouns, differentiates singular and plural forms of verbs, verbs with prefixes. The child understands the meaning of individual sentences, understands coherent speech well. The child without mistakes differentiates both opposition sounds, which are not mixed in pronunciation, and mixed in pronunciation. The level of development of the expressive vocabulary corresponds to the age. The child unmistakably names the proposed objects, body parts and objects from the pictures; summarizes the objects and objects depicted in the picture. The child does not make mistakes when naming the actions shown in the pictures. The child names the main and tint colors, names the shape of these objects. The level of development of the grammatical structure of speech corresponds to the age norm. The child uses nouns correctly in nominative singular and plural, nouns in indirect cases; plural nouns in genitive; aligns adjectives with nouns singular; uses prepositional-case constructions without mistakes; coordinates numbers 2 and 5 with nouns. The child forms nouns with diminutive suffixes and the names of baby animals. The level of development of coherent speech corresponds to the age norm. The child, without the help of an adult, retells a small text based on pictures. The child does not violate the sound filling and syllable structure of words. The state of sound pronunciation corresponds to the age norm.

Social and communicative developmentchildren are carried out in educationalactivities during regime moments, in joint and independent play activities, in the family.

Calendar and thematic planning in the older group with children from the TNR (ONR)

Month	A week	Lexical topic	Phonetic-phonemic side of speech	Grammatical structure of speech
September	Examination of children of older groups No. 6, 9, 11



October		Autumn. Adult labor.	Sound U	Animated and inanimate nouns
		Vegetables	Sound A	Education noun with diminutive suffixes -chk, -ochk, -chk.
		Fruits	Sounds A-U	Nominative plurals of nouns
		Garden Garden	Sound And	3 person singular and plural of present tense verbs
		Garden Garden	Sound H	Diminutive nouns
November		Forest, mushrooms, berries, trees	Sound P	Possessive pronouns MY, MY
		Flight birds	Sound T	Past tense singular verbs
		clothing	Sound K	Accusative case of singular nouns.
		Shoes, hats	Sound K-T	Genitive singular nouns without a preposition and with the preposition У
December		Studio	Sounds P-T	Prefix verbs
		Winter. Winter fun	Sounds P-T-K	Preposition ON
		Furniture. Furniture parts	Sound X	Prepositions HA, C
		New Year's celebration A family.	Sounds of K-X	Compilation of the story "Winter" by reference words and pictures
January

		Wintering birds	Sound Oh	Prepositions OVER, UNDER
		Animals in winter.	Sound Xb	Genus. plural case numbers.
February		mail	Sound ПЬ	Retelling of the fairy tale "Three Bears" based on a series of pictures with elements of dramatization
		Transport	SOUND	Retelling of an excerpt from the fairy tale "The Tale of the Goldfish" based on the series. pictures
		Houseplants	Sound Kb	Gender of nouns
		Our defenders. Pancake week.	Sound S	The concept of "SYMPTOM"
March		Spring. Spring birthday	Sounds I-S	Russian retelling folk tale"Snow Maiden" based on a series of plot pictures
		Holiday	Sound L	Possessive adjectives with the suffix -in-
		Professions	Sounds L-Y	Drawing up a narrative story "Birdhouse"
		Our food	Sound B	Compilation of a descriptive story "Spring is Coming" based on simple plot pictures.
April		Where did the bread come from?	Sound F	Relative adjectives
		Dishes	Sound Fb	Relative adjectives
		My house	Sound and letter C	Possessive adjectives with the suffix -й-
		Pets and their cubs	Sounds CH. Letter C	Comparative degree of qualitative adjectives
May		Our country. My native land.	Sound and letter Sh.	Memorizing a poem by A.K. Tolstoy "Bells".
		Human	Sounds S-W	Education adj. from noun (flag, anthem, coat of arms of Russia). Concordance of words in a sentence.
		Insects	Sound Xb	Formation of verbs singular. numbers in plural number. Give birth. plural case numbers.
		Summer	Sound Z	Use of adjectives in comparative... Formation of verbs past. time.
PMPk participant	Educator-psychologist
PMPk participant	Swimming instructor
Leading Specialist	Teacher speech therapist
Parent (full name, signature)

Individual speech development map of the child of Varvara A.

(method for determining the level of speech development by O.A. Bezrukova)

Indicators	Maximum points	The beginning of the year	the end of the year
Ideas about the world around
Lexical consistency (the volume of the vocabulary and the variety of connections). Quest 1-9	75	32
Inflectional and word-formation skills and abilities. Quests 10-18	38	12
Phonemic processes, skills of sound analysis and synthesis, phonetic design of speech. Quests 19-25	27	6
Understanding and independent production / reproduction of the text. Quests 26-29	19	8

V real life educational programs for the most part are aimed at the average level of development of the pupil, therefore, each child, due to the uniqueness and originality, try to reveal his inner potential and implement full development personality within the narrow framework of averaged patterns is not easy. The resulting contradiction poses the task of organizing individual route training within the framework of the Federal State Educational Standard for the implementation 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 he grows small man... 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 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 paragraphs:

p. 1. 6. - the formulation of tasks that concentrate 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 intrinsically valuable subject of relations with oneself, the people around him and the outside world.
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.
p. 2. 10. 2. - the ways of organizing and coordinating children's initiative and spontaneous activity in the spirit of creative activity are specified.
p. 3. 2. 1. - professional selection of forms and methods of pedagogical work that are relevant to the age and individual needs of the child.
p. 3. 2. 3. - patronage of the child, development of an individual roadmap for development, pedagogical and psychological correction identified problems.
p. 3. 2. 5. - 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 his 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 assimilating general educational program for preschoolers and need help from specialists;
for pupils with disabilities, disabled children;
for gifted children with a level of ability that exceeds the average regulatory educational standards.

