Conference: Child Development preschool age

Organization: MBDOU kindergarten "Bell"

Locality: Lipetsk region, from. Terbuny

Among the leading methodological principles on which Russian education of the 21st century should be built, an important place is occupied by principle of individualization.

IN broad sense individualization of education involves its reorientation to the personality, to the unique individuality of the pupil. 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 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 development trajectories . Individualization of training, education and correction is aimed primarily at overcoming the discrepancy between the level that is set educational programs, And real opportunities every pupil.

INDIVIDUAL EDUCATIONAL ROUTE- it is a personal way of realization personal potential child (pupil) in education and training:

• intellectual;
• emotional-volitional;
• activity;
• moral and spiritual.

THE MAIN GOAL drawing up an individual educational route (IOM) is the creation of kindergarten conditions conducive to the positive socialization of preschoolers, their social and personal development.

TASKS OF SOCIO - PERSONAL DEVELOPMENT OF THE CHILD:

1. create a favorable subject-developing environment for social development child;
2. organize a unified system of work;
3. improve the style of communication between the teacher and the child;
4. create conditions for the development of a positive attitude of the child towards himself, other people, the world around him, communicative and social competence of children;
5. to form in the child a sense of dignity, awareness of their rights and freedoms.

The need to build individual educational programs is due to the following factors:

• there is a growing number of preschoolers who, due to developmental and health problems, cannot study according to the usual system;
• part of preschoolers cannot attend kindergarten for a certain period due to their state of health, circumstances of life in the family;
• the emergence of pedagogical systems that consider the individualization of learning as the main pedagogical tool "Talented children", "Look at me as an equal", "We are different", etc.;
• the material and technical possibilities of providing individual education are expanding.

IOM DEVELOPMENT

IEM is developed for all children, not only for children with developmental problems and for children with advanced development.

IEM is a characteristic of the units of education mastered by the child in accordance with the individual abilities of their development and learning abilities.

Individual educational route (IEM)

An individual educational route is a personal way of realizing the personal potential of the pupil in the education of intellectual, emotional-volitional, activity, moral and spiritual development. The component of this route is individual child development map- this document, which includes the main indicators of the development of a child attending a preschool educational institution, in dynamics.

When developing individual route the following principles:

• the principle of correlating the level of actual development and the zone of proximal development. Compliance this principle involves identifying potential abilities to assimilate new knowledge as a basic characteristic that determines the design of an individual trajectory of a child's development;
• the principle of observing the best interests of the child;
• the principle of reliance on children's subculture. Maintenance activity design individual development child should be based on adults' knowledge of the experience of living in age-related crises. Each child, enriching himself with traditions, norms and ways of coping with difficult situations developed by the children's community, lives a full-fledged childhood experience. This is what allows him to easily enter into interaction with peers and understand the way of life (to form a picture of the world), in accordance with his age.
• the principle of rejection of the average rationing. The implementation of this principle 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 with relevant conditions.

The individual educational route includes the main directions: (CHILDREN'S DIFFICULTIES BY SECTION)

• 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.

GOING DIRECTLY TO DESIGN (IOM)

IOM DESIGN STAGES:

1. The stage of observation and initial diagnosis.

• Identification of preschoolers experiencing difficulties: in different types activities.
• Determination of the causes of the child's difficulties.

2. The stage of designing the educational route.

• building individual educational routes for preschoolers, based on the identified difficulties and the established causes of these difficulties.
• definition of purpose, methods pedagogical support, the content of the work.

3. Stage of implementation.

Through specially organized activities (subgroup, frontal, individual classes), organization of joint activities of the teacher with children, creation of conditions for independent activity,

4. Stage of final diagnostics .

identify the results of the route action.

ALL STAGES OF THE PEDAGOGICAL EXAMINATION ARE REFLECTED IN THE "INDIVIDUAL MAP OF THE CHILD'S DEVELOPMENT".

Observation to identify difficulties in a group of children, which is divided into types of activities. We consider it expedient that this section of the Program should be devoted to the teacher's observation system for the activities of children in the process of mastering the Program in order to determine whether the conditions created meet the needs of children and to make timely changes to the content of education, forms and methods, so that educational technology in the best possible way suited the children of the group. The results of observation of children in the group are presented in table No. 1.

