The content of the individual route. Designing an individual educational route for a preschooler (for social and personal development)
Documents concerning the modernization of the Russian education system certainly contain the idea of the need to change the directions of the pedagogical process. The main goal of the activities of the staff of a general education school should be not so much the implementation of abstract educational tasks, but the development of unique abilities of the individual, which are based on new social values and needs.
Achieving such a goal is impossible without the individualization of the educational process, which is quite feasible. To do this, you only need to train children on an individual educational route. Federal State Educational Standards indicate the value of this direction. It will allow each child, based on operationally regulated self-assessment, as well as on an active desire for improvement, to form and develop the value orientations of their own beliefs and views. Ensuring work on an individual educational route (IEM) will make it possible to take a big step in solving issues of personal development and its readiness to determine the meaning and purpose of life through education. At the same time, teachers will be able to look at the educational process from the point of view of the student.
Individualization of learning
In recent decades, the work of the school has been marked by the emergence of a wide variety of pedagogical systems, concepts and theories that are focused on the self-development of the personality of the student and teacher, as well as on a variety of ways to support this manifestation. In this regard, locally and universally used training directions are being adjusted towards individualization and humanization. What does this mean? Humanism in education means ensuring the external and internal freedom of each person, as well as the recognition of his self-worth.
Thanks to the development of this direction, the main task of education is the knowledge of the student's own "I". The growing personality must evaluate its capabilities and claims. After all, they are necessary for her to realize her own strengths, as well as for self-determination.
In his development, a young person faces many problems. As soon as the first difficulties arise in a child who wants to join something, the support of the teacher should immediately come into force.
The main idea of updating education is its individualization. This will allow the learning process to be as efficient and functional as possible. One of the ways to achieve this goal is the development and subsequent implementation of an individual educational route for the student. There may be more than one for the same student. Their implementation can be carried out both sequentially and in parallel to each other.
Concept definition
What is an individual educational route for a student? It is a differentiated, educational, purposefully designed program. Its implementation is designed to provide the student with the position of the subject of choice. An adult, when a child follows an individual educational route, is called upon to provide pedagogical support for the self-determination and self-realization of his pupil.
There is also a broader understanding of this term. This is an individual educational trajectory. Such a definition implies the implementation of several areas of the curriculum and many plans at once. In this sense, the individual educational route serves as a meaningful component. Also, the educational trajectory includes a method for implementing the developed program, that is, a technology for organizing the pedagogical process.
The individual educational route of the child is necessary for the construction of activities for the acquisition of knowledge. Such a system of education is created to implement a student-centered approach and is designed to train gifted individuals. Such a route takes into account the intellectual abilities of children, determines their personal paths of education and development.
Basic goals
Why is it necessary to use an individual educational route? The introduction of such a system makes it possible to create certain psychological and pedagogical conditions that provide active stimulation of self-valuable activities in students based on self-development, self-education, as well as self-expression in the course of the process of mastering skills and knowledge.
Taking into account the idea of the universal genetic giftedness of each child, a teacher in a modern school must provide his pupils with a field of activity that will give ground for the manifestation of all their abilities.
However, it is worth considering the fact that not all children can be called gifted. It is very difficult for a large number of schoolchildren to cope with the program proposed by the education system. For such students, an individual educational route from the elementary school class and beyond should be a significant help in learning. This may be due to the poor health of children, and with a low degree of their motivation, and with a number of other reasons that the teacher must know and take into account in the learning process.
IOM selection
What individual educational route can be compiled by a teacher for a particular student? The choice of one IOM or another will depend on a number of factors. Among them:
- Features, interests and needs in achieving the educational result of both the student and his parents.
- The professionalism of the teacher.
- Possibilities of an educational institution.
The most effective means in the formation of skills for self-determination of the child are pedagogical situations, as well as joint planning with children and their parents of a child development program, which occurs in the process of reading, communication, games, etc. This situation is called an individual educational route.
Types of IOM
According to the new concept of learning, the child can repeat the topic, learn new or reinforce already learned material. An individual educational route developed by a teacher for a particular student must certainly take into account his psychological characteristics, as well as the level of knowledge.
IEM are designed for strong and weak students, as well as for those children who often get sick. However, among the students there are always those who learn more easily than others.
A sample of an individual educational route for a child with outstanding abilities, presented below, allows you to understand what work should be done with gifted students.
Routes can be long or short. But, regardless of their type, such programs help to solve problems related to the formation and development of the student's personality, increasing his interest in the subject, the desire to independently acquire knowledge and apply it in practice. As a result, the student begins to work fruitfully and achieves success.
The Federal State Educational Standard invites teachers to develop an individual educational route for a child with disabilities. Such activities will be within the framework of improving correctional education. An individual educational route for a child with disabilities should determine the path of high-quality education and education of children with disabilities. In the future, this will contribute to their successful socialization.
Features of creating IOM
It is impossible for a teacher to “draw a trajectory” for the education of his pupils, since the process of obtaining knowledge is always in dynamics and development. An individual educational route cannot be compiled according to a single "recipe". This justifies the need to adjust the IOM elements. The main task of the teacher in this case is to offer the student a wide range of opportunities, as well as to help him make his final choice.
The development of IEM takes place with the participation of a teacher, a student and his parents. However, the process of choosing a certain route should belong only to the child.
Stages of building IOM
Creating an individual educational route is possible by going through the following steps:
- The teacher determines the content of education.
- The level and mode of mastering the educational material by the child is revealed.
- The actions of the teacher to achieve the goal are planned.
- Criteria for evaluating the results of work are being developed.
IOM components
What are the main elements of an individual educational route? These are the components:
- Target. It expresses the setting of specific educational goals, which should be formulated on the basis of the Federal State Educational Standard, as well as the needs and motives of the student.
- Informative. This element of the IEM is a substantiation of the structure, as well as the systematization and grouping of the content of educational subjects with the establishment of inter-cycle, intra-subject, as well as inter-subject communications.
- Technological. This component defines the methods, methods and pedagogical technologies intended for use in the field of education and training systems.
- Diagnostic. This component indicates the system used to determine the level of knowledge.
- Organizational and pedagogical. These are the conditions and ways that should lead to the achievement of the goal.
- Productive. This element is intended to articulate the expected results.
Drawing up an explanatory note
This is a document that describes the individual educational route compiled by the teacher. It must include a description:
- Features of the development of the child.
- Potential opportunities and abilities of the student.
- Features characteristic of the educational process.
