An important prerequisite for successful literacy education. Necessary prerequisites for teaching preschoolers to read and write. How to prepare older preschoolers for literacy

1.1 Prerequisites for literacy in normal development

A number of fundamental and versatile studies have been devoted to the study of reading and writing, the preparation of children for literacy. Analyzing these issues from the standpoint of different sciences, scientists identify the psychophysiological components necessary for mastering written speech, which are “prerequisites for the assimilation of writing” (R.E. Levina, 1961; I.N. Sadovnikova, 1995; E.A. Loginova, 2004; E .N. Rossiyskaya, 2005), “prerequisites for the opportunity to start teaching children to read and write” (L.F. Spirova, R.I. Shuifer, 1962), “prerequisites for mastering school skills” (D.N. Isaev, 2003) and etc.

Thus, for the normal course of the processes of reading and writing, the preservation and full functioning of the central and peripheral departments of the analyzer systems, their coordinated work is necessary (B.G. Ananiev, A.R. Luria, L.S. Tsvetkova, etc.); good visual and motor functions(E.V. Guryanov, M.M. Bezrukikh, S.P. Efimova, E.V. Novikova, N.V. Novotortseva, etc.); awareness of one's own speech and mastery of it (L.S. Vygotsky, K.D. Ushinsky, M.E. Khvattsev, R.E. Levina, D.B. Elkonin, R.I. Lalaeva, etc.); a sufficient level of formation of attention, memory, thinking, various mental operations (L.S. Vygotsky, R.E. Levina, L.I. Aidarova, N.N. Algazina, I.V. Prishchepova, etc.), emotional and personal maturity of the child (L.S. Vygotsky, V.V. Kholmovskaya, I.A. Domashenko, V.S. Mukhina, M.I. Lisina, etc.).

The listed psychophysiological components are necessary prerequisites for readiness to master written speech, and a failure in their formation can cause difficulties in mastering reading and writing.

For successful learning Literacy in a child at preschool age should be formed the basic prerequisites that will help them learn the skills of reading and writing correctly.

Successful education of a child in school can be carried out on the basis of a certain level preschool readiness which involves the formation of physical, mental and moral qualities in children, general psychological and special training. To study at school, a sufficiently high level of the general development of the child is required, the presence of appropriate motives for learning, mental activity, curiosity, sufficient arbitrariness, controllability of behavior, etc. And of course, he must be ready to master the subjects. So, for the successful assimilation of the school course of the native language, the child needs to have a significant vocabulary, quite well developed. grammatical structure speech. In addition, the improvement of dialogic and monologue (coherent) speech, the practical mastery of various means of expressiveness of the language are possible only on the basis of the child's awareness of linguistic reality, elementary practical observations and generalizations in the field of the native language, as well as on the basis of the attitude to the speech of another person as regulating his activity. .

In children of senior preschool age, the development of speech reaches a high level. A significant vocabulary accumulates, the proportion of simple common and complex sentences increases.

The vocabulary of a child of senior preschool age should be at least 2000 words. It should contain all the main parts of speech: nouns, verbs, adjectives, numerals, pronouns, adverbs, prepositions, writing and subordinating conjunctions. Generalizing words should also be present in the child's dictionary.

Children develop a critical attitude to grammatical errors, the ability to control their speech.

A.N. Gvozdev characterizes the preschool period (from three to seven years) as a period of assimilation of the morphological system of the Russian language, characterized by the assimilation of types of declensions and conjugations. During this period, the previously mixed unambiguous morphological elements are differentiated into separate types of declensions and conjugations. At the same time, all single, stand-alone forms are assimilated to a greater extent.

The intensive assimilation of the native language at preschool age, which consists in mastering its entire morphological system, is associated with the child's extreme activity in relation to the language, which is expressed, in particular, in the diverse word formations and inflections performed by the child himself by analogy with already learned forms. The formation of grammatical systems for an older preschooler is expressed in the child's mastery at a purely practical level of the patterns of inflection and word formation existing in the language. A child with normally developing speech usually masters the grammatical system of inflection by the age of 4, while the word-formation system - only by 7 - 8. These terms are rather arbitrary.

It has been established that during preschool age the number of relations expressed by each case increases significantly. The progress lies in the fact that in speech, with the help of case forms, all new types of objective relations are expressed in a variety of ways. In older preschoolers, temporal relationships, for example, begin to be expressed in the forms of genitive and dative case. Case forms at this age are formed entirely according to one of the types of declension. They already focus entirely on endings in nominative case and depending on how they pronounce it, they produce forms - according to the first or second type. If the unstressed ending was perceived and pronounced by them as "a", they used the endings of the first declension in all cases. If they took endings in the reduced "o", then they reproduced the endings of the II declension in all cases. Thus, by the beginning of school age, the child's orientation to the sound form of nouns is quite clearly expressed, which contributes to the assimilation of the morphological system of the native language. The child's assimilation of grammar is also expressed in the mastery of the composition of speech. At older preschool age, a relatively small number of children cope with the task of isolating individual words from a sentence. This skill is formed slowly, but the use of special training techniques helps to significantly advance this process.

By the beginning of school age, the child already masters the complex system of grammar to such an extent, including the most subtle laws of the syntactic and morphological order that operate in the language, that the acquired language becomes really native to him.

As for the development of the sound side of speech, by the end of preschool age, the child correctly hears each phoneme of the language, does not mix it with other phonemes, and masters their pronunciation. However, this is still not enough for the transition to literacy. Almost all psychologists and methodologists who dealt with these issues unanimously emphasize that for this it is very important to have a clear idea of the sound composition of the language (words) and be able to analyze it. The ability to hear each individual sound in a word, to clearly separate it from the adjacent one, to know what sounds a word consists of, that is, the ability to analyze the sound composition of a word, is the most important prerequisite for proper literacy training. Learning to read and write is the most important stage in the development of awareness of the sound side of the language.