Table number 1.

	Children activities
	Motor	gaming	Communicative	Cognitive research	Perception fiction	Labor	construction	pictorial	musical
Artemiev Artem
Ryurikova Ruslana

Filling in the table allows the teacher to get information about what activities and how often a particular child chooses and what types of activities and activity centers of the group are most attractive to children, what most of the children in the group are passionate about. In addition, the information received about the most popular activities in the centers of activity gives rise to further pedagogical actions. For example, the productive activities of children can be filled with such materials and actions that will stimulate the development of children in other directions:

• familiarization with the outside world (through the selection of illustrations for viewing, copying pictures for coloring and shading, introducing new visual materials that require children to experiment with them, etc.);
• speech development (through the use of children's drawings to create author's baby books, catalogs, etc.);
• development of gaming skills (through the creation of attributes for games).

Looking through the records of their observations, educators highlight educational areas in which the child's achievements are most tangible (strengths) and those aspects that are of concern or of particular interest. Based on the identified strengths or problematic aspects in development, individual goals are formulated. The set goals can always be achieved by reorganization environment and creating new learning opportunities.

The development map is a convenient compact tool that allows the teacher to quickly record the results of observations of children in the process of educational activities, interpret the data and use the results of data analysis when designing the educational process. The use of development maps makes it possible to note the dynamics in the development of individual children and compare the results of each child with the progress of the group as a whole.

1. HISTORY - collection general information about the child, read this information and the structure on the handouts in detail.

Work on an individual route, the structure of which is presented to you in the memos and on the slide in table No. 2.

Table number 2.

FI	Initial diagnosis	Target Section		Used pedagogical technologies and methods	Expected results in line with targets	Estimated timeline for achieving results	Forms of interaction with parents
Petrov Ivan	Poorly developed gross motor skills (the ability to control your body in space)	1. Develop physical activity 2. Improve coordination of movements 3. Exercise in walking on a limited surface	Educational area "Physical development" 1. Games with running, crawling, climbing. 2. Ball games.	Technologies L.D. Glazyrina, M.D. Mikhaneva	1. The child is mobile. 2.Improve coordination in walking and running in ball games. 3. Perform a balance exercise. 4. Masters the basic movements	From 1 to 3 months.	Consultations Reminders Instructor's recommendations Observation of the child during motor educational activities.
CONCLUSIONS__________________________________________________________________

DIAGNOSTICS OF INDIVIDUAL PECULIARITIES OF CHILDREN

1. Conversation and questioning of parents

Parents' knowledge is actively used to determine the interests of the child, the characteristics of his behavior, the development of self-service skills, speech, intellectual and social skills. The main purpose of the conversation is to establish contact with 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 teacher and specialists monitor the child in different situations, determining the level of formation of self-service skills, the features of contact with other children and adults, the skills of productive activity, the development of motor and speech skills, the cognitive sphere, the manifestation of independence and activity, the sphere of interests, etc.

The following observation techniques can be used: registration of episodes, diary notes, observation maps, observation log, video surveillance.

To fill out the card, the teacher does not need to organize special situations. When assessing, the teacher uses the existing specific image of the child, the information that has accumulated over certain time observations.

METHODS AND TECHNOLOGIES ARE USED ACCORDING TO THE DIFFICULTIES, AGE CHARACTERISTICS OF CHILDREN.

• Conversations, games, classes, reading fiction, sketches aimed at getting to know various emotions and feelings;
• Art therapy techniques;
• Games, exercises and trainings;
• Relaxation psycho-gymnastic exercises.
• Classes, games and exercises for the development of mental processes.

CONTROL PART OF THE IOM STRUCTURE

Final diagnostics .

Final diagnosis is underway.

Purpose: to reveal the results of the route action.

Reporting (after the expiration of the planning period for ind. work).

• IOM adjustment
• Adjustment of an individual educational route is associated with changes in conditions.

Do you think consent is required for a child's pedagogical examination?