- expected results.
- performance criteria.
- Forms and methods of tracking the results of the educational process.
In the individual route itself, the teacher must indicate the following points:
- Offer a set of tasks of increased or simplified complexity.
- Provide topics for creative or research projects.
The necessary materials should be placed in the appendix to the developed program.
Consider specific examples of compiling an explanatory note of the IOM.
Education at the preschool educational institution
An individual educational route for a preschooler according to the Federal State Educational Standard is necessary to create conditions in kindergarten that contribute to the positive socialization of children. At the same time, kids should receive social and personal development, inextricably linked with physical, aesthetic, emotional and intellectual areas.
How should an individual educational route for a preschooler according to the Federal State Educational Standard be drawn up?
The first section of the explanatory note concerns general information about the child. Here, the teacher provides the following information:
- Where did the student come from?
- Whether or not he had long breaks in visiting the preschool educational institution.
- Evaluation for the adaptation of a preschooler in a group (good or satisfactory, insufficient or poor).
The second section of the document explains the characteristics of the family. Here, the teacher provides the following information:
- Parent information.
- Information about the composition of the family (incomplete or complete, large or not, and the presence of sisters and brothers is also indicated).
- Type of family (prosperous, dysfunctional, morally dysfunctional or with the presence of family dictates, with excessive custody of the child, passive or ready to cooperate).
The third section is intended to indicate the features of the appearance of the child. Here the teacher should briefly note:
- The gait of a child.
- Posture.
- Mimicry.
- Gestures.
- The presence of salivation, etc.
The fourth section is devoted to somatic health. Here the teacher should indicate:
- Characteristics of the daytime sleep of a preschooler.
- The frequency of his illnesses.
- Enuresis or encopresis.
- child health group.
The fifth section deals with the features of the motor sphere. In it, the teacher must describe the general and manual motor skills of the child. It also indicates which of his hands is leading.
The sixth section points out the need to describe the characteristics of the cognitive sphere of a preschooler. Here the following features of the pupil should be explained:
- Attentiveness.
- Concentration (can he concentrate on the proposed activity during the lesson or is he constantly distracted).
- Accuracy in completing assignments.
- Diligence.
- Characteristics of the pupil's memory (quickly or slowly he remembers the proposed material, is it hard to memorize poetry, is he able to catch the main idea of what was said).
- Characteristics of the child's thinking (whether he is able to navigate in space, whether he performs the simplest classification according to the model, whether he singles out counting operations, and whether or not he can form temporal representations when studying program material).
The seventh paragraph describes the level of knowledge of the preschooler in sections of the program. Here you need to provide the following information:
- Child's skills in drawing and mathematics.
- His ideas about the world around him.
- What difficulties does a preschooler experience in the learning process?
- When describing the stock of general knowledge about the surrounding world, the educator explains whether the child gives his name and age, whether he knows the names of his parents, seasons, home address, signs of the times, whether he is able to describe the flora and fauna.
- Formation of the pupil's drawing skills. That is, can he depict a person, a tree, a house, etc., as well as mold a bar or a ball of plasticine.
- His elementary mathematical concepts concerning quantity and counting.
The individual educational route of a preschooler in the eighth section explains his attitude to classes:
- Can the child control his activity, bringing it to the end.
- Whether the baby accepts help (teaching, organizing, guiding, practical or verbal).
- How does he overcome the difficulties that have arisen (crying, quitting his job, looking for a way out on his own).
In the ninth section, the individual educational route of a preschooler includes a description of the child's speech. It considers the following features:
- The sound side (phonetic structure, correct pronunciation of sounds, etc.).
- The child's vocabulary. Whether it is developed enough or not, whether it corresponds to the age norm.
- The grammatical structure of the child's speech. Is it sufficiently formed and does it correspond to the age of the pupil.
- The use (or not) of verbs and nouns in a diminutive form.
- The ability of a preschooler to coordinate adjectives and numerals with nouns.
- Connectivity of speech. Does it correspond to the age norm or does it require further development.
The tenth section concerns the characteristics of the preschooler's activities, that is, whether he has self-service skills, how much he is interested in games, constructive and graphic work (collecting nesting dolls and pyramids, simple figures, etc.).
In the eleventh section, the teacher indicates the presence of difficulties in communicating with the child. Can he support games or does he want to be alone, is he conflicted or not, etc.
The twelfth section indicates the personality characteristics of the child. Here the teacher must provide the following information:
- How adequate are his emotional reactions.
- Is it passive or active.
- Capricious or shy in dealing with adults and children.
The thirteenth section should tell about the features of the emotional-volitional sphere of a preschooler. Here the teacher describes the prevailing mood of the child, whether he is afraid of a possible failure, whether he switches to another type of activity at the request of an adult, etc.
The last section indicates additional features that the preschooler has. Does he have an inclination to any particular type of activity, what are the reasons for his developmental delay (if any).
We examined the features of compiling an individual educational route for a child. The samples provided in the article will help in writing it.
Municipal educational institution
Yasenetska secondary school
Report on RMS
primary school teachers
Topic: "Individual educational routes, individual development programs and individually oriented educational programs
taking into account personal and age characteristics
students"
Prepared by:
primary school teacher
MBOU Yasenetskaya secondary school
Shkarina Anna Mikhailovna
2016
The main idea of the renewal of education is that it should become individualized, functional and efficient.
Educational work should bring joy, the desire to learn new things again and again. The modern school carries out work with students on the basis of:
respect for the personal dignity of each pupil, his individual life goals, requests and interests;
focuses not only on preparing for a future life, but also on ensuring a full-fledged living of each age stage in accordance with its psychophysiological characteristics.
An individual approach is considered as an organization of pedagogical influence, taking into account the individual characteristics of the child's personality.
One of the options that contribute to the realization of individual educational needs and the rights of students to choose their own path of development is an individual educational program or route.
An individual route is taking into account the psychological and individual characteristics of the child, his interests, life position, level of learning. An individual route is built in the interaction of a teacher and a psychologist.
For whom, first of all, an individual route is needed? For underachieving children who do not keep up with the pace of the class. For gifted kids who might get bored with class work and lack pace and discovery. The end result should show that the child feels comfortable in the learning process and learns with joy.
The term "individual educational route" (IEM) is both a specific and extremely broad concept. Having arisen as a result of the practical activities of educational institutions focused on the principles of ensuring the individual needs of students in the educational process, it also acquired a zone of uncertainty associated with the presence of various related concepts: "individual curriculum", "individual educational trajectory", "individual educational program".