Leading tasks of an individual educational route:

to 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, focus on 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, household, 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;
build knowledge about 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 trajectory of development:

role-playing and outdoor games, classes in the form of conversation and dialogue, reading and discussion 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:

Development of the child's learning abilities.
Continuity and consistency. A team of specialists accompanies the kid throughout the entire project of the individual route until the problem is resolved.
Rejection of the average assessment templates, the 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, which is obligatory 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.
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.

Educational games are used in individual work by a teacher-defectologist, educators with the aim of correcting emotional-volitional disorders, developing logic, perception, substitution actions, motor skills and perception of colors, ideas about the world

Stages of educational activities according to an individual plan

Observation, identification of the level of formation of psychological, social and intellectual qualities of a preschooler's personality, necessary for his productive activity in any educational field. The observation stage presupposes an indifferent approach of the teacher, a position of non-interference when observing a child.
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.
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.
Active activity on the implementation of an individual route: conducting classes, talking with parents, homework.
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 weighed against the planned objectives outlined 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 to commit 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 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 are 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 sense 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 at home, on the street, in the game.

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.
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.
The schedule of medical and recreational activities, which includes the distribution of physical activity, body hardening procedures.
A plan of individual lessons, including mandatory integration with educational activities common to all children.
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.
An 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.
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.
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 the 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 upbringing;
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 diktat 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, joint experience of 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 puppets 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 is indicated with characteristics of coordination, pace and volume of motor functions of the hand, left-handed or right-handed.

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 the child is able to recite by heart or retell on his own from memory, 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 to identify 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 about the animal and flora according to software requirements;
development of skills in design, drawing, modeling;
level of proficiency in elementary mathematical concepts- skills of ordinal counting, 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.

Speech development

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 activities.

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 is necessary to note personal preferences, the scope of the child's creative or intellectual giftedness.

Sample for filling in general and diagnostic data in IOM - table

Full name of the pupil
Date of Birth
Surname, name, patronymic of mom, age, education
Surname, name, patronymic of the Pope, age, education
IOM start date
Reason for registration	Persistent non-assimilation of OOP preschool educational institutions 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 changes in the development of the child, his purposeful advancement in relation to his own capabilities, stimulation of individual capabilities; to 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):
Types, causes 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 determining 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 according to an individual route - table

Periodicity	Recommendations, forms of work with the pupil	Result of work
Daily	Pure phrases. Finger gymnastics. Respiratory gymnastics by Strelnikova.	Slightly increased general level development. There is a positive dynamic in the development of the integrative quality "Able to manage 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 labyrinth faster", "What is superfluous", "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	Exercises for throwing (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 collective games of your choice.

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

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 effective use of all teaching resources to achieve maximum results 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 an IOM for a preschooler. It is understood as an educational program that is aimed at teaching a particular child and takes into account all his personal qualities.

Purpose and directions of IOM

A preschooler according to the Federal State Educational Standard, an example of which is found today in all educational institutions, is aimed at solving specific problems. The purpose of development and implementation in the educational route is the formation of factors in kindergarten that will be aimed at positive socialization and social and personal development of pupils. The latter includes the main processes of intellectual, emotional, physical, aesthetic and other types of development.

The main task that the individual educational route of a preschooler solves is the development of cognition, an example of which is demonstrated in open classes... The directions of the educational route are as follows:

Formation of movement, which includes the improvement of motor skills;

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 are often unaware of the purpose of this pedagogical tool.

The structure of the educational route should include such components as:

Target, which involves setting specific goals in line with new standards;

Technological, determining 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 the transition to schooling.

Necessary preliminary actions before drawing up an educational itinerary

Since the main purpose of the educational route is to identify difficulties in the learning process and social development each child, a careful study of its characteristics is necessary.

An example of an individual educational route for a preschooler assumes a preliminary research activities before recording the results of the child and is mandatory, including the following actions:

1. Drawing up the characteristics of the child. This document should indicate the pupil's visit to other preschool institutions and the break between their shifts. It is also necessary to note the speed and level of adaptation to the group.

2. To determine the key difficulties in a child, it is necessary to carefully study his family with the subsequent compilation of its characteristics. In this case, it is worth paying attention to the relationship between the child and the parents, since excessive custody can become the reason for the 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 with the help of 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;

Cognitive sphere of the preschooler;

Knowledge level by sections of the program;

The level of speech development;

Attitude towards classes;

Description of the activity;

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 an equal attitude towards each child, but at the same time the creation of special conditions for children with health problems for a comfortable stay in an educational institution. 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 in the institution of additional correctional and developmental programs;

Possibility of making corrections to the current educational route.

