A correctional and developmental lesson with children on the topic "Vegetables" consisting of separate blocks (didactic games, dynamic pauses, constructive activities, breathing exercises.) Each of which has its own tasks.

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Target:

Fix the idea of ​​vegetables.

To form an interest in joint activities with the educator.

Tasks: To teach children to coordinate movements with the text, to understand and follow verbal instructions.

Enrichment of positive emotional experience.

1. Dynamic pause

Educator:

Timochka, show me where your hands are? Let's play!

Hello eyes!(points to eyes)

Hello ears!(shows ears)

Hello cheeks!(touches cheeks with hands))

Hello nose!(shows nose)

Hello sponges!(shows a kiss))

Hello Timochka!(pats the head)

Tasks:

To fix the idea of ​​\u200b\u200ba vegetable.

Learn to recognize, distinguish and show vegetables.

Development of cognitive interest.

Learn to understand and follow verbal instructions.

Educator: (shows a hare)

2. Didactic game: "Wonderful basket"

Educator: (shows a hare)

A bunny jumped up to us and brought a basket.

Timochka! Look, what a beautiful basket, Let's see what's in it.(pulls out vegetables and names them)this is a carrot, this is a tomato, this is a cucumber, this is a cabbage.

Tim, find a carrot. (cucumber, tomato, cabbage)

Another bunny brought pictures of vegetables.

I will show the picture, and you will find the same vegetable.

3. Didactic game: "Feed the Bunny"

Tima, take a carrot and feed the bunny.

Educator:

Tima, let's play with our fingers!

Tasks:

Develop fine motor skills of hands and fingers.

Develop hand-eye coordination.

4. Finger game "Vegetables"

Our Timochka(folds hands in a basket)

Vegetables in a basket.

Here's a fat zucchini

Laid down sideways.(bends little finger)

carrot, (bends up ring finger)

He laid Tim deftly,

Tomato, cucumber. (bends middle and index fingers)

Here is our Tim. Well done!(shows thumb)

Educator: (puts a train mask on the child's head)

And now, Tim has turned into a train!(leads to mirror)

- Look at what a beautiful real engine you are! -Let's go!

Task: To form a positive emotional experience

Develop coordination of movements.

Learn to pronounce sound

5. Mobile game: "Locomotive"

The steam locomotive roared(child and adult go in a group doing

And he brought wagons.circular movements with the elbows, accompanying

Choh! Choh! Choo! Choo!sound imitation)

I'll rock you far: Tu-tu-u-u...

Educator:

Tim, look, we have arrived at the clearing. What a beautiful flower!

Let's sniff!

Task: Develop the ability to take a long breath and a long breath.

6. Breathing exercises: “Smell the flower”, “Blow off the bug”

(in breathe in through your nose and out through your mouth

Here comes the butterfly! Let's blow it off the flower!

(blows butterflies with lips)

Educator: (points to a bunny)

7. Constructive activity: “folding a house out of sticks”

Tasks: Develop hand coordination, eye.

Build constructive skills.

Cultivate a sense of empathy.

Educator: (points to a bunny)

The bunny is sitting and sad! He doesn't have a house.

Tima, let's build Bunny a house out of sticks.

Well done!

Tasks: To form a positive-emotional mood.

Strengthen the ability to correlate movements with words

8. Mobile-musical game "On the forest lawn"

On the forest lawn.(jumping on two but gah)

Bunnies jumped.

Here are the bunnies.

Runaway bunnies.

The bunnies sat in a circle.(child squats down

They dig a spine with a paw.and hands "rowing" on the floor)

Here are the bunnies.

Runaway bunnies.

Here is a fox running.(hides, covering with palms

Red sister. face)

Looking for where the bunnies are.

Runaway bunnies.

Abstract of the developmental lesson

on individual correctional work

with kidsVIIIkind

Abstract of the developmental lesson.

Goals:

1) to form and develop voluntary attention, visual-figurative thinking; 2) develop the properties of attention: volume, stability, concentration, switching; 3) to form and develop mental operations: analysis, synthesis, comparison; 4) enrich visual images and ideas; 5) to form the ability to highlight the main features of the subject.

Equipment: illustrations for assignments, a medal.

Lesson progress:

Andrey, hello! Look out the window. What season is it now?

Today we will play a game: "watch the spring"

Blooming in spring…….

Right. Now we need to collect a picture so that the flowers have time to bloom.

AND
gra: "Pick up the right parts instead of the missing ones"

Look at the top question mark. Pick a piece that should fit here. Check. Put it in the right place. Fits? (if not, looks for another piece). The same with another question mark.