Options for interpreting the concept of an individual educational route are graphically presented in the diagram.
A number of authors (E. S. Zair-Bek, E. I. Kazakova, A. P. Tryapitsyna) associate the concept of an individual educational route with the concept of "educational program", which allows one to master a certain level of education. If the trajectory“trace”, then the route is the plan of this “trace”, the given coordinates of the initial and final values of the characteristics. An individual educational trajectory implies a mandatoryavailability of an individual educational program. In the general case, the route involves considering the educational process as a means of achieving personal goals of self-development and self-improvement, self-discovery by the student of new opportunities in the forms and methods of activity.
Depending on the chosen approach to the implementation of an individual educational route, various goals can be achieved.: compensation of educational difficulties; expanding the scope of knowledge in relation to a particular academic discipline.
Along with the concept of "individual educational route" there is the concept « individual educational trajectory » (G.A. Bordovsky, S.A. Vdovina, E.A. Klimov, V.C. Merlin, N.N. Surtaeva, I.S. Yakimanskaya, etc.), which has a broader meaning and involves several directions of implementation: meaningful ( variable curricula and educational programs that determine an individual educational route); activity (special pedagogical technologies); procedural (organizational aspect).
Individual educational trajectory provides for individual educational route, as well as the developed method for its implementation.
Individual curriculum performs a predictive function for a high school student - "I choose subjects for study"; individual educational program performs the function of designing for a high school student - "I am developing a program of educational activities" and finally individual educational route constructs educational activities - “I determine in what sequence, in what time frame, by what means the educational program will be implemented.”
IOM design principles (T.N. Knyazeva):
The principle of systematic diagnosis
differentiated (individual) selection of pedagogical technologies
control and adjustment
systematic observations
The principle of incremental fixation
Responsibilities of a teacher providing an individual educational route:
Assessment of the child's readiness for the transition to training on an individual educational route.
The choice together with the student of an individual educational route.
Correction of the educational route.
Contacts with the student's parents.
Summing up the results.
Algorithm for creating an individual educational route
Student research, state analysis:
diagnostics of the basic (starting) level and identification of individual characteristics of the student;
differentiation of students;
Statement, together with the student, goals and definition of educational tasks. Determination of the validity period of the route.
Selection of the content of the educational route
Definition of the model of the educational process
Planning and creating an individual educational program and determining the results of its implementation.
Educational activities within the framework of an individual educational route.
Diagnosis of current results and possible correction of an individual educational route.
Summing up the work
Thus, the technology of creating an individual educational route is a more or less algorithmic process of interaction between a teacher and students, which guarantees the achievement of the set goal.
I will focus on the system of work on the formation of educational and cognitive competence when using individual - educational routes or trajectories.
An individual educational route (trajectory) is a structured program of student actions at a certain fixed stage of his education.
Developed:
for the weak student
for a strong student. A strong student may, due to illness or other reasons, miss many school days, his knowledge must be brought back to normal and the gaps must be eliminated. A weak child needs to constantly maintain interest, motivation, a situation of success. An individual educational route can be
short
long
For a weak student, the route can be designed for the entire academic year, and for a strong student, a few weeks or months are enough.
An individual educational route is implemented through various forms of organization of students' activities:
- classroom activity. When consolidating or repeating what has been learned, through individual tasks - simulators, cards. Children work independently, the work is checked and evaluated.
-group lessons. Children studying on an individual route have one problem. The teacher puts them into one group and conducts a group lesson for them.
- independent study of the material. For the strong student. For example. The student is moving from teaching the EMC "Schools of Russia" to the EMC "Primary School of the 21st Century". The teacher gives a task for self-study: "Learn and learn how to apply the rule" Unpronounceable consonants at the root of the word. "Then the teacher checks the rule and the ability to apply it in the exercises.
- home independent work. After repeating the rule with the teacher, the child gets a day off for a few days. At the appointed time, the teacher checks it and evaluates it. All classes and grades are recorded in the journal of the individual route, which is compiled and filled out by the teacher.
4 variable educational routes:
1 for students with advanced development rates;
2 for students with disabilities;
3 for students with a low level of academic motivation and learning difficulties;
4 for gifted students with various special abilities.
Algorithm for drawing up a work plan for an individual educational route:
1) Diagnostics of general educational skills and abilities.
2) Finding out the reasons for low academic performance.
The reasons may be:
transition to another UMC
unformed self-control
lack of stable motives for teaching
problems in the knowledge, abilities, skills of the student, due to the irregularity of work in the classroom.
phonemic hearing loss
poor vocabulary
general underdevelopment of speech
unformed cognitive activity
3) Based on the identified reasons, we determine the direction of corrective work. For example:
elimination of the overall backlog in the program
vocabulary enrichment and speech development
formation of motives of educational activity. Pay attention to creating a situation of success, set tasks that are accessible in terms of difficulty and small in volume.
4) Having determined the direction of corrective work, we plan the route and carry out work to implement the plan.
An approximate scheme for compiling thematic planning of an individual route:
We determine the day when classes will be held (at least 1 time per week). For advice, the child can contact the teacher at any time.5) Summing up. This is diagnostic work.
If the problems are eliminated, the route is closed; if not, the work continues.
As a result of such work on an individual educational route, the foundations of educational and cognitive competence were formed in children:
they learned to self-organize for the lesson.
know how to plan their work
can evaluate and review their work.
Of 4 people working on an individual educational route
1 - excellent student,
1 - studies at 4 and 5,
2 - are engaged with satisfactory marks.
Currently, 2 people are engaged in an individual route.
One child is already making progress. Others are still not successful, but the dynamics are positive. It is hoped that the children will be successful in learning.
Perspectives for students:
Each child is given the opportunity to try his hand in a situation where there is no oppressive authority of the teacher and the attention of the whole class;
The ability to apply knowledge in non-standard situations, independently make the right choice is formed;
Correct self-esteem is formed.
Perspectives for the parent:
Takes an active part in the educational process;
It makes it possible to determine the boundary between knowledge and ignorance of your child (map of movement in the subject);
The level of control over the educational achievements of your child increases.
Perspectives for the teacher:
Frees up time for other forms of lessons;
New forms of lessons are mastered: presentations, workshops, consultations;
There is an opportunity to provide individual assistance to students.