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 strengths a preschooler with a sufficient share of compensation for developmental defects.

It is important to take into account that when drawing up an individual route for a specific 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 considering that preschool is the first social institution child, it is he who plays the main role in this development.

This need is due to the fact that if you teach a gifted person according to a standard program, he will quickly lose interest in learning, and, consequently, motivation. To avoid such a phenomenon, each educator must identify gifted children in his group and create an educational route taking into account all their characteristics.

To create an effective educational route, it is important to take into account:

Features, needs and interests of the child himself, as well as the wishes of his parents;

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 the methodology used in kindergarten at home.

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 conditions 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 item initially assumes the presence creativity in a child, it is necessary to direct him to their development. It can be both drawing and making various things with your own hands. The main thing is to identify what a particular child is inclined and capable of. 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 creative child public recognition of their abilities is necessary.

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.

Gulnara Ismagulovna Karabaeva

Deputy Director for OIA

boarding school them. Krupskaya

The East Kazakhstan region,

Ust-Kamenogorsk

Mini case

"Individual educational route for children with disabilities"

Individual educational route - this is a movement in the educational space created for the child and his family in the implementation of educational and psychological and pedagogical support in order to implement the individual characteristics of development.

To solve this problem in today's education system, it is planned to draw up individual educational routes for children with disabilities.

The choice of one or another individual educational route is determined by a complex of factors:

the age of the child;

health condition;

the level of readiness to master the educational program;

the characteristics, interests and needs of the child and his family in achieving the required educational result;

professionalism of specialists of educational institutions.

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 confronts educators, speech therapists, school psychologists 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).

An individual educational route is a personal way of realizing the personal potential of a child (pupil) in education and training.

The main purpose of drawing up an individual educational route (IOM):

This is the creation at school of conditions conducive to the positive socialization of schoolchildren, their social and personal development.

Tasks for socially - personal development 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 staff of the school and parents for the social and personal development of the child;

To improve the style of communication between a teacher and a child: adhere to a psychologically correct style of communication, achieve respect and trust of the pupil;

Create conditions for the development of a positive attitude of the child towards himself, other people, the world around him, the communicative and social competence of children;

To form in the child a sense of his own dignity, awareness of his rights and freedoms (the right to have personal opinion, choose friends, activities, have personal belongings, use personal time at their own discretion)

The individual educational route is determined by:

state order;

the needs and requests of parents;

individual functional capabilities and level of development of pupils;

the capabilities of the educational institution;

Individual educational routes are developed:

For children who do not master the basic general education curriculum of school education;

For children with disabilities, children with disabilities.

For children with high intellectual development.

The individual educational route includes the main directions:

development of general and fine motor skills;

development of cultural and hygienic and communication and social skills;

the formation of the child's activity (manipulative, sensory-perceptual, subject-practical, play, productive), which include modeling, applications, drawing) and other types of productive activity.

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

Methods used in the work:

Conversations, games, classes, reading fiction, sketches aimed at acquaintance with various emotions and feelings, with "magical" 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.)

When developing an individual route we rely on the followingprinciples :

The principle of reliance on the child's learning ability,

The principle of correlating the level of current development and the zone of proximal development.

The principle of respecting the interests of the child.

The principle of close interaction and consistency of the work of the "team" of specialists, in the course of studying the level of development of the child (phenomenon, situation);

The principle of continuity, when the child is guaranteed continuous support at all stages of assistance in solving the problem.

The principle of refusal from averaged rationing. The implementation of this principle presupposes the avoidance of a direct evaluative approach in the diagnostic examination of the child's developmental level.

The principle of reliance on children's subculture.

Based on the analysis of the studied literature, several stages of designing an individual educational route were identified.

1. Stage of observation.

2. Diagnostic stage.

3. Design stage.

4. Stage of implementation

5. Stage of final diagnostics.

Let's dwell in more detail at each stage

The first stage of observation.

1.Purpose of the stage : to identify a group of schoolchildren experiencing difficulties: personal, regulatory, cognitive, communicative, psychomotor or complex. Based on the observation results, the table "Identifying groups of schoolchildren by difficulties" is filled

2. Diagnostic stage. At this stage, a number of diagnostics are carried out together with a teacher-psychologist. Target this stage- identifying the causes of the child's difficulties. Based on the observation results, the table "Identified difficulties of schoolchildren and their causes" is filled

FI - Identified difficulties - Causes - Result(at the end of the escort)

3. Construction stage ... The purpose of the stage: building individual educational routes for preschoolers, based on the identified difficulties and the established causes of these difficulties.

4. The stage of implementation of individual educational routes in the process of life of schoolchildren .

An individual educational route can be implemented in all types of activities, at any time, it all depends on the child's desire, on his choice, self-determination.!

On At the 5th stage, the final diagnostics is carried out.

The purpose of the stage: to identify the results of the route (the difficulty persisted or not.

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.

Thus, by building individual educational trajectories for the development of children, we provide our students with equal opportunities in school.