At preschool age, the child reaches such a level of language acquisition, when the language becomes not only a full-fledged means of communication and cognition, but also the subject of conscious study. This new period of cognition of linguistic reality by D.B. Elkonin called the period of grammatical language development.

Psychologists (D.B. Elkonin, A.N. Gvozdev, L.S. Vygotsky and others) and methodologists (O.S. Ushakova, O.M. Dyachenko, T.V. Lavrentieva, A.M. Borodich, M. M. Alekseeva, V. I. Yashina and others) distinguish the following features of the development of the prerequisites for teaching literacy to older preschoolers. Children of this age are able to clearly pronounce difficult sounds: hissing, whistling, sonorous. Differentiating them in speech, they fix them in pronunciation. Clear speech is becoming the norm for a five-year-old preschooler in Everyday life, and not just during special classes with him. In children, auditory perception improves and phonemic hearing develops. Children can distinguish between certain groups of sounds, select words from a group of words, phrases that have given sounds.

Thus, the necessary prerequisites for teaching literacy to a preschooler, namely, a formed phonemic perception, the correct pronunciation of all the sounds of the native language, as well as the availability of elementary skills in sound analysis, are formed by the end of senior preschool age in children without speech disorders. By the end of the senior preschool age period, the child reaches a fairly high level of speech development. He correctly pronounces all sounds, clearly and distinctly reproduces words, has the vocabulary necessary for free communication, correctly uses many grammatical forms and categories, speaks coherently on the basis of constant enrichment of vocabulary and systematic work on the grammatical structure of the language.

Observation, artistic vision of the surrounding reality, design, creative thinking. The manufacture of specific crafts should not be an end in itself, but should serve as a means of development creativity students. In the course of circle work, children perform crafts from various materials: paper, fabric, wire, waste material. For example, when working with paper...

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Prerequisites for literacy

In elementary school, some parents are surprised to learn that their child has a specific problem, he cannot write almost a single word without errors. According to the Ministry of Education, the number of children with dysgraphia is steadily increasing.

The results of examinations of children at the city PMPK, by a speech therapist of a preschool educational institution, showed that the main cause of dysgraphia is the lack of formation of the phonetic-phonemic side of the child's speech.

This is an obstacle for the child to achieve the targets of preschool education and necessitates the creation of certain conditions for children with speech disorders.

Therefore, it became necessary to create a system of correctional and developmental work,the purpose of which is:formation of phonetic and phonemic processes in preschool children with speech disorders. ABOUTassigned tasks for its solution.

The work experience was based on the theoretical and methodological provisions of the leading scientists L.S. Vygotsky, T.B. Filicheva, G. V. Chirkina.

A work program for a speech therapist has been developed, in which the continuity of preschool and primary education is observed. general education. The program is an annex to the Adapted Basic Educational Program for Kindergarten for Children with Severe Speech Disorders.

The content of work under the Program includes: development phonemic perception, the formation of sound analysis and synthesis skills, familiarity with the concepts of "sound", "syllable", "word", "sentence".

For children to master abstract concepts, we have selected a variety of games and exercises, performing which in game form The child learns and plays at the same time.

All games are systematized and classified into sections, which makes it easier to organize activities with children from simple to complex. The speech activity of pupils is supported with the help of visual entertaining material.

The central place in the work with the child is occupied by the workbook “Zvukarik” developed by us. The notebook contains games and tasks with the help of which the child gets acquainted with the sounds of the Russian language, learns to analyze them, divide words into syllables, type letters and perform hatching exercises. The volume of exercises depends on the individual typological characteristics of the child. The child can perform these tasks both with the help of an adult and independently.

The speech therapist is the coordinator of the interaction of all subjects of pedagogical relations. The cooperation of all participants plays an important role in the work. educational process and social partners.

In each correctional group, speech centers are opened, the activities of which help to consolidate the skills formed in the child by a speech therapist teacher. The centers are equipped with a carpet maker with a playing field, syllabaries, illustrated and handouts.

The main mechanism of psychological and pedagogical support for children with speech disorders is the psychological, medical and pedagogical council. At the meetings, which develop individual educational routes for children, if necessary, additions and adjustments are made to the Program.

To attract parents, the parent club "Govorusha" was organized. At club meetings, games and exercises are offered that parents can play with their children at home, thereby prolonging the work of a speech therapist.

Work on the formation of the prerequisites for literacy is carried out in close cooperation with teachers from schools in the microdistrict. The teacher-speech therapist takes part in the implementation of the program "School of a preschooler". This form allows you to timely identify children with dysgraphia and provide conditions for teachers to master specific techniques for overcoming it.

The effectiveness of correctional and developmental work can be assessed by monitoring the formation of phonetic and phonemic processes in children with speech disorders. Monitoring was developed by a teacher-speech therapist,his data confirm that most children have the prerequisites for literacy.

Analysis written works first-graders and feedback from their teachers showed that 86% of graduates speech therapy groups in the 2016 academic year, they did not encounter specific reading and writing disorders while studying.

In addition, the work in this direction gave the following positive effects: most parents became direct participants and positively evaluate the result of correctional and developmental work on the formation of the phonetic-phonemic side of speech.

Teachers use the methodological and educational materials developed by us in their work with children.

Thus, the integrity, complexity, continuity of the development of the phonetic-phonemic side of the child's speech in the preschool educational institution and primary school determines the novelty of the experience of a speech therapist.