The implementation of the technology gives positive results, as evidenced by the personal growth of each student, individual advancement in the field of education and upbringing, an increase in the number of students participating in research and creative activities. According to the results of the survey, complex diagnostics, informal indicators - essays, creative works, participation in competitions, tournaments, olympiads of students show a significant progress in the level of development.
I believe that the introduction of the technology of individual educational routes into practice effectively affects the educational process and the development of the student's personality. Therefore, educational programs are aimed at shaping an educated, moral, active-creative, initiative, responsible, oriented towards understanding and respecting oneself and another person, able to independently acquire and apply knowledge, able to live and act correctly in changing life situations, ready for the future. education .
Literature:
1. Bogdanova, E.V. Ivanenko// School technologies. - 2009. - No. 1. - P.116-120.
2. Zhuravleva, K. Teaching according to individual curricula: increasing motivation and the student's ability to choose the desired load / K. Zhuravleva, E. Zubareva, I. Nistratova, E. Sekacheva // Director of the school. – 2008
Attachment 1.
Sheet individual learning route
FULL NAME_________________________________________________________________________
Pupil(s) ______ class MBOU Yasenetskaya secondary school
Designing an individual educational route for a preschooler (for social and personal development).
This material is recommended kindergarten teachers, speech therapists, psychologists, primary school teachers.
Material Description: Dear colleagues, your attention is presented to the material on the preparation of an individual educational route for a preschooler.
In practice, the process of education and upbringing is mainly focused on the average level of development of the child, so not every pupil can fully realize their potential. This sets the task for educators, speech therapists, psychologists of a preschool educational institution to create optimal conditions for realizing the potential of each pupil. One of the solutions in this situation is the compilation and implementation of an individual educational route (hereinafter - IEM). The individualization of education, upbringing and correction is aimed primarily at overcoming the discrepancy between the level set by educational programs and the real possibilities of each pupil.
Individual educational route- this is a personal way of realizing the personal potential of the child (pupil) in education and training:
intellectual;
Emotional-volitional;
activity;
Moral-spiritual.
The main goal of creating an individual educational route (IEM):
Creation in the kindergarten of conditions conducive to the positive socialization of preschoolers, their social and personal development, which is inextricably linked with the general processes of the intellectual, emotional, aesthetic, physical and other types of development of the child's personality.
Tasks for the social and personal development of the child:
Create a favorable subject-developing environment for the social development of the child;
To organize a unified system of work of the administration, teaching staff, medical staff of the preschool educational institution and parents for the social and personal development of the child;
Improve the style of communication between the teacher and the child: adhere to a psychologically correct style of communication, achieve respect and trust of the pupil;
Create conditions for the development of a positive attitude of the child towards himself, other people, the world around him, the communicative and social competence of children;
To form a child's self-esteem, awareness of their rights and freedoms (the right to have their own opinion, choose friends, toys, activities, have personal belongings, use personal time at their own discretion)
To carry out prevention and correction of social and personal problems existing in the child.
The individual educational route includes the main directions:
Organization of movement (development of general and fine motor skills);
development of skills (cultural-hygienic and communicative-social);
the formation of the child's activity (manipulative, sensory-perceptual, subject-practical, playful, productive types - modeling, applications, drawing);
development of speech (formation of the sensory basis of speech, sensorimotor mechanism, speech functions);
formation of ideas about the environment (objective world and social relations);
the formation of ideas about space, time and quantity.
An exemplary program for compiling a psychological and pedagogical presentation for a preschooler.
1. In the section "General information about the child" it should be indicated where he came from (from a family, from another preschool educational institution), whether there were long breaks in attending a preschool institution, for what reasons. Evaluation of the child's adaptation in the group: good; satisfactory; insufficient; bad; otherwise.2. In the section "Characteristics of the family" parental information must be provided. Fill in the subsections:
Family composition: complete, incomplete, large, the presence of brothers and sisters.
family type:
a) prosperous (parents are morally stable, have a culture of education);
b) dysfunctional (pedagogically incompetent: there is no unity of the requirements of parents, the child is neglected, he is treated cruelly, systematically punished, poorly aware of his interests, behavior in kindergarten);
c) a morally dysfunctional family (parents lead an immoral lifestyle, drunkenness, parasitism, have a criminal record, do not raise children);
d) conflict family (unfavorable emotional atmosphere in the family, conflicts, parents are irritable, cruel, intolerant).
Who is involved in the upbringing of the child: mother, father, grandmother, others.
Relationship between parents and child:
a) family dictate (systematic suppression of the initiative and self-esteem of the child);
b) excessive guardianship (satisfaction of all the needs of the child, protection from difficulties, worries, efforts);
c) connivance (avoidance of active participation in the upbringing of the child, passivity, recognition of the complete autonomy of the child)
d) cooperation (relationship of mutual respect, joint experience of joy and sorrow).
3. In the section "Features of the appearance of the child", briefly note: posture, gait, gestures, facial expressions, the presence of salivation, etc.
4. In the section "Somatic health" indicate the health group; how often is sick, and what diseases; appetite, characteristic of daytime sleep; whether the child suffers from enuresis and/or encopresis, etc.
5. In the section "Features of the motor sphere" describe according to the "Representation" data.
General motor skills: norm, coordination, pace, rhythm of movement are slightly disturbed, motor awkwardness.
Manual motility: norm (safety of function), insufficiency of fine motor skills, motor limitation, range of motion (complete, incomplete, severely limited), pace (normal, fast, slow), switchability (accurate, inaccurate), coordination (normal, minor violations, impaired, incomplete ).
Leading hand: left-handed, ambidexter, right-handed.
6. In the section "Characteristics of the cognitive sphere of the child" characterize mental processes:
Attention feature: during classes, he cannot be attentive and concentrate on something for a long time; constantly distracted; is able to concentrate on any business for a long time; diligent and accurate in completing tasks; what kind of attention prevails - voluntary, involuntary, other.
Memory characteristic: slowly remembers and quickly forgets, quickly remembers and quickly forgets, it is difficult to memorize poems, retelling the content of a fairy tale, story, introduces fictitious borrowings (something that is not in the text), concentrates on secondary objects, not capturing the main idea of the content, the predominant type of memory: visual , auditory.