Shatkina Irina Pavlovna
Position: educator
Educational institution: MBDOU "Child Development Center - kindergarten number 56"
Locality: Seversk, Tomsk region
Material name: methodical development
Theme:"INDIVIDUAL EDUCATIONAL ROUTE FOR CHILDREN WITH DISABILITIES (middle group)"
Date of publication: 12.05.2018
Chapter: preschool education

MUNICIPAL BUDGETARY PRESCHOOL EDUCATIONAL INSTITUTION

"Child Development Center - Kindergarten No. 56"

INDIVIDUAL EDUCATIONAL ROUTE

FOR CHILDREN WITH DISABILITIES (middle group)

for 2017 - 2018 academic year

______________________________________________________________

FI child

Group No. 6

Compiled by the teacher

Shatkina Irina Pavlovna

Individual work plan

for the 2017-2018 academic year.

Tasks:

Promote the development of communication skills;

Develop sound pronunciation, grammatically correct speech;

Develop memory, attention;

Develop

thinking

involvement

observation,

didactic games;

Development of motor skills and volitional qualities by involving the child in classes

Individual

Work held

correctively

pedagogical

interactions

specialists

preschool

institutions

the basis

the results of the individual speech map of pupils, as well as in accordance with

an individual program developed by a speech therapist teacher.

september 2017

Week 1

Cognitive

development

"Collect the pyramid": fix the name of the colors of the spectrum,

ordinal account.

Strengthen the ability to compare two objects in size,

denote the comparison results with words.

development

Articulatory gymnastics with mirrors: "smile",

"Fence", "watch", "jam", "horse"

Repeat pure phrases for the sound "s". Games with pictures on

these sounds ("Guess and name", "Name a color and object")

Artistically

aesthetic

development

Playing the muses. instruments, with musical toys:

the ability to guess by ear which instrument sounds.

Strengthen the ability to sculpt objects round shape different

magnitudes.

Physical

development

"Most accurate": train in throwing balls into the basket

Social

communicative

development

Learn to reproduce a chain of game actions with different

types of toys

2 week

Cognitive

development

"Journey to the Green Country": to consolidate

idea of green, develop visual

attention, activate the dictionary.

development

The story of the nursery rhyme "Vodichka, vodichka";

accompany actions by pronouncing words.

Games for the development of phonemic hearing: "Clapperboard",

Catch the Sound.

Blow away cotton wool (leaf, paper flower) from your hand.

Artistically

Repeat the rules for working with scissors; learn

aesthetic

development

hold them correctly by squeezing and unclenching the rings.

Physical

development

Learn to stand on one leg while maintaining balance;

jumping on two legs together.

Social

communicative

development

Strengthen the ability to participate in game activities.

Develop friendships.

3 week

Cognitive

development

"Geometric mosaic": to consolidate the ability to name

geometric shapes, promote development

attention and imagination.

development

proverbs; clarify knowledge of seasonal changes in

Guess by the sound game. Development of auditory perception,

the ability to identify sounds in the surrounding nature (in progress

rain, leaves rustle, beetle buzzes).

Finger game "Building a house": develop a small

hand motility and speech.

Artistically

aesthetic

development

Develop the ability to roll out the right one from a lump

shape, sculpt elongated objects,

tapering towards one end.

Physical

development

"Walk along a narrow path" - train walking on

narrow path with balance.

Social

communicative

development

Develop friendly relationships in the game,

promote the development of communication skills.

4 week

Cognitive

development

Learn to distinguish between fruits, not to be confused with vegetables. "Give

the same "" What grows on a tree "

"Each bead - in its place": develop a small

motor skills, attention, logical thinking.

Strengthen the ability to compare two subjects by

value.

development

"Drown, clap": developing auditory attention

through distinguishing the sounds of the surrounding reality.

"Ear-nose": development of voluntary attention and

self-control.

"Tell a story": train in storytelling

a familiar fairy tale based on visual material.

Artistically

aesthetic

development

Develop the ability to work with a brush, paint over as needed

fruit color.

plastic balls, develop motor

activity.

Social

communicative

development

October

Week 1

Cognitive

development

Highlighting

sign

develop logical thinking, attention.

sensory

development

"Disassemble

confused

mittens ": teach children to carefully examine objects

and find similarities and differences in them.

development

E. Exercise "Raise the ball" - to develop speech

Exercise in the pronunciation of the sound "Z" in syllables and words.

Learn to pronounce this sound firmly and softly.

Artistically

aesthetic

development

Development of flexibility and strength of small muscles of the fingers

through modeling from plasticine (squeezing, flattening,

rolling).

Physical

development

"Agile winders": the development of sensorimotor

coordination, learning to perform movements with two hands

simultaneously.

Social

communicative

development

shape

use substitute items, continue to work on

development and enrichment of the plot of the game.

2 week

Cognitive

development

"Collect the cubes" - to develop attention, memory, imaginative

thinking.

development

Teach children to compose a story based on questions

educator and independently, include in the story

description of characters, their actions.

Artistically

aesthetic

development

Learn to place two spruces next to each other on a piece of paper: one

above the other. Continue to develop color

perception: the ability to find among 2 shades

green is dark green.

Physical

development

Learn to hit the ball with the right and left hand: develop

coordination of movements, dexterity.