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Thus, for the normal course of the processes of reading and writing, the preservation and full functioning of the central and peripheral departments of the analyzer systems, their coordinated work is necessary (B.G. Ananiev, A.R. Luria, L.S. Tsvetkova, etc.); good condition of visual and motor functions (E.V. Guryanov, M.M. Bezrukikh, S.P. Efimova, E.V. Novikova, N.V. Novotortseva, etc.); awareness of one's own speech and mastery of it (L.S. Vygotsky, K.D. Ushinsky, M.E. Khvattsev, R.E. Levina, D.B. Elkonin, R.I. Lalaeva, etc.); a sufficient level of formation of attention, memory, thinking, various mental operations (L.S. Vygotsky, R.E. Levina, L.I. Aidarova, N.N. Algazina, I.V. Prishchepova, etc.), emotional and personal maturity of the child (L.S. Vygotsky, V.V. Kholmovskaya, I.A. Domashenko, V.S. Mukhina, M.I. Lisina, etc.).

The listed psychophysiological components are necessary prerequisites for readiness to master written speech, and a failure in their formation can cause difficulties in mastering reading and writing.

In order to successfully teach literacy in a child, the basic prerequisites must be formed even at preschool age, which will help them learn the skills of reading and writing correctly.

Successful education of a child in school can be carried out on the basis of a certain level of preschool readiness, which involves the formation of physical, mental and moral qualities in children, general psychological and special training. To study at school, a sufficiently high level of the general development of the child is required, the presence of appropriate motives for learning, mental activity, curiosity, sufficient arbitrariness, controllability of behavior, etc. And of course, he must be ready to master the subjects. Thus, for the successful assimilation of the school course of the native language, the child needs to have a significant vocabulary, a fairly well-developed grammatical structure of speech. In addition, the improvement of dialogic and monologue (coherent) speech, the practical mastery of various means of expressiveness of the language are possible only on the basis of the child's awareness of linguistic reality, elementary practical observations and generalizations in the field of the native language, as well as on the basis of the attitude to the speech of another person as regulating his activity. .

In children of senior preschool age, the development of speech reaches a high level. A significant vocabulary accumulates, the proportion of simple common and complex sentences increases.

The vocabulary of a child of senior preschool age should be at least 2000 words. It should contain all the main parts of speech: nouns, verbs, adjectives, numerals, pronouns, adverbs, prepositions, coordinating and subordinating conjunctions. Generalizing words should also be present in the child's dictionary.

Children develop a critical attitude to grammatical errors, the ability to control their speech.

Teaching the initial skills of reading and writing is a complex psychological process, for mastering which, in addition to general and speech development, sufficient maturity of psychophysical functions is necessary: phonemic perception, correct pronunciation, visual perception, spatial orientation, hand-eye coordination, attention, memory. varying degrees of motor and speech function, the features of the formation of mental processes make it necessary to use a variety of techniques and methods in teaching reading to children with cerebral palsy. In the course of literacy training, diagnostic tasks are also solved, which makes it possible to correctly determine the main directions of correctional work.

Since the composition of children of older preschool age is heterogeneous, they are divided into several groups; simultaneous assimilation of program material is difficult, a differentiated approach is needed for children.

Corrective work is carried out in individual and group sessions of a speech therapist, as well as in group sessions of an educator, so the relationship in their work is important in general correctional activities. In the course of correctional and pedagogical work, it is important to take into account the nature and structure of the speech disorder of each child.

The objectives of the preparatory period for literacy are:

§ formation of an arbitrary side of speech,

§ development auditory attention and speech-auditory memory,

§ formation of phonemic perception,

§ normalization of optical-spatial gnosis,

§ Preparation fine motor skills hands to the process of writing,

§ formation of the psychological base of speech,

§ formation of mental operations.

Education is carried out by the analytical-synthetic method and consists of two interrelated processes - learning to read and write.

Assimilation of the material is possible subject to the solution of a number of tasks, the specificity of which is associated with the presence of motor, speech and mental disorders in most children with cerebral palsy.

One of the most characteristic speech disorders is dysarthria of varying severity. Pronunciation disorders severely limit the oral speech practice of children. Children with cerebral palsy do not accumulate the necessary observations on the semantic, sound, morphological and syntactic aspects of speech. Often, violations of sound pronunciation are combined with a violation of the formation of phonemic processes. However, the peculiarities of intellectual activity are also of no small importance. Increased mental exhaustion and the presence of pathological tonic reflexes increase the insufficiency of phonemic analysis, which is considered the "nodal formation" of speech activity, linking oral and written speech into a single system. In each case, it is very important for a speech therapist to identify the leading structure and mechanism of the violation in order to develop differentiated corrective measures. Awareness of the sound structure of a word and work on sound analysis and synthesis are a necessary prerequisite for learning to read and write.

On the other hand, literacy training contributes to the development of awareness of the sound structure of the word. In case of violation of phonemic perception, violations of sound and syllabic structure words are often combined. The formation of the syllabic structure of the word goes simultaneously with the formation of sound pronunciation and requires the connection of kinesthetic sensations.

At the initial stage of the preparatory period of teaching literacy, children learn the sound and syllabic composition of the word in a limited speech material. They learn to pronounce and distinguish sounds, as well as isolate them from a word, then they practice dividing the word into syllables.

Teaching a complete sound analysis of sounding speech involves the formation of the ability to determine:

§ a linear sequence of sounds in a word;

§ sound location (at the beginning, end or middle of a word);

the number of sounds in a word.

In addition to phonemic perception, children should develop the lexico-grammatical side of speech and coherent speech.

Traditionally, when teaching literacy to normally developing children, the concept of a “letter” is introduced after they have fully formed a generalized idea of the phonemes of their native language, i.e., children have mastered the operations of phonemic analysis and synthesis. But when working with children with cerebral palsy, it is advisable to introduce them to letters already at the initial stages of learning to read and write.

