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.

These games and activities for children with Down Syndrome help develop thinking, cognitive and educational skills.

Children usually experience significant delay and difficulty in learning to speak, although they understand much more than they can express. If you are parenting, encourage his development and communication skills. Choose games, activities that best suit the age and developmental level, do not forget to reward his efforts with praise and hugs.

Educational games corresponding to the development by months

listen to me

Teach your baby to recognize speech sounds early in life by playing. Hold him in front of you, supporting his head, and slowly create sounds like "a-ah", "o-oh", "p-pa", "m-ma". Make exaggerated lip movements. You will be delighted with his copying efforts.

There are sound cards with letters that can be used from 9 months old to teach him to listen, distinguish words, copy lip movements.

say it out loud

Visual learning is leading for people with Down syndrome. Memorizing verbal information is more difficult. Help him recognize the names of familiar objects by using simple gestures along with words, says Buckley, co-author of the book " Speech and Language Development for Children with Down Syndrome (0-5 years old).

For example, put your hand to your ear when the phone rings and say "phone" or pretend to drink from a bottle or cup while saying "drink".

Together with you

Draw attention to an object: a rattle, a favorite toy, a picture, and ask them to look at it. Gradually increase the time, his attention, when you talk about the subject.

Activities that encourage joint attention, where the child and caregiver watch and listen together, help children learn the language faster, improve attention.

One at a time

In his book " Early Communication Skills for Children with Down Syndrome" Libby Cumin says that all communication depends on the listener and the speaker. Rolling the ball back and forth is an easy way to practice this skill.

When you roll the ball, say "turn mothers", when pushing him back, say his name (" turn Jack"). As soon as he says the name, ask him to point to himself and say "I" or his own name.

Age 2 – 3 years

I want to!

Learning the meaning of signs and symbols helps to communicate before the development of language skills. In its practical guide, This Sign Means Ice Cream, the Early Literacy Center recommends showing your toddler a real object or activity, along with an appropriate image.

Take pictures of objects or activities your child likes, he can "ask" what he wants by pointing or handing you a picture. Always encourage him to say this word.

Rainbow learning

Play this fun color learning game: Gather a lot of the same color items from around the house - a red shirt, a blanket, a cup - and place them in a red bag or laundry basket. “Visual activity based on real world objects makes it easier to understand the overall concept,” says Dr. Kumin.

If the child is at word level, name the color as you pull out the object. When he learns to process a two-word phrase, color and object name.

Municipal educational institution for children in need of psychological, pedagogical and medical and social assistance, diagnostic and counseling center "Chance" (MOU PPMS CDC "Chance")

Prepared by: Educator Kraeva O. S. Serpukhov-2013

Region Integration:
Cognitive and speech development:
1. Develop expressive speech.
2. To form the correct speech diaphragmatic breathing and long oral exhalation.
3. Develop imitation of speech sounds.
4. Activate the movements of the articulatory apparatus with the help of special exercises.
Artistic and aesthetic development:
1. Develop a sense of rhythm.
2. Encourage children to reproduce the simplest rhythmic patterns on spoons.
Correction-developing tasks:
1. Development of fine, general, articulatory motor skills.
2. Strengthen the muscles of the lips and train their mobility.

3. Teach sign language for a further transition to verbal speech.
4. By creating an emotionally positive mood, increase children's motivation to communicate.
Demo material:
Theater "Bee-Ba-Bo", spoons, bell.
Preliminary work:
Teaching Sign Language for Hearing-Impaired Children ("Wild Animals")

1 part.
The teacher rings the bell.
Educator: Children, now we will play with you.
- We were in the forest -
We met a fox there.
The fox's muzzle is sharp, long,
Here is such…
(shows the Fox exercise, and the children repeat)
Static exercise "Fox"
Stretch your lips with a tube and hold them in this position for a few seconds.
- We saw wolves running behind the tree.
The wolf roared
Showed teeth.
(shows the exercise "Wolf growls")
Voice exercise "Wolf growls"
Pronounce the sound "YY" for a long time. To do this, open your mouth, bare your teeth, hands clenched into fists.
-And then click teeth-
To know who the wolf is here.
(shows the articulation exercise "Wolf")
Dynamic exercise "wolf"
Wrinkle your nose. Make a grin, exposing 2 rows of teeth, and then click your teeth.
-Under the pine tree the bear was dozing,
When he woke up, he began to cry.