Social

communicative

development

Games with a plastic Lego type construction set:

develop creativity, imagination, intellectual

activity in constructive and playful activities.

3 week

Cognitive

development

D. game "What has changed?": The development of visual memory.

"Fold the picture" (seasons): teach to assemble from

parts whole; consolidate knowledge of the seasons.

"Extra picture" for the development of thinking and

visual perception, the ability to generalize.

development

Continue to train to listen carefully to the story,

answer questions with a full answer; learn

retell based on models, save

sequence of events. Word game

"Tell me".

Artistically

aesthetic

development

Listening to the sounds of nature.

Physical

development

"Penguins" - jumping on two legs with a bag between

Social

communicative

development

S. r game " Kindergarten". Develop friendships in the game

relationship, promote development

communication skills, to select attributes for the game.

4 week

Cognitive

development

E. game "Whose children?": To consolidate knowledge about home and

wild animals, find their babies.

"Find where it is hidden": learn to navigate in

space; develop attention.

development

Reading fiction: learning to listen,

evaluate the actions of heroes, develop memory,

thinking, attention.

"Describe your favorite animal": keep learning

compose short stories, develop speech.

Artistically

aesthetic

development

Musical exercise "Who sings how?": Develop

creativity of children, teach to convey personal

images using well-known means of expression

Physical

development

"Find yourself a match": exercise in running, develop

endurance, agility. Throwing the ball vertically

Social

communicative

development

express them.

November

Week 1

Cognitive

Introduce pets, body parts, which

"Find a place for the figurine": the development of visual perception and

voluntary attention, training to work according to the model.

development

Learning tongue twisters -

Purpose: to consolidate the pronunciation of the sounds set.

Artistically

aesthetic

development

Work on the formation of fine motor skills of the fingers

(shading, working with small material)

Goal: development of fine motor skills, as well as

the formation of artistic and aesthetic skills and

Physical

development

P / and "Ball" Purpose: development of general motor skills, feelings

rhythm, the ability to jump on tiptoes. Coordination of speech with

movement

Social

communicative

development

"Help a friend get dressed for a walk" Purpose: to form

socio - communicative skills and abilities, activation

2 week

Cognitive

development

D / and "Assemble from parts", "Where is the toy hidden?",

"One - many"

development

Look at the pictures and remember them: the development of visual

memory and ability to name what he saw.

E. Exercise "Raise the ball" - to develop speech

Artistically

aesthetic

development

Listening to musical works.

Goal: development of auditory perception

"Make a bouquet": exercise in drawing up a beautiful

compositions from parts.

Physical

development

An outdoor game "Rainbow-arc".

Goal: development of general motor skills, speech coordination with

movement. Strengthening the skill of running from high

raised knees

Social

communicative

development

D / game "True or not."

Purpose: the formation of moral ideas,

rules of conduct with adults.

3 week

Cognitive

development

Didactic game "What first, what then", "When

This happens". Purpose: expanding cognitive

activity.

E. game "What color is gone?": To teach children to identify

and accurately name the color of objects, their shades.

development

Drawing up a story on the topic "Autumn". Goal: development

communication skills, the formation of vocabulary -

grammatical structure of the word, consolidation of skills

sound pronunciation.

Artistically

aesthetic

development

Strengthen the ability to roll objects round and

oval shape, work out the details with your fingers.

Listening to the sounds of nature.

Physical

development

Exercise with a massage ball. Goal: development

tactile sensitivity, sense of rhythm.

Social

communicative

development

S.r. game "Family": to consolidate the ability to act

according to the chosen role, to clarify knowledge about the family, about

responsibilities in the family of each member.

4 week

Cognitive

development

D / and "Find superfluous", "Find the differences", "Collect from

parts "," Help the artist "on lexical topics.

Purpose: enrichment of knowledge on lexical topics,

activation of the dictionary and its expansion, speech memory.

development

Reading fiction. R. Minnullin "Oh

these adults already. " Purpose: to teach to listen to the rhythm

poetic text, determine its theme, the main

idea; encourage people to talk about their perceptions

specific action of the character.

Artistically

aesthetic

development

Activities in the art corner. Continue

teach to draw on the theme "Autumn". Purpose: to educate

children emotional attitude to the created image

Physical

development

Finger gymnast "If that".

Purpose: coordination of speech with movement, the development of fine

motor skills, attention and memory.

Social

communicative

development

Learn to get out of conflict situations peacefully

through, be aware of your feelings, desires and understand

express them. Bubble Games: Create

cheerful, cheerful mood, develop an airy

stream, teach to play together without quarreling.

December

Week 1

Cognitive

development

Anchor

"High Low".

Domino inserts.

Fine motor skills.

D. game for the classification of objects. "Whose baby." Target:

fixing the names of animals and their babies

development

"Signs of winter" - consolidation and replenishment of knowledge about

winter signs.