The program of the preparatory period in teaching literacy has several sections that are closely related to each other. This:

§ formation of pronunciation skills;

§ development of phonemic perception, formation of sound analysis and synthesis;

§ development of the rhythmic and sound-syllabic structure of the word.

In the process of correctional and pedagogical work in all areas, it is necessary to develop visual-motor coordination in children, which is necessary condition formation of initial reading and writing skills.

Formation of pronunciation skills includes:

normalization of muscle tone and motility of the articulatory apparatus,

development of voluntary control of the organs of articulation,

passive and active articulatory gymnastics aimed at the formation of articulatory structures,

formation of articulatory praxis at the stage of staging, automation and differentiation of speech sounds.

For the development of phonemic perception and the formation of sound analysis and synthesis, it is necessary to solve the following tasks.

1. The development of auditory attention and speech-auditory memory, which involves:

§ activation of auditory attention,

§ development of attention to individual speech sounds in the speech stream and as part of individual words,

§ repetition of the sound series in various combinations of sounds, determining the number of sounds and their sequence,

§ development of the ability to memorize and reproduce a given syllable series,

§ memorization of 3 - 4 words of various rhythmic and sound composition.

§ remembering three or four instructions and performing actions in a given sequence.

2. Development of analysis and synthesis of the sound composition of the word, which implies:

§ mastering the terms "sound", "vowel sound", "consonant sound", "hard sound", "soft sound",

§ intonation selection of a sequence of phonemes and general phonemic word analysis,

§ differentiation of vowels a, y, o, e, s and consonants p, t, k, f, m, x,

§ syllabic analysis and synthesis on the material of preserved sounds, differentiation of phonemes according to hardness - softness, sonority - deafness, modeling of the main phonemic relations in a word.

The development of the rhythmic and sound-syllabic structure of speech involves the solution of the following tasks:

§ mastering the pronunciation of syllables of varying complexity,

§ division into syllables of words of various syllabic structures (one-complex: poppy, house; two-syllable with an open syllable: cotton wool, three-syllable with an open syllable; two-syllable with a confluence of vowels). Understanding the concept of "syllable"

§ selection of words with a different number of syllables.

Children need to develop the following skills:

§ correctly pronounce all the studied sounds and use silt in speech,

§ to distinguish the studied sounds,

§ highlight any of the studied sounds in the composition of monosyllabic words (cancer), two-syllable (paw), three-syllable (raspberry),

§ determine the sequence of sounds in a word;

The main period in teaching literacy is alphabetic. His program provides, on the basis of sound analysis and synthesis, teaching the reading of syllables and words. Children are introduced to letters, they are taught to recognize them by characteristic features (in isolation and as part of a word, in various positions), to correctly correlate sound and letter. Children master the sound-letter analysis of syllables and words.

The difficulties that children experience in the formation of graphic skills are due to a motor defect, as well as the state of non-speech processes (attention, memory, voluntary activity, hand-eye coordination, etc.).

The lack of formation of the grasping function of the hand makes it difficult to master the method of holding the pen. Violation of the tone of the muscles of the hand and skeletal muscles, hyperkinesis disrupt the flow of those micromovements on the basis of which the motor act of writing is built. In this regard, it is necessary to individually prepare the hand for writing, consistent development and consolidation of the motor skill of writing. It is necessary to instill time for special classes on the formation of movements that ensure the correct writing technique. These classes are an integral part of literacy training, an element of which could be used in visual arts classes and included in the work of the educator during didactic games, as well as in special classes with an exercise therapy instructor.

The degree of severity of a motor defect in children is different, and, therefore, the possibilities of manipulative activity of the hands are different, therefore, in the first days of being in an educational institution, the teacher, together with the doctor and the exercise therapy instructor, must examine the child and determine the level of readiness for teaching the technique of writing. Get an understanding of each child, identify specific remedial goals and develop a plan joint work defectologist, educator and exercise therapy instructor, only under this condition is it possible to successfully work on the formation of graphomotor function. For children who use their left hand when writing, an additional examination by a neuropathologist and orthopedist is necessary, giving an opinion on which hand the child should be taught to write in the future.

In children with a predominant lesion of the right limbs, when writing with the left hand, elements of mirror writing may be observed. They draw, write from right to left, and asymmetrical shapes and letters turn in the opposite direction. To overcome mirror writing, it is necessary to carry out appropriate corrective work.

For those who, due to a motor disorder, cannot learn to write on their own (children with severe damage to the upper limbs with spastic diplegia and hyperkinetic form of cerebral palsy), computerization of the learning process of writing is especially important, since mastering the work on a computer allows you to improve your writing skills, gives the possibility of full-fledged learning, trains memory, creates an emotionally positive attitude, facilitates the teacher's control over the level of knowledge. In the absence of a computer good results teaches typing on a typewriter.

Work on the formation of graphic writing skills is closely related to the correction of the child's motor disorders. The nature of the latter determines the modification of individual tasks and methodological techniques, the duration of the load and the amount of time required to complete each stage of training. All specialists working with the child (speech therapist, defectologist, exercise therapy instructor and educator) need to know the characteristics of the movements of the hands of each student, the degree of formation of his writing skill and the specific tasks that are being solved at the moment of training.

Learning to write begins with an examination of the possibilities of mastering the graphic skill of writing. An important milestone work is to teach the child an adequate posture while writing. In doing so, it is necessary to solve the following tasks:

§ selection of postures and "reflex-prohibiting" positions, in which violations of muscle tone and the intensity of hyperkinesis would be minimal;

§ the use of special devices for fixing the limbs and head of the child;

§ working out the general posture when writing and teaching the average position of the head, turns and inclinations with a strictly defined position of the hands;

§ development of visual control over the movement of hands in different directions.