And in the spring a lot ... ..

(insects)

Game "Little bug"

"Now we will play such a game. You see, in front of you is a field drawn into cells. A beetle is crawling on this field. The beetle moves on command. It can move down, up, right, left. I will dictate moves to you, and you will Move the beetle in the right direction across the field.

One cell up, one cell to the left. One cell down. One cell to the left. One cell down. Show me where the beetle stopped." Etc.

And in the spring it shines very brightly ... ..

A game: "Draw the missing drawing"

See what's missing in the picture? If you find it difficult to answer: look at the first house that you see on it, near it.

(window, door, sun)

What is on the second house and near it?

(window, door, sun)

And near the third?

(window, door, roof)

What is missing around him?

Draw it.

Also in the spring on the street you can see a lot of ……

A game: "Find the number "one"

Help the dog find all the numbers one. If you see the number one, cross it out.

Game: "Who hid behind the bush?"

Consider carefully all the animals. Name what everyone has. (what ears, paws, nose, eyes, etc.) Now determine who hid behind the bush?

What about behind the fence?

What type of transport is hidden behind the fence? What is the difference? What does the stroller have? At the scooter? At the bike?

Cut pictures.

I brought you a picture, on it is a type of transport. But she broke. Help me restore it.

Did you get a picture? What is shown on it? If you have difficulty: take one part. What's this? Do you think this part is at the bottom or at the top of the vehicle? And this part? What's this? Where is she? See if you can connect these two parts? Take another. What's on it? Where do we attach it? What is missing? Substitute. What kind of picture is it?

Well done! For today's work, I want to give you a medal! On it is written: "Well done!" Thanks for the help!

Lesson on the development of the cognitive sphere of children with Down syndrome 7 years old.

Target: creation of a trusting environment, the formation of positive motivation, communication skills, the development of cognitive processes.

Time: 1 academic hour.

Material: leaf paper A4 size, colored pencils , forms for assignments, pencil, paints, sticks, Gyenes blocks, stencil and turnip picture, wet or kinetic sand .

1. Exercise - greeting "Sun".

Target: creating a positive attitude to work.

Technique: it is proposed to repeat the words and movements after the teacher-psychologist.

Instruction:

In the morning the sun rises higher, higher (hands up high).

At night the sun will set lower, lower (hands down).

Well, well, the sun lives (we make lanterns with handles),

And we live happily with the sun (clap our hands).

2. Exercise "Drawing - a turnip."

Target: set up to work together.

Material: paints, a sheet of A4 paper, a stencil and a picture of a turnip.

Technique: it is proposed to depict a vegetable using the technique “Imprint with foam rubber seals”.

Instruction: look what a beautiful turnip. What color is she? Yellow. What's this? Vegetable. Let's draw a turnip. Take a turnip stencil, put it on a piece of paper. Now take the foam rubber, dip it into the paint and make prints from top to bottom on a sheet of paper with a stencil.

2. Exercise "Wonderful basket".

Target: vocabulary enrichment.

Material: vegetables, pictures, basket.

Technique: the teacher-psychologist shows a picture of a vegetable, and the student finds the corresponding vegetable among the dummies.

Instruction: look what a beautiful basket, let's see what's in it - it's a carrot, it's a tomato, it's a cucumber, it's a cabbage. Find carrots (cucumber, tomato, cabbage). I will show the picture, and you will find the vegetables.

3. Exercise "Vegetables".

Target: the formation of imitative abilities through finger games.

Technique: the student repeats the movements of the teacher-psychologist.

Instruction: a teacher-psychologist reads a poem, accompanying with hand movements.

Our Timochka(folds hands in a basket)

Vegetables in a basket.

Here's a fat zucchini

Laid down sideways.(bends little finger)

carrot, (bends up ring finger)

He laid Tim deftly,

Tomato, cucumber. (bends middle and index fingers)

Here is our Tim. Well done!(shows thumb)

4. Exercise "Across the forest lawn."

Target: relieving muscle tension.

Technique: the student listens to the rhyme and repeats the movements of the teacher-psychologist.

Instruction: the teacher-psychologist reads the poem and shows the movements. Repeat after me.

On the forest lawn.(jumping on two but gah)

Bunnies jumped.

Here are the bunnies.

Runaway bunnies.

The bunnies sat in a circle.(child squats down

They dig a spine with a paw.and hands "rowing" on the floor)

Here are the bunnies.

Runaway bunnies.

Here is a fox running.(hides, covering with palms

Red sister.face)

Looking for where the bunnies are.

Runaway bunnies.