Thinking characteristic: poorly understands the essence of spatial relationships (left, right, in front, behind, above, below, from, under, above, etc.; (does not) carry out the simplest classifications by pattern or word for various reasons (who lives where? Who flies , and who runs?, etc.; (does not) select a generalizing word for a number of objects (pictures) within the program material (by 6 years - dishes, furniture, clothes, shoes, hats, toys, transport, flowers, trees , mushrooms, birds, domestic and wild animals, vegetables, fruits, berries, insects, tools; (not) knows how to establish the simplest cause-and-effect relationships (snow - winter outside) (does not) understand the content of plot lines and pictures, (does not) highlights the main thing in the perceived information (does not) perform counting operations; the formation of temporal representations within the framework of the program material (knowledge of parts of the day, days of the week, seasons, their sequence, natural phenomena (definition by picture naming by signs) (does not) understand the meaning of the proposed tasks .
7. In the section "The state of the child's knowledge by sections of the program" describe the child's knowledge of the environment, mathematical skills, drawing skills, what difficulties he experiences in learning.
Stock of general information about the environment: calls (does not) call his name, age, names of parents, home address, indicates the seasons with a word (difficulty); names the signs of the seasons (difficulty) does not know; knowledge about the animal and plant world meets the program requirements, is insufficient.
Formation of drawing skills:(house, tree, person, etc.), modeling (roll a ball, a block of plasticine, etc.)
Formation of elementary mathematical representations:
Quantity and account:((does not) differentiate the concepts of “one-many”, (does not) own a quantitative (ordinal) account within ..., (does not) know the numbers from 1 to ..., (does not) correlate the number with the corresponding number of objects, (does not) compare sets by the number of elements included in them without counting (overlay, application, graphic correlation) or indirectly (through counting), (does not) know the elements of sign symbolism (<, >, +, - ,=), (does not) own the composition of the number ..., (does not) solve examples within ..., (does not) solve problems on visual material.
Color Perception: there is no idea of color, distinguishes colors, recognizes and names primary colors, groups objects by color.
Form Perception: has no idea about the form, groups geometric shapes, identifies geometric shapes by word, distinguishes and names geometric shapes (flat and three-dimensional), correlates the shape of an object with a geometric shape, groups objects by shape.
Time representations: temporary representations are not formed, he is guided by the time of day, he consistently names the days of the week, he knows the names of the months of the year, he determines and names the time of the year.
Spatial representations: spatial representations are not formed, performs movement in the indicated direction according to verbal instructions, determines the position in space in relation to itself (left, right, front, rear), uses words in speech that determine the position of an object in space.
8. Attitude towards classes: not able to control their activities, does not bring the matter to the end, interferes with the teacher, children, quickly exhausted, works slowly and unevenly, the pace of activity is fast, but the activity is "chaotic and stupid"); whether he accepts help and what kind: (verbal, practical, stimulating, guiding, organizing, teaching); how he overcomes the difficulties that arise in the process of activity: (does not) strive to overcome, quits work, spies on others, cries, worries and gets nervous, turns to the teacher, children for help, independently looks for a way out.
9. Characteristics of the child's speech:
The sound side of speech: characterize the features of sound pronunciation: within the age norm, the phonetic structure of speech is not sufficiently formed, all sounds are pronounced correctly in isolation, but with an increase in speech load, general blurring of speech, phonemic defects in sound pronunciation (omission, distortion), phonological defects (substitutions, mixing) are observed; features of phonemic hearing: safe, underdeveloped, impaired.
Dictionary: specify: norm (vocabulary is sufficient, corresponds to the age norm), within everyday life, sharply limited; to what extent: sharply limited, somewhat limited, without visible restrictions; due to which words (parts of speech) is limited; the syllabic structure of the word is not broken, non-rough defects in the syllabic structure of the word, the syllabic structure is broken, (does not) violate the structure of polysyllabic words.
The grammatical structure of speech: formed, insufficiently formed, not formed; features of inflection, word formation: formed, correspond to the age norm, at the stage of formation, not formed. Reflect the formation of the following skills: the formation of the plural and singular of nouns and verbs, diminutive forms of nouns, the ability to coordinate adjectives with nouns, numerals with nouns.
Connected speech: corresponds to the age norm, in the stage of formation, requires further development, not formed; the nature of sentences (simple, complex, common, rare, non-common, incomplete), the ability to answer questions from adults in monosyllables or a complete phrase, the ability to build sentences based on demonstrations, actions based on a picture, the ability to compose a story based on a subject, plot picture, a series of plot pictures, retell a fairy tale, story, recite a poem; the possibility of dialogue.
10. Characteristics of activities:
Self care skills: whether he can independently use toiletries, wash his face, wash his hands, comb his hair; can independently dress, undress, put on shoes, fasten, tie and untie shoelaces; can he eat, drink, use a spoon, fork on his own; whether he knows how to clean his things and bed.
Game activity: indifference or interest in toys, favorite games, does he understand the rules of the game, does he follow them, does he make changes to the content of the game, the availability of an imaginary situation, role in a group game, behavior in a conflict situation, does he reflect his experience in the game, (does not) know how support the game.
Constructive and graphic activities: whether he knows how to correctly assemble a nesting doll, a pyramid, fold simple figures from counting sticks according to the model, perform constructions from cubes
11. The main difficulties noted in communication: there are no difficulties; does not know how to support the game; prefers to be alone; cries, has little contact with adults, children; conflict; otherwise.
12. Personal features: the adequacy of emotional reactions, activity or passivity in various activities, the presence or absence of initiative, compliance, irritability, passivity in the process of communicating with children and adults; shyness, capriciousness, tearfulness, apathy, obsession, timidity; prevailing mood; behavior: calm, adequate to the situation, restless; moral qualities: the adequacy of relations with relatives, peers, other people, a sense of affection, love, kindness, a tendency to help or harm, offend others, aggressiveness, deceit, etc., the ability to obey the requirements of adults, accuracy, cleanliness, the adequacy of emotional reactions to approval and condemnation.
13. Features of the emotional-volitional sphere: prevailing mood (gloom, depression, malice, aggressiveness, isolation, negativism, euphoric cheerfulness), anxious, excitable, insecure, impulsive, shy, friendly, calm, balanced, motor-disinhibited, afraid of the possibility of failure, emotionally passive, suggestible, emotional reactions are adequate, the presence of affective outbursts, a tendency to refuse reactions, anger; general revival when performing a task (motor, emotional), calms down on its own (a), at the request of an adult, when switching to another activity, the presence of phobic reactions (fear of darkness, confined space, loneliness, etc.); the presence of courage, determination, perseverance, the ability to restrain oneself; activity or passivity in different activities; the presence or absence of initiative, compliance, irritability, passivity in the process of communicating with people; shyness, capriciousness.