Preparing your hand for writing includes:

§ teaching various movements of the fingers, simultaneous movements of the fingers and hand;

§ reproduction and training of isolated movements of the fingers and hand;

§ formation of the correct differentiated grip of objects depending on their size, elasticity, weight and other qualities;

§ development of free movement of the right hand while holding the object and in the process of various manipulations with it;

§ "writing" with the index finger, moistened with paint, in the album;

§ carrying out the complex gymnastic exercises to develop hand movements.

Teaching the correct way to hold a pencil, pen, or selecting an individual way to hold a pen (if the correct way is not possible due to severe violations of manipulative functions) involves:

§ training in the adoption of a posture of the hand and fingers, simulating the holding of a pen;

§ the formation of the correct grip of the pen lying on the desk, and the adoption of a position for writing;

§ relaxation and tension of the fingers while they hold the handle and maintain the correct position;

§ exercises to develop free finger movements while holding the handle.

The formation of movement with a pencil or pen when writing includes:

§ training in visual control of the movement of hands by the method of multiple repetition (development of hand-eye coordination);

§ development of isolated movements of the right (writing) hand.

In the classes on teaching writing, it is necessary to introduce work on the formation of the skill of optical-spatial orientation. It includes:

§ formation of spatial orientation on a sheet of paper,

§ marking (mark) of the beginning of the letter - the upper left corner of the sheet,

§ development of automated movements from left to right by drawing tracks, ribbons, etc.,

§ "writing" with a hand in the air with and without vision control, automation of movements from left to right by writing tracks with a wet finger on a slate board.

For the formation of graphomotor skills in the classroom, it is necessary to teach hatching and tracing.

At the preparatory stage of learning to write, attention should be paid to the correction of mirror writing. This problem was developed in the works of E. S. Kalizhnyuk. In the course of correctional work, it is recommended to teach the child to write right hand and carry out a complex of therapeutic measures ( physiotherapy, physiotherapy, drug treatment) aimed at activating actions in the affected hand. If the paralysis is expressed roughly and writing with the right hand is impossible, then when teaching the child, it is necessary to carry out preliminary work. Automated movements should be formed from left to right by drawing “paths”, “ribbons”, etc., first with a finger in the air, with and without visual control, and only then by writing with a finger or chalk on glass, a slate board, etc. A set of corrective measures should also include stenciling asymmetric figures. In the process of drawing or writing asymmetrical figures or letters, it is necessary to analyze the location of the various elements of the letters or drawing. It is important to compare and analyze correctly and incorrectly drawn figures and letters.

When forming initial writing skills in a child with cerebral palsy, it is very important to solve the problem of learning to hold a pen or pencil and the formation of graphomotor functions. But if, due to the severity of motor disorders, this task is not solved, it is impossible to refuse training. Children with severe manipulative disabilities who cannot master writing with a pen can learn to type on a typewriter or computer.

Formation of elementary mathematical representations

When preparing for school, it is very important to develop the basics of mathematical thinking in a child. According to E. S. Kalizhnyuk, most children with cerebral palsy have difficulty in mastering the account. This is largely due to the fact that the concept of number has a complex psychological structure associated with the spatial perception of many objects. Therefore, the development of counting requires higher forms of mental activity - analysis and synthesis, formed spatial representations. Most children with cerebral palsy have difficulty learning the bit structure of a number, find it difficult to comprehend tasks, confuse numbers that are close in their graphic image, and build a digital series from right to left.

To correct these disorders, along with the standard techniques for teaching counting, some special techniques can be recommended that are adequate for teaching children with cerebral palsy. These include, firstly, the introduction of a motor-tactile element into the process of recalculation. Reliance on motor, visual and tactile analyzers contributes to the perception of objects linearly located in space. Each child, while learning to count, should have a set of homogeneous objects that he must count, using visual control and without it. Secondly, the teaching of counting should always proceed from the principle of visibility, the explanation of Щ should be carried out using examples that are visible and felt by children, and only at the next stage can one proceed to similar tasks, distracting from specific objects.

It is recommended to work on studying the composition of the number as follows: show the number indicating the new number, show various options for the composition of this number, using auxiliary material (sticks, buttons, etc.), and invite the child to choose several other options, then be sure to give the opportunity count the selected material without visual control. At the next stage, it is necessary to teach children to select the number “one more”, “one less”, using visual objects.

It is important to give children the idea that the number does not depend on the size of objects, the distance between them, their spatial arrangement and the direction of counting. In corrective work, it is also necessary to introduce motor and sound counting options: count the number of claps, beats to the tambourine, steps, wave of the hand, etc.

In the process of teaching counting, it is necessary to clarify and automate such concepts as “more-less”, “add-subtract”, “decrease-increase” in the speech of children.

Great importance is attached to the formation of temporal and spatial representations. At the initial stage of education, children master the ability to navigate on the page of a notebook, textbook, in the environment. For example, the formed spatial representations contribute to the assimilation of ordinal relations of numbers in a natural sequence. Order relations stand out in particular: before-after-between, etc.

When getting acquainted with the image, the numbers use special stencils for coloring the cut out numbers. An effective technique is to trace a number cut out of velvet and sandpaper with a finger, as well as to write the number under study with a finger on a rough surface (sandpaper, velvet paper pasted on cardboard). In children with severe disorders of manipulative functions or with hyperkinesis, the following method of teaching should be used: first, the number is prescribed several times with the help of an adult who exerts an effort on the child’s hand, teaching the appropriate movement; then the child writes the number with his finger on his own. Children can also sculpt the numbers they are learning from plasticine, dough, or clay.

A necessary element of learning to count is the concept of a digital series. Children should be taught to build a digital series from left to right, to give the concept of increasing the digital series from left to right and decreasing from right to left.