IT IS REQUIRED IN ANY CASE, PARENTS SHOULD BE INFORMED on the conduct of individual work in the preschool educational institution, correction, and the form of this consent is at your discretion. I have developed my pedagogical survey consent form, which is presented on the screen.

Thus, a well-built individual educational route for a child will ensure his personal development, easy assimilation of program material and contribute to successful socialization in the children's team.

These methodological recommendations reflect an individual educational route speech development child on academic year, according to the results of the diagnostics, an individual development route was determined in the following areas of development - sensory, development of mental functions, development of fine motor skills, development of general speech skills, correction of sound pronunciation, work on the syllabic structure of a word, development of phonemic hearing and skills of language analysis and synthesis, preparation for learning literacy, vocabulary development, improvement grammatical structure speech, the development of coherent speech.

Individual educational route
speech development of the child

at _____-______ account. year

F.I. child: _____________, _______________ (date and year of birth).

Speech therapy conclusion: ______________________.

1. He understands the addressed speech.

2. Polymorphic violation of the sound pronunciation of whistlers (_______________)); sonorous sounds (________________), etc.

3. Syllabic structure compound words broken (permutation, omission of syllables).

4. Phonemic hearing is impaired.

5. Phonemic functions are not formed. Confuses the concepts of sound and syllable. It does not always highlight the first sound in a word, rarely the last. Cannot determine the sequence of sounds in a word / the number of sounds in a word.

6. Vocabulary is poor. There are agrammatisms. Errors in inflection (in the formation of the plural of nouns in the nominative and genitive case, agreement of nouns and numerals) and word formation (formation of words, relative and possessive adjectives etc.).

7. Coherent speech is poorly formed. Experiencing difficulties in compiling a story based on a series of plot pictures. Can't post meaningful pictures. Composes a story from 2, 3 sentences on leading questions. There are agrammatisms in the story.

Based on the diagnostic results, the following individual development route was determined:

Gololobova Maria Alexandrovna,
teacher speech therapist,
GBDOU No. 26, St. Petersburg

municipal preschool educational institution kindergarten No. 42 "Rodnichok" of the Yaroslavl municipal district

Individual route for accompanying a child of senior preschool age with signs of giftedness

Full name of the child: _____________________________________________________________

Age: ___________

Type of talent: intellectual, creative.

Forms of work: individual and subgroup classes with a teacher - psychologist, theatrical activities.

Accompanying members: teachers and specialists of MDOU, parents of the child.

Characteristics for a child

During peer review child caregivers, the girl has high level development of intellectual and creativity(musical, visual), as well as well-developed physical qualities.

In the classroom, the girl is often distracted, interferes with others, can do other things, but at the same time she is well oriented in what is happening and answers the questions asked. The child actively participates in kindergarten events: competitions, festivals, plays the main roles in theatrical performances, solos in the performance of musical works.

Outside of educational activities, the girl is very active, mobile, often creates conflict situations, communicating with her peers, arguing with educators. At the same time, he quickly gets tired of the noisy environment and the team and is looking for a place for solitude.

Based on the results of in-depth psychological diagnostics, we can talk about a high level of intellectual development, especially its verbal component. The girl is good lexicon, a high level of awareness, comprehension, well builds causal relationships. The child has a high level of cognitive need, and creative thinking. In the method of "Finishing the Figures" O.M. Dyachenko, the girl not only made high-quality drawings, but also gave each of them an original name. In the course of the sociometric experiment, the low status of the child in the peer group was revealed (one positive choice and many negative ones).

Conclusion: the data obtained during the study indicate a high level of development of intellectual and creative abilities, as well as a low level of communicative competence and self-regulation skills. Further work with the child will be aimed at harmonizing her personal development.

Target: creation of conditions for harmonization of the child's personal development.

Tasks:

Activation and actualization of the intellectual and creative abilities of the child;

Development of communication skills, cooperation skills, constructive solution conflicts;

Development of self-regulation skills.

Planned result:

The child has increased the level of development of intellectual and creative abilities.

The level of communicative competence has increased, the child applies the skills of cooperation with adults and peers in Everyday life, constructively resolves emerging conflict situations, the sociometric status in the peer group has increased.