14. In the section "Additional features of the development of the child" it can be noted to what type of activity inclinations are noticed, the manifestation of creative abilities. Causes of developmental delay. Positive and negative qualities of the child.
Diagnosis of individual characteristics of children:
1. Conversation and questioning of parentsParents' knowledge is actively used to determine the interests of the child, the characteristics of his behavior, the development of self-service skills, speech, intellectual and social skills. The main purpose of the conversation is to establish contact with parents, get to know the child, introduce parents to the kindergarten and determine the main areas of cooperation.
2. Diagnosis of child development:
Diagnosis of the child is carried out by specialists of the kindergarten.
Each specialist pays attention to his area. Psychologist - level of mental development, features of interaction with children and adults, emotionality, speed of mental reactions, adaptation in a new environment.
3. Observation of behavior in the group:
During the period of adaptation and the entire time the child is in preschool, the educator and specialists observe the child in different situations, determining the level of formation of self-service skills, features of contact with other children and adults, productive activity skills, development of motor and speech skills, cognitive sphere, manifestation of independence and activity, area of interest, etc.
The following observation techniques can be used: registration of episodes, diary notes, observation maps, observation log, video surveillance.
The composition of the medical-psychological-pedagogical commission:
group tutors;
Psychologist;
Speech therapist;
Musical director;
Physical education leader;
senior teacher;
Senior nurse;
Head of the structural division.
Methods used in the work:
Conversations, games, classes, reading fiction, sketches aimed at getting to know various emotions and feelings, with "magic" means of understanding;
Games, exercises and trainings that contribute to the development of emotional, personal and behavioral spheres (development of communication skills and improvement of relationships with others, removal of fears and increase of self-confidence, reduction of aggression and weakening of negative emotions)
Classes, games and exercises for the development of mental processes (memory, attention, perception, thinking, imagination);
Art therapy techniques (puppet therapy, isotherapy, fairy tale therapy);
Relaxation psycho-gymnastic exercises (relaxation of the muscles of the face, neck, torso, arms, legs, etc.)
Features of the work of the educator in creating an individual route for the child
Stage 1. Choice:Collegiate decision to work on building an individual development route;
Stage 2. Observation:
Supervision of the child in activities organized by adults;
Supervision of the child in free activities;
Conversation about the inclinations and preferences of the child with teachers;
Conversation about the inclinations and preferences of the child with parents;
Stage 3. Diagnostics:
Identification of "problem" and "successful" areas of development (in-depth diagnostic examination)
Building a route with orientation to the zone of proximal development of the child
Selection of methods, determination of methods and methods of work
Stage 4. Work:
Selection of individual tasks
Communication with parents and teachers
Hometasks
Adjustment of tasks, methods of working with a child
Stage 5 Control:
Final diagnostics
Presentation of the work of the child at the events of the preschool educational institution
When developing an individual route for a preschooler,
we rely on the following principles:
The principle of correlating the level of actual development and the zone of proximal development. Compliance with this principle involves the identification of potential abilities to assimilate new knowledge as a basic characteristic that determines the design of an individual trajectory of a child's development.
The principle of the best interests of the child. L.M. Shipitsina calls him "on the side of the child." The cause of any problematic situation in the development of the child is both the child himself and his social environment. In difficult situations, an objective analysis of the problem is required, taking into account the life experience of adults, their many opportunities for independent self-realization, and taking into account the multitude of social structures and organizations. And on the side of the child is often only himself. The support system specialist is called upon to solve each problem situation with the maximum benefit for the child.
The principle of close interaction and consistency the work of a “team” of specialists in the course of studying a child (phenomenon, situation).
The principle of continuity when the child is guaranteed continuous support at all stages of assistance in solving the problem. The escort specialist will stop supporting the child only when the problem is solved or the approach to the solution is obvious.
The principle of rejection of the average rationing. The implementation of this principle - this support involves the avoidance of a direct evaluative approach in the diagnostic examination of the level of development of the child, leading in its ultimate expression to the desire to "hang labels", an understanding of what is the norm. “Norms are not the average, what is (or the standard, what is necessary), but what is the best that is possible at a particular age for a particular child under appropriate conditions. One of the most important tasks of specialists who implement the ideology of psychological and pedagogical support for the individual development of the child is to determine these conditions, and, if necessary, create them ”(V.I. Slobodchikov).
The principle of reliance on children's subculture. Each child, enriching himself with the traditions, norms and methods developed by the children's community, lives a full-fledged childhood experience.
Organization of the emotional well-being of the child
I. "Morning of joyful meetings", when children call each other an affectionate name, wish good, smile, tune in to a good event of the day.“Individual conversation on topics of interest to children”, or the so-called “Intimate gatherings”, where children and adults tell interesting stories from their lives.
"Composing children's creative stories about themselves", about their family, followed by compiling books and decorating them with drawings.
"Using the method of collecting" contributes to the emergence of communication, joint games.
“Object-developing environment in a group” (a corner of solitude, different-sized screens, a podium, containers of personal belongings, frames for drawings in a group, equipment for independent activities, equipment for directing and role-playing games); aimed at ensuring the individual comfort of children.
II. To develop a positive attitude of the child to the people around him, we conduct:
Didactic games aimed at familiarizing and cultivating a tolerant attitude towards different people (“Peoples of Russia”, “Who has what kind of house”, pick up a picture).
Reading fairy tales of different peoples inhabiting Russia.
Examination of illustrative material on the formation of correct behavior in various situations.
Collective work on visual activity.
Collective events (holidays, snow buildings, planting flowers, making crafts from natural and waste materials).
Making a photo newspaper about any joint event. (“How we rested in the country”, “How we built a snowy town”).
Analysis of situations that may arise in life in which it is necessary to make a moral choice.
Deliberately creating situations that require children to help each other.
Photo exhibitions, photo album with photos of all the children of the group. (decorated in the form of a wall panel, where there are places for a photo of each child of the group.
III. The development of the child's communicative competence is facilitated by:
Elements of psychological gymnastics in the classroom for fine arts, familiarization with others.
Special games and exercises aimed at developing the recognition and expression of one's emotions "Cloud of mood", "Mirror", etc.
Button massage in combination with tasks for emotional manifestation.
Drama games.
Theatrical games.
watching performances,
Reading fiction, followed by a discussion of the nature of the characters, their moods, actions.
IV. To develop social skills in a child, we conduct:
Didactic games ("True or not").