An important place at the initial stage of teaching mathematics is the formation of geometric representations. Children should be able to recognize the simplest geometric shapes in the drawings and in the surrounding objects, learn how to model them. This section of the work is closely related to the sensory education of children with cerebral palsy.

During the lesson, it is advisable to conduct one or two physical exercises that relieve fatigue, as well as use gaming activities, which contribute to the successful assimilation of the material. The methodology of the game is determined by the educational tasks pursued by the topic being studied. Some games of mathematical content can also be used on walks, during physical and labor education classes.

In the course of work on the formation of mathematical representations in children with cerebral palsy during the period of preparation for school, the following tasks are solved:

§ accumulation of specific facts about various properties of objects of the surrounding reality;

§ the formation in children of the ability to distinguish essential features in objects, the development of various operations of comparing and grouping objects according to a certain attribute;

§ accumulation of ideas about the quantity, size and shape of an object;

§ development of orientation in time and space;

§ the formation of sets, their relationship with a given sample (number);

§ assimilation of elementary mathematical calculation.

The complication of the program material goes by expanding the content of the main sections, forming new methods of mathematical action by improving the skills of analytical comparison operations (using methods of comparison, opposition, overlay, application, measurement using an account and a special or conditional measure), as well as by complicating visual material - the use of not only real objects and their substitutes, but also images, symbols, diagrams and tables.

CHAPTER 4

Education of children and adolescents with cerebral palsy is carried out in boarding schools for children with disorders of the musculoskeletal system. Children with musculoskeletal disorders are represented by the following categories:

§ children with cerebral palsy (CP);

§ with the consequences of poliomyelitis in the recovery or residual stage;

§ with myopathy;

§ with congenital and acquired underdevelopment and deformities of the musculoskeletal system.

Children with cerebral palsy, due to a combination of shortcomings in the motor sphere and cognitive activity, need special conditions for training and education. In children with other motor disorders, cognitive deficiencies are expressed to a lesser extent, however, they also need special organizational forms oh and learning conditions.

In some cases, children with cerebral palsy study in public schools, in classes of correctional and developmental education, in special schools of other types (for example, a child with mild motor impairments and speech disorders can study in a speech school), if there is no school institution for children at the place of residence with disorders of the musculoskeletal system. The choice of an institution is often determined by the wishes of the parents, the availability of institutions at the place of residence, and other conditions. But if a child or teenager with cerebral palsy does not study at a boarding school for children with disorders of the musculoskeletal system, then it is necessary that teachers know about the psychophysical characteristics of such a student, take them into account when determining intellectual and physical loads, when assessing the level of achievements, use special teaching methods, especially at its initial stages. It is desirable that at least minimum special conditions be created in the institution to facilitate the child's movement and self-care.

Among the students of schools for children with disorders of the musculoskeletal system, it is customary to distinguish the following categories of students, taking into account the psychophysical characteristics and opportunities for mastering educational material:

1) children with dysfunctions of the musculoskeletal system of various etiopathogenesis, moving independently or with the help of auxiliary orthopedic devices and having a mental development close to normal. This is the group that is currently allocated for training in special boarding schools according to an adapted mass program;

2) children deprived of the possibility of independent movement and self-service, with mental retardation and intelligible speech. This group of children are currently homeschooled through a mass school program, which is not enough, as these students need remedial classes to develop motor skills, spatial orientation, and special equipment. educational process;

3) children with mental retardation in cerebral palsy, complicated by severe dysarthria disorders, speech underdevelopment. For children in this group, adjustment of the programs of a number of general education subjects, special methods for the development of speech and correction of sound pronunciation disorders are necessary. At present, many of these children are even withdrawn from home schooling due to the difficulty of establishing verbal contact with them. To work with them, trained specialists are needed;

4) children with cerebral palsy with mental retardation of varying severity. This category of children is most in need of developing multi-level programs and various organizational forms of education. Particular attention should be paid to the subjects of the correctional cycle. Children with cerebral palsy with mild mental retardation study in special boarding schools for children with disorders of the musculoskeletal system;

5) children with cerebral palsy who have hearing and vision impairments of varying severity. This group of children needs to develop various organizational forms of education (special departments, classes, groups at schools, boarding schools), to create special curricula and training programs. Currently, children with movement disorders and minor visual and hearing impairments (visually impaired, hearing impaired) study in special boarding schools according to an adapted mass program.

A special school for children with impaired functions of the musculoskeletal system provides its pupils with general education at the qualification level that meets the regulatory requirements of the State Educational Standard. However, compliance with this level can be achieved by observing the special content and methodological orientation of the educational process, which is based on the correctional and developmental principle. Children with severe motor disabilities can master the basic component of the program only in conditions of maximum individualization of education, which implies the presence of:

§ a flexible curriculum that takes into account the specifics of violations;

§ multi-level programs adapted for collective and individual learning;

§ Variable primary education with a propaedeutic period.

The propaedeutic period should be considered as a flexible structure, the task of which is to study the child's capabilities, clarify the level of mental development, and prepare for further education in elementary school. The propaedeutic period is especially necessary for children who have not undergone a special preschool and those who have not reached functional school maturity or need to clarify the diagnosis. Children who have completed a course of special preschool training and have a sufficient level of formation of motor and speech activity in combination with mental retardation can be assigned to class I.

The basis of the basic plan for the general education of children with disorders of the musculoskeletal system is the basic plan of the general school. Education in primary school is carried out for 4 years (without a preparatory class); the duration of education in basic school is increased by 1 year. The increase in the duration of training is associated with a slower pace of mental development of children, difficulties in mastering writing and reading due to speech and motor disorders, and the need to introduce correctional subjects into the curriculum. The term of study in the basic school is 6 years. The basic curriculum includes subjects of the correctional cycle, individual and group correctional classes.