E. Make a Riddle game - learn to make riddles about winter

Artistically

aesthetic

development

Arouse interest in the subject of the image, teach to draw

poke, apply a pattern over the entire surface.

distinguish animals by sound

Physical

development

throwing movements

Social

communicative

Game-dramatization "What is good, what is bad"

Purpose: consolidation and analysis of the actions of their own and comrades.

development

2 week

Cognitive

development

Review the concepts “Big, smaller, most

small"

E. game "Count the birds and name" - to consolidate the skill

“Remember the names and put the pictures in the same

okay. "

development

Exercises in the speech zone. Purpose: to teach clear

pronunciation of sounds, the ability to find the place of sound in

Artistically

aesthetic

development

"Birds fly": develop the ability to hear the shift

parts of the melody, react to changes by changing

movement.

Physical

development

Exercise in running and squatting, building in a circle and

walking in circles.

Social

communicative

development

3 week

Cognitive

development

Show construction progress by fixing attention

sequence.

Repeat "Circle, oval". Correlation of color and shape.

development

in a series of sounds, syllables, words.

Artistically

aesthetic

development

Learn to draw vertical and horizontal lines,

using the technique of drawing strokes in one

direction, without going beyond the contours, drawing

Physical

development

"Turn out to be the most agile": continue to develop

agility, endurance.

Social

communicative

development

"What is friendship": to form the concept of "friend",

"friendship"; teach children to see, understand, evaluate

feelings and actions of others, motivate and explain

your judgments.

4 week

Cognitive

development

Expand knowledge of the holidays. "Let's decorate the Christmas tree"

"Gift to Santa Claus" The concept of "long-short",

"Equal in length", "far-close-near-near".

“What figure does the object resemble?”: Repeat with

children names of geometric shapes

development

"Name affectionately": to foster the desire to use in

speech affectionate words

Artistically

aesthetic

development

Strengthen the ability to roll circles between the palms and

connect them.

"Magic brush": learn how to use it correctly

Physical

development

moving forward. An outdoor game "Two frosts".

Social

communicative

development

The game "How I do" (actualization of behavior

child in specific situations).

January

2 week

Cognitive

development

Consolidate knowledge of the signs of winter and winter fun.

"What sign of the season is superfluous?"

Left-Middle-Right. Comparison, establishment

patterns. "Patches". Color lotto. Small

motor skills

development

"Monkeys in the circus" - repeat sounds, syllables on solid

consonants. Learn to pronounce by imitation "s", "z",

D. game "Where is the bird?" (use

prepositions about, over, under, in, k)

Artistically

aesthetic

development

"Let's draw winter." Suggest coloring "Sorceress-

Physical

development

"Cheerful ball" - hitting the ball with one hand on the floor

Social

communicative

development

Psycho-gymnastic studies for the expression of different

emotional states

3 week

Cognitive

development

Expand the understanding of animals, teach them to distinguish

wild animals from pets. "Show the animals", "Where

whose house "

Orientation in space: above, below, behind,

D. game "What's missing?" - development in a child

holistic perception of the subject.

development

To have a dialog. Learn to answer questions 2-4 with words,

using plot pictures. "Remember, name."

Continue to exercise in correct and clear

pronouncing the sound "g", define words with this

Artistically

aesthetic

development

Learn to cut cones and different shapes as shown,

glue.

Isotherapy "Berries for the Bear". Offer

wild animals stencils for

outlining and coloring.

Physical

development

Psycho-gymnastics "Sleeping kitten". Play

exercise "Jumping up from the spot."

Social

communicative

development

"Communication with adults": to consolidate knowledge of how

we appeal to adults, teach them to show respect,

do not interrupt adults during a conversation.

4 week

Cognitive

development

Correlation of the shape of the object with geometric

figures. Domino inserts.

Classification according to one or two characteristics (color and

value).

development

"What did the artist forget to draw?"

D. game "Tell me what a fairy tale?" Goal: revitalization

dictionary due to the selection of epithets. Interview “I love

winter because ... "

Artistically

aesthetic

development

Learn to transfer objects of the same shape, but different

magnitudes. Develop the skill of swing regulation

movements. "Finish"

"Make a Pattern" - making a pattern using counting sticks

Physical

development

"Pass - don't get in the way" - walking between the cubes,

"Runs and not hit the road" - the development of dexterity.

Social

communicative

development

"How to make peace?" - find ways of reconciliation and

exit from the conflict without a fight.

February

Week 1

Cognitive

development

Comparison

acquaintances

items

geometric

figures. "Patches". Fine motor skills.

Introduce the classification of dishes.

Development of the ability to navigate in space according to the scheme

"How to get to the bunny?"

development

The game "Who do I look like?" (comparison with a plant, animal,

subject). Guess by the sound game. Development of the auditory

perception, the ability to identify sounds in the environment

reality (knocking with a pencil, playing with a ball).

Artistically

aesthetic

development

Learn to draw rectangular objects,

placing them all over the sheet of paper. Secure reception

painting over.

Physical

development

Throw various objects and balls at a distance from a place from

different provisions. Correctly perform the basic

throwing movements

Social

communicative

development

solution!"

(education

make their own decisions).

2 week

Cognitive

development

Introduce the vehicle. "Automobile"

"Find the same car"

Repeat the concepts "Wide, narrower, even narrower, the most

development

"Lay out a series of plot pictures and compose a story";

Artistically

aesthetic

development

Continue learning how to draw different shapes on the sheet

paper (oval, circle, rectangle).