5. Exercise "House" (folding from sticks).

Target: development of spatial thinking.

Material: sticks.

Technique: a teacher-psychologist offers a bunny to build a house out of sticks. First, the teacher-psychologist lays out, then the student.

Instruction: look, hAichik sits and is sad! He doesn't have a house.Dlet's build a bunny house out of sticks.See how I do it? Repeat! Well done!

6. Exercise "Spread out by color."

Target: development of color perception.

Material: Gyenes blocks.

Technique: the teacher-psychologist offers to decompose the figures by color, laying out the first row. The task of the student is to lay out the second row in accordance with the color of the first.

Instruction: Look, I'm posting colored figures. The first figure, what color? Find a piece of the same color and put it under it. The second figure, what color? etc.

7. Exercise "Sculpt vegetables" (wet or kinetic sand).

Target: development of fine motor skills, consolidation of acquired knowledge.

Material: wet or kinetic sand.

Technique: The pedagogue-psychologist offers to mold different vegetables according to the model.

The teacher-psychologist shows, and the student repeats.

Instruction: let's make a cucumber. Watch me do it, repeat after me.Well done! Let's make other vegetables.

Target: completion of the lesson.

Material: ball.

Technique: a teacher-psychologist and a student throw a ball to each other. The task of the student is to catch and throw the ball.

Instruction: let's play with the ball - I will throw the ball, saying: "I throw high, I throw far", and you catch it and vice versa.

We work in a group with children with Down's syndrome at the Chance Center for Children's Children's Hospital, which was formed in January 2013. We, as a teacher of "special" children, have many questions: how to educate, correct development, disturbed by an anomaly, teach? The experience of group work with such children is insufficiently covered; individual work is carried out to a greater extent. We collect information bit by bit. We accumulate experience by trial and error. The children we adopted never attended a pre-school institution, never spent a long time in a team of their peers, and even more so without parents, so adaptation was difficult. Children experienced fears of strangers and new situations of communication. The children did not have self-service skills (only two out of 6 people could eat on their own), no one could get dressed and undressed, almost all the children went in diapers. The children were speechless.

During the year of work, we have achieved a lot: the children have fully adapted to the preschool, they are happy to make contact with the children and adults who surround them, emotionally respond to individual and group classes. All the children learned to eat on their own, ask to go to the toilet. The children's active and passive vocabulary increased, they began to pronounce individual words and phrases, and, if necessary, use sign language. In work, we use the words “say”, “repeat” less, because then the children may refuse to communicate at all. It is much more effective to create conditions in which the child himself wants to say something. In our work with our children, we help to actively use gestures. For example: when telling the fairy tales “Teremok”, “Kolobok”, when using pictures, we try to simultaneously show figures of characters of either a table theater or puppets - gloves of the B-ba-bo theater and designate them with gestures that exist in the language for the deaf and dumb.

It is very important to note that our children get sick a lot and seriously, after which the work of the educator and the skills that the baby learns in the learning process are lost, and we start our classes and training almost from scratch.

We, the educators, react adequately if the child gets up in the middle of the lesson and starts running around the group room. This can mean overwork, confusion, fear. We pronounce the situation for the worried child and all children: "Max is worried, he is tired." Therefore, we try to help the child, facilitate tasks or change the type of activity.

One of the most important, in our opinion, elements of the educational process is the unity of requirements and perseverance of all adults who surround children - parents, educators, all specialists. Constant interaction with parents brought results. At the very beginning of our work, we talked with the parents of each child and found out that many children are weather dependent, prone to mood swings, and have chronic diseases. After analyzing all the information, we found methods and approaches to each child. Now our work with parents is based on daily individual consultations. We talk about our “achievements” and “failures” throughout the day, find ways to overcome them together, and rejoice in successes together. There is no single recipe for achieving results with our children, so we built our work with parents that way.

When developing this lesson, we took into account the age and characteristics of the children (my children do not have verbal communication skills). It is important to understand that the developmental age of children with Down syndrome is different from biological age. We chose the exercises that were offered to children for group classes, taking into account the actual development of the children in our group, taking into account the peculiarities in certain areas: fine, general motor skills, cognitive-speech development, artistic, aesthetic and socio-personal development. In order for the group session to be effective, I combined "very easy" and "rather difficult" tasks in one session. This approach takes into account the individual characteristics of each child and the zone of its proximal development. Planning and all work is based on the results of the diagnosis of children. In our work, we use the following programs: "Small Steps" by M. Petersi and R. Trilon, "An Exemplary Program of Correctional and Developmental Work for Children with OHP from 3 to 7 Years" by N.V. Beggarly.