All training has a correctional and developmental character and is aimed at overcoming deviations in physical development, cognitive and speech activity. The organization of the educational process in a boarding school involves the use of special methods and techniques of training and education.

When determining the content of schooling for children with impaired functions of the musculoskeletal system, both the general tasks of education and upbringing of students and special ones are taken into account. Special correctional tasks largely determine the content of education for children in this category.

§ education is qualified, i.e. it provides schoolchildren with education in the amount of the corresponding levels secondary school;

§ in the curricula and programs the principle of the sequence of studying subjects is implemented;

§ the construction of programs corresponds to the main didactic principles.

The content of education in the preparatory class and elementary school is the most distinctive. Training is conducted in accordance with specially developed programs. Particular attention is paid to the formation of movements that ensure the correct writing technique. The programs define the basic requirements for the knowledge and skills of students (Programs of a special comprehensive school for children with the consequences of polio and cerebral palsy, 1986) .

In the middle and senior classes, students study according to the programs of the mass general education school. In connection with the increase in the period of study in a basic school by one year, a different distribution of educational material by year of study is envisaged in comparison with a general education school.

The subjects of the Federation should develop special programs in their native language and Russian as the state language for schools where instruction is conducted in the national language, the region, taking into account historical, geographical, natural, environmental, national characteristics, makes additions and changes to the content of individual disciplines that reflect these features, as well as the specifics of the labor activity of the population of this region.

The curriculum of the preparatory class includes activity, speech development, labor education and special disciplines - self-service and household orientation, sensory education.

Compulsory general education subjects at school for children with disorders of the musculoskeletal system are:

§ Native language (national-regional component) .

§ Russian language (as the state language) and literature.

§ Foreign language.

§ Mathematics.

§ Acquaintance with the surrounding world.

§ Natural history.

§ Geography.

§ History and social science.

§ Physics and astronomy.

§ Biology.

§ Computer science.

§ Visual arts and drawing.

§ Music and rhythm.

§ Labor and vocational training.

§ Physical education.

Russian (native) language. The content of education is the same as in a public school. But the development of individual sections is possible only if a number of special tasks are solved, due to the presence of motor, speech disorders and other deviations in mental development.

Violations of the manipulative functions of the hand in various clinical forms of cerebral palsy and the presence of hyperkinesis significantly complicate the assimilation of writing techniques. In this regard, in the preparatory and I class Special attention is given to the preparation of the hand for writing, time is specially allocated for the formation of the motor skill of writing, its consistent development and consolidation.

Due to the fact that most students with cerebral palsy have sound impairments pronunciation side speech in combination with general speech underdevelopment of varying severity, special attention at the initial stages of training is paid to:

§ working out correct pronunciation, the development of phonemic hearing and the formation of the foundations of sound analysis;

§ clarification and enrichment of vocabulary;

§ practical mastery of the grammatical means of the language, the identification and overcoming of grammatical flaws encountered in speech.

The assimilation of this academic subject is ensured by the maximum practical orientation of the initial stages of education: great attention is given to the formation of subject-practical activities of students, various forms of work with a split alphabet, graphic recording of words, etc. In order to prevent dysgraphic and spelling errors, all types of student work are accompanied by appropriate types language analysis(phonetic, morphemic, morphological and derivational). In the process of such classes, the thinking of children develops: the ability to analyze language material is formed, to group by meaning various words to classify them. In the preparatory and grade I, special attention is paid to various exercises that ensure the assimilation of the sound and syllabic structure of the word, forming the correct pronunciation and auditory perception, the skills of sound analysis of the word.

Significant importance in the system of propaedeutic language learning is given to the practical enrichment of students' vocabulary, on the basis of which lexical and grammatical generalizations are formed. A significant place in the initial period of training is given to special grammar exercises: the study of the main parts of speech, the ways of their formation and change, the analysis of words by composition. A significant place is given to exercises that develop coherent speech of students.

Corrective orientation of training is provided special methods training, the introduction of propaedeutic classes, (Propaedeutics is an introduction to any science or art, a preparatory (preliminary, introductory) course that precedes a deeper study of the subject) prior to the study of individual sections and topics of the program, as well as individual and group classes on the correction of developmental disorders. The knowledge and skills acquired on them are consolidated during the classroom. The study of the most complex sections and topics is preceded by a systematic repetition, which creates the conditions for summarizing the previously covered material and consolidating the newly studied.

At the beginning of each academic year, the teacher determines the level of language training of each student (vocabulary, features of the use of grammatical means of the language, the level of mastery of coherent speech, the degree of formation of the motor skill of writing). These data should form the basis for the organization of individual corrective work.

Literacy is taught using the sound analytical-synthetic method. Particular attention is paid to the development of phonemic hearing, learning the sound analysis of words.

The gradual formation of the motor skill of writing occurs in the process of special classes: drawing, shading, tracing letters and their elements on a stencil, laying them out of sticks. In the lessons, techniques are widely used that eliminate the need for writing - they use a split alphabet, schemes and models of words, tables, etc. Students are introduced to handwritten letters gradually: first, lowercase and uppercase letters are introduced that differ little in style, then capital letters are complex configuration. Particular attention is paid to distinguishing letters that are similar in outline.

Reading. The main task is to develop the skills of conscious, correct expressive reading aloud and fluent reading “to oneself”, the ability to comprehend what is read meaningfully.

Grammar and spelling. Studying initial course grammar begins with practice correct use protozoa grammatical categories and forms (case, numerical, generic), compiling simple phrases from pictures and key words. Overcoming semantic difficulties, enriching the vocabulary of children is provided by a system of special lexical exercises aimed at mastering the ability to detect the semantic similarity of words with similar meanings, distinguish words of opposite meaning, and identify cases of ambiguity.