The level of development of skills of self-regulation and arbitrariness has increased.

Work organization: receiving education (training program) - The main educational program of MDOU No. 42 "Rodnichok" NMR is designed taking into account the Federal State Educational Standard of preschool education, the characteristics of the educational institution, the region and the municipality, the educational needs and requests of pupils. In addition, the conceptual provisions of the exemplary basic general educational program of preschool education, the variable comprehensive program "From Birth to School" edited by N.E. Veraksa, T. S. Komarova, M. A. Vasilyeva, a partial program for the development of mathematical representations in preschoolers "Mathematical steps" Kolesnikova E. V., methodological manual"Lego-construction in kindergarten" by Feshina E.V., books for teachers "Pervorobot LEGO WeDo" by Mario Hjort Volkmann, partial educational program for the musical education of preschool children "Ladushki" by authors I. Kaplunova and I. Novoskoltseva.

The program is formed as a program of psychological and pedagogical support for positive socialization and individualization, personality development of preschool children.

Psychological plan pedagogical support

	The formwork	Timing	Responsible
Study of mental processes (memory, perception, attention, thinking)	Observation Study of products of activity Psychological testing	September	Teacher - psychologist teachers
Study of emotional processes (fears, anxiety)
The study of personality traits (self-esteem, arbitrariness, level of claims)
Study of social relations (with adults, with peers)
Diagnostics of creative abilities
Interaction with teachers
Informing about the results of diagnostic studies	Consultations	1 time per quarter	Psychologist teachers senior caregiver
Advice for teachers on: "Creating a Success Portfolio of a Child with Signs of Giftedness". Seminar - workshop "Gifted child: creating conditions for the development of his abilities". "Games and exercises For the development of creative abilities "	Consultations Seminars - workshops	During a year
Creation of conditions for the development of intellectual and creative abilities: Development of RPPS schemes, enrichment of centers with games and manuals, materials for creativity. organization of participation in competitions and other events
Development and completion of a portfolio of success.		1 time per month	teachers
Interaction with family
Psychological and pedagogical education of parents: "A gifted kid or how to develop talent in a child." How to teach a child to communicate without conflict.	Consultations	As needed	senior caregiver Teacher - psychologist
Maintaining the interest of the child, encouragement.			Parents
Creating conditions at home for the development of the intellectual and creative abilities of the child.			Parents
Work with a portfolio of success.			Parents
Organization of participation in competitions and other events, joint work.	Cognitive leisure		Parents teachers
Visiting museums, exhibitions, theaters.			Parents
Theatrical activity
Autumn fun. New Year's Eve. Matinee dedicated to International Women's Day. Performances: "Wolves and kids", "A bag of apples".	Music lessons Conversations Watching Movies	During a year	teachers Musical director
Participation in creative competitions	creative workshop	child's abilities and desires
Psychological and pedagogical support
Subgroup classes on the program of emotional development of preschool children "I am surprised, angry, afraid, boasting and rejoicing" Kryukova S.V., Slobodyanik N.P.	Exercises	According to class schedule	Psychologist
Performing tasks and exercises for the development of creative thinking and imagination.	Divergent TRIZ tasks		Teacher-psychologist

Assessment of intermediate results

	Criteria for evaluation
Individual psychological and pedagogical diagnostics	Diagnostic results
Interaction with teachers	Psychological and pedagogical competence of teachers Creation of a subject-spatial environment for the development of the intellectual and creative abilities of the child
Interaction with family	Psychological and pedagogical competence of parents Portfolio creation and development.
Theatrical activity	Participation in theatrical performances Participation in competitions
Individual work psychological and pedagogical escorts	positive emotional condition child Development of self-regulation skills Development of communicative competence and cooperation skills.

The term for the implementation of the individual development program is 2015-2016 academic year.

Parent's signature _______________________________________

The materialization of an individual program for supporting a child with mental retardation is a special individual development and learning support card, which reflects all stages of the correctional and developmental process in relation to a particular child. All stages of diagnosis are reflected in the " individual card child development." The structure of this map includes the following sections (Appendix No. 1): The study of each process takes place using several methods and is evaluated on a 4-point system: low level - 1 point, average - 2 points, above average - 3 points, high level - 4 points.