(shows the voice exercise "bear roars")
Voice exercise "Bear roars"
Pronounce the sound "E" for a long time. At the same time, open your mouth, slightly push your lips forward.
-Heard that roar of a hare
And he rushed away at a run.
I galloped through the thicket, sat down under a bush, got tired.
He no longer hears the roar, but he is trembling and barely breathing. Like this..
(shows the breathing exercise "Cowardly Bunny")
Breathing exercise "Hare coward"
Take a deep breath in through your nose and slowly exhale through your mouth. Put your palms on your stomach and follow its movements.
- The hare's stomach is empty. Where would he find cabbages?
Guys, let's treat the bunny with cabbage.
(shows the articulation exercise "Bunny nibbles")
Dynamic exercise "Bunny gnaws"
Raise the upper lip, exposing the upper teeth. Click your teeth.
2 part.
Educator: Well done guys, and now I want to invite you to a fairy tale. We sit on chairs.
- We all know, we all believe: there is a wonderful tower in the world.
Terem, terem, show yourself, circle around, stop!
Back to the forest, facing us and the window and the porch.
(Teremok appears on the table)
- And here is the teremok. Let's sit back and see what happens next. Hear someone running towards the tower.
(pee-pee. Mouse gesture)
Mouse: I'm a little mouse, I'm wandering through the forest, looking for a house, I'm looking, I can't find it. Knock Knock! Let me in
Educator: No one answered the mouse (gesture "mouse").
She began to live in a tower. Someone else runs to the tower.
Frog: I'm a frog, I'm a frog, look what it is. (gesture "frog")
Kwa-kva, knock-knock!
Mouse: Who's there? (mouse gesture)
Frog: I am a frog. (Gesture "Frog")
Mouse: Come on.
Educator: They began to live in a tower together: a mouse (gesture) and a frog (gesture). Suddenly, a hare ran into the clearing. (gesture "hare")
He ran up to the tower, knocked: KNOCK-KNOCK!
Mouse: (gesture "mouse") Who is there?
Hare: I am a long-eared hare. My name is Jump-jump! (gesture "hare")
Let me into the tower!
Frog (gesture frog): Come in!
Educator: The three of them began to live: Pi-Pi mouse (gesture), Kva-Kva frog (gesture), Jump-Skok hare (gesture). Suddenly, they hear: someone is running to the tower!
Fox: I am a fox, I am a sister! (Fox gesture). Knock knock, let me into the tower.
Educator: The mouse (gesture) looked out the window.
Mouse: Come on!
Educator: The four of them began to live. Suddenly, they hear the branches crack, a bear is coming (gesture "bear").
Bear: Knock knock! Let me into the tower (gesture).
Mouse: (gesture) who's there?
Bear: (gesture) Bear bear.
Frog: (gesture) what can you do?
Bear: (gesture) I can sing songs! I'm a bear, bear! I can sing songs!
Educator: Children, let's help the bear, let's play on spoons, so much fun that the paws of the bear start dancing!
(Playing on spoons: children beat the rhythm set by the teacher)
Song:
We will, we will be friends
In the tower we will live!
Educator: Guys, did you like the fairy tale? Who lived in the teremochka? (children show the characters of the fairy tale with gestures)
And so our magical journey ended.

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…….

Correctly. 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.Do it mentally.You cannot draw or move your finger 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 is it? Do you think this part is at the bottom or at the top of the vehicle? And this part? What is it? 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!