Learn to connect the ends of the column to get a ring,

learn to connect all the shapes together. Art therapy

"Snowflakes" (plasticine).

Physical

development

Game "My arms-legs-nose".

Social

communicative

development

The game "I like myself" (comprehension by the child

their positive and negative qualities).

3 week

Cognitive

development

Broaden your horizons about the classification of instruments.

"Who does what", "Tools".

Repeat "Left, Middle, Right." Development

visual attention. Correlation of color and shape.

Fine motor skills.

development

"Hit the sound" ts ". Continue learning to distinguish sounds

in a series of sounds, syllables, words.

Learn to answer questions on the picture

Artistically

aesthetic

development

Continue to learn to sculpt from several parts,

fixing the techniques of rolling, pressing,

pulling ..

Physical

development

Psycho-gymnastics "Cat with kittens and a dog."

Social

communicative

development

Game "Lotto of emotions" ("What happened to the mouse?").

4 week

Cognitive

development

Expanding knowledge of the holidays - Defender's Day

Fatherland.

Isolation of an unnecessary feature. "Guess what was removed"

development

Continue to teach to finish poetry, fairy tales, nursery rhymes

behind the teacher (books by Chukovsky, Barto, Mikhalkov).

Artistically

aesthetic

development

Learn to connect the parts correctly to get

image and stick. We continue to assemble from parts one

whole. Strengthen the ability to draw the torso, legs, arms,

teach to paint in the right direction.

Physical

development

Jumping on one leg, on two in place. Jumping from

moving forward. Outdoor game "Two frosts" ..

Social

communicative

development

The game "How I do" (actualization of behavior

child in specific situations).

March

Week 1

Cognitive

development

D / and "My family". Purpose: to consolidate knowledge of the home address,

names of parents and their place of work.

develop

imagination

represent

subjects

schematic drawings

development

Description of the painting from the series "Visiting Grandma". Target:

expand the horizons of the child, name essential details.

Didactic game "Tell me which one?" Purpose: to secure

word matching signs about mom.

Artistically

aesthetic

development

"Hide the mouse" Purpose: to reinforce children's ideas about

six colors.

Construction

the buildings

carry out the construction according to the scheme.

Reinforce the ability to cut corners at the square.

Purpose: skill

work properly with scissors.

Physical

development

Exercise

rolling

objects

pushing it with both hands from below and not letting go far from

Social

communicative

development

To shape

willingness

joint

activities,

develop

d o go in a r and in at with i,

independently resolve conflicts with peers

2 week

Cognitive

development

D / control. "Name the actions that take place in the spring."

Tasks: know the signs of spring, be able to finish

suggestion, naming the appropriate action.

D. game "What it looks like". Purpose: develop imagination

children, teach them to imagine objects according to their

schematic drawings

Continue to learn to define and name

the location of the object (left, right, etc.).

development

Conversation with Artem and Andrey about the signs of spring (by

pictures) - develop speech activity, teach

make suggestions for pictures. Didactic

game "Tell me which one?" Purpose: to consolidate skills

pick up words for signs about spring.

With Artem, Rita, Andrey to work on

sound pronunciation: teach to pronounce a clean phrase.

Artistically

aesthetic

development

Examining spring illustrations and photos,

listening to a piece of music by P.I. Tchaikovsky

"Seasons. Spring".

Continue to practice the ability to hold pencils and

draw broken lines.

Physical

development

"Pass - do not get back" - walking between the blocks.

Roll the ball "- rolling the ball in a straight line.

Social

communicative

development

Situational conversation "Communication with adults." Target:

reinforce the knowledge of how we approach adults,

teach to show respect, not to interrupt adults during

talk time

3 week

Cognitive

development

D. game "The fourth extra" - repeat home and

wild animals.

Fix the ordinal count, the concept is longer - shorter

development

Make up

descriptive

animal

using a schematic plan.

"Name the animal affectionately »

- continue to educate

love to the animals .

sound "sh".

Artistically

aesthetic

development

Continue

anchor

pencils

draw broken lines.

Physical

development

Move - do not drop "- exercise: carry the ball or

cube to basket

Social

communicative

development

in different situations.

4 week

Cognitive

development

built

Reinforce knowledge of geometric shapes.

Recall and repeat "My Parents' Profession".

development

"Recognize the bird by description" Reinforce the skill

recognize the bird by its characteristic features.

"Name the bird

affectionately »

- continue

bring up

love of birds.

With Artem, Rita, Andrey, learn a tongue twister with

sound "w" Game "Angry goose". Purpose: consolidation

sound "sh".

Artistically

aesthetic

development

Ind.worker on drawing "Circle by points" Purpose: to teach

draw a drawing point by point, bring what was conceived to

Offer

coloring by

"Flight

To improve

pencils.

Physical

development

Learn to crawl, crawl, crawl, climb over

items.

Social

communicative

development

"Don't laugh at someone else's misfortune" - to acquaint with behavior

in different situations.

April

Week 1

Cognitive

development

Д / и "Useful-harmful" - consolidation of children's knowledge about

factors the environment affecting health.

development

Articulatory gymnastics "Brushing our teeth" - development

articulation apparatus.