At present, there is no doubt that children with Down syndrome go through all the same stages of development as ordinary children, therefore, the general principles for conducting the lesson were developed on the basis of ideas about the development of preschool children, taking into account the characteristics of the cognitive development of children with Down syndrome. The principles of building a lesson were based on: the objectivity of thinking of preschoolers, the need to use their sensory experience, reliance on visual-effective thinking as the basis for a further transition to visual-figurative and logical thinking, the use of the child’s own motivation, learning in a playful way, as well as individual approach to each child, taking into account his characteristics.

Lesson analysis:

The tasks that we set for cognitive-speech development, artistic-aesthetic and social-personal development were fulfilled during the lesson. I used the following methods: verbal, visual, playful and practical. I consider the presence of a surprise moment to be an important part of the lesson. Taking into account the peculiarities of our children, I can note that they were active, diligent, emotionally positive.

Techniques used during the lesson:

1. Children sit opposite the teacher in such a way that it is easy for them to hear the instructions and see the gestures used.

2. The instruction we give to children corresponds to their level of understanding of speech. It should be short and clear, often we give it step by step, we speak slowly, reinforcing our words with gestures. Instead of a verbal instruction, we use a demonstration based on the imitative abilities of children.

3. Given the slow conduction of impulses characteristic of children with Down syndrome, we pause, giving the children the opportunity to figure out what is required of him.

4. The activity that we offer children is subject. Reliance, not only on visual and auditory, but also tactile analyzers improves the perception of the material. Children have the opportunity to examine and touch the material they are working with in order to more accurately correlate it with our verbal instructions and create a more complete and accurate image. Replacing toys with pictures is possible if children really understand exactly what is shown on them.

5. The lesson includes tasks from different sections of the training. All tasks have a clear beginning and end and dynamically replace each other.

6. The help provided to the child in the performance of the task is strictly dosed. If the child cannot cope with the task on his own, you can give him a little help with “advice”, focusing his attention on the action or important detail that is needed now. If this is not enough, you can help him to perform the right action by using his hands or doing part of the task instead of him. Either way, the task must be completed.

7. If a child fails to complete a task, refuses to complete it, or needs significant assistance in completing it, this usually means that the task is not appropriate for the child's developmental level. In this case, we return to previous skills or break the present task into steps to work out the “weak link”.

8. An increase in the complexity of tasks occurs as the material is actually mastered. The step with which the tasks become more complicated should not be noticeable to the child, for him it is just a new game.

9. We use the child's own motivation. He must like the game material. The task is structured in such a way that the child needs the skill being worked out as a means to achieve his own goal.

10. It is not always possible to connect the child's motivation directly with the task (especially at the first stages), then he performs tasks largely for the praise of an adult. We praise the child for a job well done. If something does not work out for the child, we will praise him for trying to complete the task, but in any case, it is necessary to help him complete it. We avoid negative assessment of the child's actions and the appearance of a feeling of "not success" in him.

11. After our classes, we use the help of parents in developing concepts and skills, as well as in transferring the skills being developed to everyday and game situations. To do this, we issue appropriate recommendations to parents and discuss with them how they can work with their child at home.

The problems faced by educators of "special" children are actually not so special. Any child needs warm and close relationships that give the feeling that the world for him is a warm home in which he will always find a place. Only relying on "love without rules" can a child comprehend and master the "rules", finding his own place in the world. There is no longer any doubt that children with Down syndrome can learn a lot, that their needs are no different from those of any normally developing child, but no government agency can replace parental love and participation. No doctor can change the number of chromosomes in each cell of a child, and no matter how hard you try, there will never be a “special” child like everyone else. But it is important for us that they be the same as all children, “despite everything” and “despite everything”.

Cognitive - speech development:

1. Give children knowledge about the season "spring". Encourage children to establish the elementary dependence of the state of nature on the change of seasons.

2. Develop understanding of simple sentences and short texts, follow simple instructions.

3. To improve the sensory experience of children during the tactile examination of objects.

4. Improve the skill of capturing small objects with a pointing type of grasping and holding them for a while, then sorting, taking into account the color.

5. Continue to coordinate the movements of the hands, exercise the ability to hold the fingers in a certain position.

6. Creating an emotionally positive mood to increase children's motivation to communicate.

Artistic and aesthetic development:

1. Introduce children to a musical instrument, learn to make sounds, transmit rhythm.

2.Teach children the technique of finger drawing, creating an image by using a dot as a means of expression.