Analysis of situations with a discussion of what you would do.
Special games for communication "Find the magic words", "Secret"
Game-training "Through the glass", elements of fairy tale therapy.
V. The development of a careful attitude to the world (man-made, not man-made) is facilitated by:
GCD on ecology and life safety;
reading fiction;
didactic games of natural history content;
analysis of situations;
watching performances on environmental topics;
promotions (Plant a tree, feed the birds);
caring for plants in a corner of nature and on the site;
labor activity (various types of labor).
Necessary criteria for evaluating the child's performance in terms of social and personal development:
Developed habits of moral behavior;
Have the ability to self-assessment, evaluation;
Have ideas about moral qualities;
Able to communicate easily with peers, adults;
They know how, on their own initiative, to provide all possible assistance: to peers, kids, adults;
Able to build relationships with peers, children;
Able to adequately get out of conflict situations;
The basics of safe behavior in various situations on the roads and on the street have been formed.
Expected result:
Development of social competence;
development of communication skills;
correction of anxiety, self-esteem (approaching adequate);
developing a sense of self-worth;
correction of the child's social and personal problems.1. Development of gaming activities (plot-role-playing, theatrical, directing, and other types of creative games):
encourage them to join games with adults and peers, offer simple plots for games on topics from the surrounding life and based on literary works, cartoons (“Communication”, “Reading”);
to teach how to distribute roles between partners in the game, select the attributes, objects, toys necessary for the game, use them in accordance with the role (“Communication”);
establish positive relationships in the game, take into account the interests of other children, positively resolve disputes and conflict situations (“Communication”);
in theatrical and director's games, act out situations based on simple plots (from cartoons, fairy tales), using toys, objects and some (1-2) means of expression - gestures, facial expressions, intonation (“Communication”, “Reading”).
2. Introduction to the elementary generally accepted norms and rules of relationships with peers and adults (including moral ones):
develop emotional responsiveness - a manifestation of sympathy for loved ones, attractive characters in literary works, cartoons, films, empathy with them, joint joy (“Communication”, “Reading”, “Artistic creativity”, “Music”);
develop an adequate response to past, current and future joyful and sad events in the family, kindergarten (illness, holiday, etc.);
develop a positive attitude towards the requirements of an adult regarding the implementation of norms and rules of behavior (“You can’t scream loudly, because other children won’t hear me”) (“Labor”);
form an idea of some moral norms and rules of conduct, reflecting 2-3 opposite moral concepts (for example, “mutual assistance” (“mutual assistance”) - “selfishness”, “greed” - “generosity”, etc.)
3. Formation of primary personal, family, gender ideas, ideas about society, country, world:
continue to form an idea of personal data (name, surname, age in years) (“Knowledge”, “Safety”);
develop positive self-esteem based on highlighting some of your own positive characteristics (qualities, features) - “I am cheerful and smart!”, “I always clean up toys!”;
to develop interest in the personal past and future, to encourage them to ask questions about themselves, about their parents, about kindergarten, school, adult professions, etc. (“Communication”, “Cognition”);
the formation of ideas about one's own nationality, the nationality of parents ("Knowledge");
formation of ideas about one's own address (country, city (village) and street where one lives) (“Knowledge”, “Safety”);
to cultivate love for the native land, to acquaint with the names of the main streets of the city, with its beautiful places, sights.
To develop the competence of teachers on this issue, hold consultations on the following topics:
"Formation of moral health", "Games for the formation of friendly relations between preschoolers", "Work to familiarize children with the name",
Topics of teachers' councils: "Ensuring the psychophysical health of preschoolers", "Learning to understand each other",
Prepare guidelines for teachers: "The use of sand and water in the correction of the emotional-volitional and social sphere of middle-aged children", "How to play with hyperactive children" and others.
Used Books:
1. Kutsakova L.V. “Labor Education in Kindergarten”, Publishing House-Mosaic-Synthesis, Library of the program “From Birth to School”;
2. Petrova V.I., Stulnik T.D.: “Ethical conversations with children 4-7 years old: moral education in kindergarten”, Publisher: Mozaika-Sintez;
3. Volosovets T.V., Kazmin A.M., Kutepova E.N.: “Inclusive practice in preschool education”, Publisher: Mozaika-Sintez;
4. Diagnostic tools for studying the results of the development of children's general education program DOU, Publisher: Arkti, Serie: Management of DOU
Tatyana Suntsova
Designing an individual educational route
Design.
In practice, the process of education and upbringing is mainly focused on the average level of development of the child, and is based mainly on the statistical data of the correspondence of the majority of children of a given age to certain "age standards". But, it must be remembered that not every child can fit into the concept "average child", and, accordingly, not every pupil can fully realize their potential. The reasons can be both features and deviations in physical development, and behavioral problems.
This sets the task for the specialists of the preschool institution to create optimal conditions for the realization of the potential of each pupil. One of the solutions in this situation is the compilation and implementation individual educational route(hereinafter - IOM). Individualization of learning, education and correction is aimed primarily at overcoming the discrepancy between the level that is set educational programs, and the real possibilities of each pupil.
This is a personal way to compensate for learning difficulties, and then the realization of personal potential. child: intellectual, emotional-volitional, activity, moral and spiritual (Sh. Yu. Amonashvili, V. V. Davydov, V. Yu. Sukhomlinsky)
There is currently no universal recipe for creating IOM. Construction method individual educational route of the child, should characterize the features of his learning and development over a certain period of time, i.e., be of a prolonged nature. Can't define this route for the entire period of preschool childhood at once, setting its directions, since the essence of its construction lies precisely in the fact that it reflects the process of change (speakers) in the development and education of the child, which allows timely adjustment of the components of the pedagogical process.
When compiling an IEM, it is necessary to take into account some significant factors:
The need for coordinated actions of specialists at the stage of diagnosis (differentiation of the child's problems directly related to the disease, organic damage, from the problems of pedagogical neglect);
Clear interaction of all specialists of the institution at all stages of support;
The need for a combination educational, correctional and therapeutic activities;
A dynamic system of flexible transfer from one accompaniment option to another, depending on the dynamics of development and the capabilities of the child;
Inclusion of parents as full participants in correctional and developmental work in the activities of the institution.
primary goal individual educational route(IOM): the creation in kindergarten of conditions conducive to the socialization of a preschooler, his social and personal development, which is inextricably linked with the general processes of the intellectual, emotional, aesthetic, physical and other types of development of the child's personality.