"Learn a fairy tale from illustrations." Purpose: to consolidate

imagination, thinking, speech

Artistically

aesthetic

development

Let's listen to the silence. Goal: development of speech

creativity, concentration of children's attention.

Productive activity: modeling from plasticine

"Pills for a doll."

Physical

development

Jumping upward from a place. Purpose: to develop jumping ability,

the ability to concentrate muscle efforts, combining

strength with swiftness.

Social

communicative

development

Role-playing game "At the doctor's appointment" Purpose:

continue to form ideas about the profession

2 week

Cognitive

development

"Count the animals, find the right rocket."

Examining images of various space

objects

Didactic game: tangram "Rocket"

Purpose: to teach

fold the picture according to the sample

development

Articulation gymnastics: exercise "Start

rocket motor "

Purpose: education of the right

sound pronunciation. "Say with the word" cosmic "

Purpose: development of thinking, ingenuity,

education of the ability to select the words that are necessary in the meaning.

Artistically

aesthetic

development

Coloring pictures about space according to the pattern. Ind.

work in laying out the rocket from the counting sticks.

Goal: the development of fine motor skills.

Physical

development

Game exercise "Saturn's Hoops"

to form the ability to roll hoops to each other.

Social

communicative

development

Role-playing game "Space Travel"

Objective: to encourage children to be broader and more creative

use the knowledge of space in the game, continue

develop independence in creating a gaming environment.

3 week

Cognitive

development

Examination and comparison of tree leaves (in shape,

size, color)

"Compare trees by height" (exercise in comparison

two items in height, denoting the words: high -

short; higher lower)

development

Repetition of proverbs about trees and shrubs.

Fix the names of trees, their structure, external

signs; teach children to distinguish trees by external

featured; develop a vocabulary on this topic.

Artistically

aesthetic

development

Exercise "We outline the maple leaf by points and

let's paint "

Making homemade books about trees and

shrubs.

Physical

development

Throwing the ball up and catching (at least 3-4 times).

Social

communicative

development

Remind children to help each other,

how politely one should ask and thank.

Narrative games of the choice of children.

4 week

Cognitive

development

"Build a plant with Gienesh blocks."

development

D / and "What flowers are there?" Purpose: to teach to recognize objects

according to the description.

Pronouncing the phrase "Zy-zy-zy, we have grown

Artistically

aesthetic

development

D / and "Collect the flower". Goal: development of fine motor skills,

imagination.

"Flowers of unprecedented beauty." Purpose: to teach children to draw

dandelions using the poke method.

Physical

development

Run a "snake" between the pins placed in

row; walk along the log, carrying a bag of sand on your head.

Social

communicative

development

"Gardener" Purpose: to form in children the ability

organize the game, act as presenters and

driving, the beginning of leisure competencies.

Week 1

Cognitive

development

Expand children's understanding of military equipment,

develop design skills, exercise in

creating schemes for future buildings. "Name the figures from

of which the military building consists. " Consolidate knowledge

about geometric shapes.

development

Review poems and proverbs about peace. Develop

thinking of children, the ability to argue their

statements.

Artistically

aesthetic

development

Ind. slave. on drawing "Circle by points" Purpose: to teach

draw a drawing point by point, bring what was conceived to

Offer children coloring pages on the topic "Military

technique". Improve skills in working with

pencils and crayons.

Physical

development

Exercise in walking over the cords,

throwing the ball to each other, climbing over

Social

communicative

development

Form the ability to perform with the help of an adult

several game actions combined by a storyline

canvas; act in improvisation on your own.

Cultivate friendships, feelings

collectivism.

2 week

Cognitive

development

D / and "What is the shape of the machine part?" Consolidate knowledge

children about the parts of the car, their shape. Didactic game

profession "

manages

by plane,

by train, ship, etc.)

"Orientation on a sheet of paper"

Purpose: Anchoring

middle.

development

man

Purpose: To improve

knowledge of children about the need for machines in human life;

the ability to reason, express your opinion, exercise

in composing a story.

Artistically

aesthetic

development

Strengthening the skills of drawing ovals and circles, lines.

"Car sculpting" Purpose: Formation of sculpting skills

machines from rolled balls. Tasks: continue

learn to sculpt an object consisting of several parts

the same shape, but different sizes.

Physical

development

Game exercise: "Traveling with the ball" Purpose:

develop the technique of dribbling and receiving the ball in compliance

safety rules: practice throwing a friend

Social

communicative

development

"Rules of Conduct in Public Transport"

shape

cultural

behavior

public transport.

3 week

Cognitive

development

"Count

insects "

anchor

ordinal

the ability to correlate the figure with the number of objects.

picture "

exercise

drawing up

the whole picture from separate parts.

development

Logorhythm "Like an ant, the house of the sun

was looking for "Purpose: correction of speech disorders by

development of the motor sphere in combination with music and

word. Pronunciation of tongue twisters with the sound "F".

Artistically

aesthetic

development

"Draw a butterfly" - to develop hand motor skills.

Physical

development

Strengthen the ability to walk on a log, while maintaining

equilibrium.

Social

communicative

development

small

develop

ability to empathize and empathize, educate

respect for insects.