Social and personal development:

1. Form communication skills, teach children to interact during the joint performance of actions during the lesson.

Equipment:

1. Sun (picture)

2. Metallophone

3. Laces (for each child)

4.Multi-colored beads of primary colors

5. Containers with sand (for each child)

6. Baskets for beads

8. Wet wipes

9. Finger paints

10. Blanks for postcards with a painted stem and mimosa leaves

11. A sprig of mimosa in a vase

12. Bunny and bear masks

13.Disk with a recording of birds singing

14. Photos of mothers of children

GCD progress:

Children sit at tables.

Educator: Guys, look what a cheerful sun, but do you know why it laughs? Because spring has come. It shines brightly, it is warm, the sun warms everything around. It became warm, the birds sang their songs, let's listen. (Listen to the birds singing in the recording). And these are icicles. It became warm and the icicles “wept” listen: Drip-drip-drip (I play the metallophone). Egor, show how icicles drip (the child knocks) with a hammer, depicting the sound of a drop). And now Matvey ... (all children depict the ringing of a drop in turn). And this is a stream running (I run a metallophone with a hammer). (All children show how a stream runs)

And now we will play the game "Streams".

(The finger game "Brook" is being held.)

Educator: We have such a cord - this is a stream, it will run between your fingers, like this.

The teacher skips the rope - a stream with a snake between the fingers of the children's hands, raised vertically with their palms up.

- Guys, Nastya doll came to visit us. (Interactive doll greets children). Hello Nastya, tell us a poem.

Nastya: Drops are ringing outside the window, primroses have bloomed,

Ducks, geese, and cranes arrived from the south in April.

Educator: Guys, our Nastya is very sad, she lost her beads. Let's help her find them. You each have a container of sand on the table. We lower our hands into the sand, look for beads in it and put it on a tray. Now Egor will string green beads on his string, Ilya - red, Polina - yellow, Danila - blue. Here are some beautiful beads that all the guys got. I will help Nastya put them on. (I put beads on the doll).

(Nastya thanks the children).

Educator: And now we will dry our hands with wet wipes. Guys, in spring it becomes warm, and all nature wakes up: hares begin to change their white coat to gray, the bear comes out of the den. Let's play the game "The gray bunny is sitting."

(The teacher conducts the game "The gray hare is sitting", the second teacher plays the role of a bear)

A gray hare sits and wiggles its ears, like this, like this, and wiggles its ears.

(Children move their hands, raising them to their heads)

It’s cold for a bunny to sit, you need to warm up your paws, clap, clap, clap, clap, you need to warm your paws.

(From the word "clap" to the end of the phrase, the children clap their hands)

Bunny is cold to stand, the bunny needs to jump, lope, lope, lope, lope, the bunny needs to jump.

(From the words "skok-skok" to the end of the phrase, the children bounce on both legs in place)

The bear scared the bunny, the bunny jumped ... and rode away.

(Children run away, and the bear catches them)

We sit on chairs.

- Guys, our mothers have a holiday in the spring. Look, we have pictures of mothers hanging on the board. Yegor, show us your mother. (All children show their mother in the photo). Today we will draw postcards for the mothers for the holiday.

See which flower is on the table in a vase. This is a mimosa. Here's the foot he's on. It's called "stalk". And these are leaves. Stems and leaves are green. Now let's sniff it. Ah, how it smells! I have a stem and leaves drawn on a sheet, and we will draw flowers with you. Roll up your sleeves and take a close look. I dip the tip of my finger in yellow paint and put it on a piece of paper where the stem is. My finger seems to be swinging on a swing (a little forward, a little back). I remove my finger, look, it's dirty, what should I do? (Wipe with a damp cloth). Let's practice. Imagine that the paint is standing next to you. Dip your finger in the paint, apply to the palm (slightly back and forth). Let's try again. Dip in paint and apply.

“Now let’s get to work.” Draw carefully. When done, dry your fingers with a tissue.

- Oh, what beautiful flowers you got! And now everyone will hang a postcard next to the photo of their mother. (Children each attach their postcard to a photo of their mother). And I'll give my postcard to Nastenka. Guys, Nastya really liked how you were doing today - we played the game “Brook”, “The gray hare is sitting”, collected beads for the doll, drew postcards for the holiday for moms. Well done! (The doll says goodbye to the children).

Educator: All the guys have worked hard today, our lesson is over.

Authors: Kraeva Oksana Sergeevna, educator, Lymar Tatyana Vladimirovna, educator, Municipal educational institution for children in need of psychological, pedagogical and medical and social assistance, diagnostic and counseling center "Chance" (MOU PPMS CDC "Chance"), Serpukhov , Moscow region.