An individual educational route is determined by educational needs, individual abilities and capabilities of the child (the level of readiness for mastering the program, as well as existing standards of content education.
When developing preschooler's individual itinerary, the following must be observed. principles:
The principle of reliance on the learning of the child.
The principle of correlating the level of actual development and the zone of proximal development. Compliance with this principle involves identifying potential abilities to assimilate new knowledge as a basic characteristic that determines designing an individual child development trajectory.
The principle of respecting the interests of the child. L. M. Shipitsina calls him "on the child's side". The cause of any problematic situation in the development of the child is both the child himself and his social environment. In difficult situations, an objective analysis of the problem is required, taking into account the life experience of adults, their many opportunities for independent self-realization, and taking into account the multitude of social structures and organizations. And on the side of the child is often only himself. The support system specialist is called upon to solve each problem situation with the maximum benefit for the child.
The principle of close interaction and coordination of work "commands" specialists, in the course of studying the child (phenomena, situations).
The principle of continuity, when the child is guaranteed continuous support at all stages of assistance in solving the problem. The escort specialist will stop supporting the child only when the problem is solved or the approach to the solution is obvious.
The principle of rejection of the average rationing. The implementation of this principle - this support involves the avoidance of a direct evaluative approach in the diagnostic examination of the level of development of the child, leading in its ultimate expression to the desire "put labels" understanding of what is the norm. “Norms are not the average, what is (or the standard, what is necessary, but what is the best that is possible at a particular age for a particular child under appropriate conditions. One of the most important tasks of specialists implementing the ideology of psychological and pedagogical support individual development of the child, is to determine these conditions, and, if necessary, to create " (V. I. Slobodchikov).
The principle of reliance on children's subculture. Each child, enriching himself with the traditions, norms and methods developed by the children's community, lives a full-fledged childhood experience.
Structure individual educational route should include the following Components:
Target (setting goals, defining tasks educational work); why?
Technological (determination of the used pedagogical technologies, methods, techniques, systems of training and education, taking into account individual characteristics of the child) in what ways, games, technologies, activities, etc.?
Diagnostic (definition of the diagnostic support system); how will we track the results?
Effective (expected results are formulated, the timing of their achievement and criteria for evaluating the effectiveness of the measures being implemented) what results should the child achieve?
Approximate IOM scheme of a child for each specialist:
Section, direction of development Terms Goals and objectives Content of the work (programs, technologies) Diagnosis Expected result
Individual educational route should include the main directions:
Organization of motor activity (development of general and fine motor skills);
Skill Development (self-service, cultural-hygienic and communicative-social);
The development of higher mental processes (perception, attention, memory, thinking, imagination, speech);
The development of higher mental functions (conscious memorization, understanding, arbitrariness, logical thinking, creative imagination);
Formation of the child's activity (manipulative, sensory-perceptual, subject-practical, playful, productive);
Speech development (dictionary, emotional side of speech, sound pronunciation* (*for a speech therapist, communication functions);
Formation of ideas about the environment (objective world and social relations);
cognitive development (development of academic skills).
In DOW process designing an individual educational route begins at a meeting of the psychological-medical-pedagogical council (PMPC). The main areas of work of the PMPK the following:
Development and refinement individual educational route for each child (includes definition educational programs and organizing them by topic in the time intervals available to the child, taking into account his current capabilities);
Development, refinement and implementation of schemes and programs for accompanying children with special needs, taking into account the data of a dynamic survey;
Hygienic regulation of loads;
Ensuring continuity and consistency in working with the child.
At a consultation with the participation of specialists from the preschool educational institution, a comprehensive IOM is agreed. At the same time, it is necessary to take into account following:
individual mode of visiting a preschool educational institution;
Decrease in the rate of speech and thought activity, increased fatigue;
Violation of communication skills;
Features of the motor development:
1) violation of fine motor skills (it is difficult for them to tie shoelaces, use scissors, decorate, they have difficulty developing graphic skills);
2) imbalance (unsteady gait, difficulty coordinating in space);
3) violation of visual-spatial coordination (it is difficult to participate in sports games and relay races, especially with the ball).
The main thing that determines success in solving a child's problems is the interest and high motivation of all participants in the process. escorts: child, parents, teachers, specialists.
Attachment 1.
Approximate scheme of a complex IOM of a child *
with disabilities and unwanted behavior
(per month, semester, academic year):
Specialist Direction of work Schedule of classes Content of work (programs, technologies) Interaction Note
Teacher-psychologist Correction of undesirable behavior.
Reducing the level of psycho-emotional stress. 1 time per week
Once a week 1. Lessons on the development of voluntariness.
2. Sand therapy, art therapy. 1. Consultation for educators "The use of visual schedules in the correction of manifestations of undesirable behavior", How to work with hyperactive children, “The child has hysterical manifestations. What to do?"…
2. Designing problem situations.
3. Counseling parents. * The mental development of the child corresponds to the age norm
Speech therapist / defectologist Correction of sound pronunciation.
Correction of unwanted behavior
Joint classes with a psychologist to develop academic skills (as a tutor)* The development of cognitive processes corresponds to the age norm
Educator Development of arbitrary behavior. Development of communication skills.
Correction of unwanted behavior.
Development of motivation for learning activities. 1. Program "Childhood".
2. Elements of the program "I - You - We".
3. Ind. classes or in small (1-2 children) subgroups.
1. Ind. classes on the instructions of specialists.
2. Modeling of problem situations together with a teacher-psychologist.
3. Counseling parents
Musical director Development of arbitrary behavior. Development of communication skills 1. Inclusion in theatrical activities.
2. The use of elements of logorhythmics for the development of speech functions.
additional teacher education Development of voluntary behavior. Development of communication skills.
AFC specialist / physical education leader Development of gross motor skills, spatial orientation.
Decreased aggressiveness. 1. Breathing exercises.
Head Nurse Monitoring the state of somatic health.
Load level control. one. Daily: measurement of t°, blood pressure, heart rate.
2. Weekly: a survey of parents about the health of the child; load adjustment.
3. Monthly: monitoring the state of the somatic health of the child 1. Implementation of the recommendations of the pediatrician.
2. Control in physical education classes.
3. Control of the level of teaching load.
4. Consultations for teachers on somatic manifestations.
Pediatrician Monitoring the state of somatic health.
Load level control. Monitoring of the state of somatic health of the child 1. Recommendations of medical specialists.
2. Consultations for teachers on somatic manifestations.