Individual educational route of speech development of a child

Individual educational route

speech development of the child

F.I. child: _____________, _______________ (date and year of birth).

Speech therapy conclusion: ______________________.

He understands spoken speech.

Polymorphic violation of the sound pronunciation of whistlers (_______________)); sonorous sounds (________________), etc.

The syllabic structure of compound words is broken (permutation, omission of syllables).

Phonemic hearing is impaired.

Phonemic functions are not formed.

Confuses the concepts of sound and syllable. It does not always highlight the first sound in a word, rarely the last.

Cannot determine the sequence of sounds in a word / the number of sounds in a word.

7. Coherent speech is poorly formed.

Experiencing difficulties in compiling a story based on a series of plot pictures. Can't post meaningful pictures. Composes a story from 2, 3 sentences on leading questions.

There are agrammatisms in the story.

Based on the diagnostic results, the following individual development route was determined:

Gololobova Maria Alexandrovna,

GBDOU No. 26, St. Petersburg

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Examples of individual educational routes for preschoolers

The paper presents examples of compiled individual routes for preschoolers experiencing various types of developmental difficulties.

individual routes for the development of a child in preschool education according to fgos sample table

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individual routes for the development of a child in preschool education according to fgos sample table

An individual route for the development of a child of middle preschool age in the section of the program "Speech Development".

is the implementation of the Federal State Educational Standard in the structure of Fr.

Individual educational route of the child in the second younger group

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 in the child a sense of self-esteem, awareness of their rights and freedoms (the right to have personal opinion, choose friends, toys, activities, have personal items, use personal time at your own discretion) An individual educational route is determined by: the needs and requests of parents; individual functional capabilities and the level of development of pupils; Individual educational routes are developed: - for children who do not master the basic general educational program of preschool education; - for children with disabilities, children with disabilities.

Individual educational route of a pupil of a preschool educational institution

Pedagogical diagnostics showed that the child

1. Low level of cognitive, speech, socio-communicative, artistic and aesthetic development and an average level of physical development.

The purpose and objectives of the educational route based on the data of psychological and pedagogical diagnostics The purpose is the development of an adapted educational program for preschool education (hereinafter referred to as PEP) based on the individualization of its content, taking into account the characteristics and educational needs of the pupil.

Designing an individual educational route for a preschooler (for social and personal development).

This material is recommended kindergarten teachers, speech therapists, psychologists, teachers primary school.
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 attendance preschool, 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 "Features" section appearance 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 without catching main idea 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; (does not) know 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; animal knowledge and flora meet the program requirements are 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, singles out geometric shapes by word, distinguishes and names geometric shapes (flat and three-dimensional), correlates the shape of an object with 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; syllabic structure 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 formative stage, 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, accessibility of an imaginary situation, role in collective game, behavior in a conflict situation, whether he reflects his experience in the game, (does not) know how to support the game.
Constructive and graphic activities: whether he knows how to correctly assemble a nesting doll, pyramid, fold according to the model simple figures from counting sticks, make 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 child.

Diagnosis of individual characteristics of children:

1. Conversation and questioning of parents
Parents' knowledge is actively used to determine the interests of the child, the characteristics of his behavior, the development of self-service skills, speech, intellectual and social skills. The main purpose of the conversation is to establish contact with 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 the preschool educational institution, the educator and specialists observe the child in different situations, determining the level of self-service skills, contact features 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 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 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 complex situations, an objective analysis of the problem is required, taking into account life experience adults, their many opportunities for independent self-realization, taking into account the many 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 talk interesting stories from your life.
"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 directorial and role playing); 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 educating a tolerant attitude towards different people(“Peoples of Russia”, “Who has a house”, pick up a picture).
Reading fairy tales different peoples inhabiting Russia.
Examination of illustrative material on the formation of correct behavior in various situations.
Collective work for 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 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 work).

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 character;
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;
Foundations formed safe behavior in various situations on the roads, the street.

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 gaming activity(plot-role-playing, theatrical, directing, and other types 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, movies, 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 that reflect 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, attractions.

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 emotional-volitional and social sphere 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