An integral part of teaching the Russian (native) language is the formation and improvement of graphic skills.

Mathematics. The volume of content is the same as in the public school. However, the variety of developmental deviations characteristic of the clinical, psychological and pedagogical characteristics of students with impaired functions of the musculoskeletal system necessitates a differentiated and individual approach that allows taking into account the psychophysical characteristics of each child. This requires the teacher to use in each case such teaching methods that, while maintaining a sufficient level of generalization, would reveal the specific content of the material.

The peculiarities of the development of the thinking of the majority of students make it necessary to use a variety of visual material, drawings, diagrams, drawings. Insufficiently formed spatial representations involve the introduction of additional exercises when teaching how to write examples in a column: placing some objects under others, drawing figures in cells, etc.

An important place in teaching is occupied by the formation of geometric representations. In the course of practical exercises, children learn to recognize geometric shapes in surrounding objects, in drawings, models; master graphic skills, acquire practical skills in solving problems of a computational and measuring nature.

Physical education is one of the main subjects, mandatory for all students, solving specific general educational and correctional tasks. General educational tasks provide for the creation of the correct basis for the formation of motor skills, general motor culture. Corrective tasks are determined by the presence of various defects in physical and motor development in students. Each lesson devoted to one or another section of the program involves the solution of correctional tasks. The program of the special school has been changed compared to that adopted in the mass school:

§ correctional exercises were introduced into the section of general developmental exercises. They are systematized according to the nature of the main impact on the body of students (exercises for correcting postural reactions in locomotor-static functions; exercises for muscle relaxation; exercises for the development of reciprocal relationships in the coordination of movements; exercises for the formation of the arch of the feet, their mobility and support; exercises for the formation of balance ; exercises for the formation of correct posture; exercises for the development of spatial orientation and accuracy of movements; exercises for the formation of motor skills of writing) ;

§ gymnastics, athletics are not separated into separate sections; the types of classes available to students are used;

§ included exercises to develop hand-eye coordination.

The lessons are complex, that is, each includes general developmental, corrective, applied exercises and games. Games can be played according to simplified rules (depending on the composition of the class).

In physical education classes, an individual approach to children is of particular importance. The lesson is built with strict consideration of the state of health and psychophysical development of each student. The work of the teacher is carried out in close contact with doctors (neurologist and orthopedist), who formulate corrective and restorative tasks and contraindications for practicing one or another type of exercise for each student. So, children may be contraindicated:

§ prolonged breath holding when performing all types of exercises;

§ exercises with prolonged static stress;

§ emphasis and hangs (with localization of violations in the shoulder girdle);

§ exercises that develop mobility in the joints (with arthrosis of the joints);

§ formation of adduction of external rotation 6odSch (with dislocation of the hip and after its reduction);

§ tilts and turns of the body with a large amplitude (after

§ fixation of the spine).

Lessons are planned taking into account the following requirements: a gradual increase in the load by the middle of the lesson and a transition to calming exercises at the end, alternating different types of exercises, matching their abilities to students. Overwork of students is unacceptable: an individual approach to the dosage of physical activity in the lesson should be carried out. Children at the lesson are engaged in sportswear and sports shoes. The question of the use of orthopedic shoes and devices during physical education is decided individually with an orthopedic doctor.

In all types of occupations, measures to prevent accidents must be provided. Students are taught the techniques of insurance and assistance.

Evaluation of progress in physical education lessons is carried out in the form of current accounting. Norms are not developed, since when assessing the success of each student, his motor abilities and the nature of the defect are taken into account.

An important role is given to labor and pre-professional training, during which medical tasks are solved (development and correction of fine motor skills of the hands) and tasks of social adaptation (preparation for the future professional activity) . The labor training course includes 3 stages:

1st stage - primary school (O, I-IV grades).

At this stage: a general idea of labor activity is given, measures are taken to early development work skills, develops interest in various types labor activity, elementary skills of working with materials and tools (plasticine, paints, threads, scissors, etc.) are taught. Lessons contribute to the development of fine motor skills.

2nd stage - pre-professional labor training (V-X, classes).

At this stage, the previously acquired skills are improved, the professional orientation of labor activity is clarified, as well as the correction of inadequate professional intentions.

3rd stage - specialized training (XI-XII classes).

At this level, initial vocational training is carried out. For labor classes in grades V-XII, students are divided into two groups that are completed with the participation of doctors (orthopedist, psychoneurologist and exercise therapy doctor) taking into account the motor and cognitive capabilities, as well as the interests of children.

The workshops use equipment and tools with special devices that prevent injuries.

The choice of the profile of labor training is carried out taking into account the psychophysical development of students. Along with the traditional professions recommended by the Ministry of Social Protection, the following areas of professional orientation have proven themselves well: programming, office work, artistic work and applied arts, photography, radio basics accounting, archives, foreign language.

Graduates who have passed qualifying exams or passed qualification tests are issued a certificate (certificate) of qualifications in accordance with the established procedure, which is the basis for employment in this profession.

Along with the subjects of the general education cycle, the basic curriculum necessarily provides for classes on correcting deficiencies in motor and mental functions. The subjects of the correctional cycle are determined depending on the violations in children:

§ predominantly motor,

§ predominantly verbal,

§ a combination of motor and speech,

§ shortcomings of general mental development.

The cycle of corrective exercises must include:

1. Exercise therapy (group and individual classes to compensate for a defect in children with predominantly motor pathology), which is organized against the background of massage, mud therapy, drug treatment.

2. Speech therapy classes for children with speech pathology, using computer programs for the most severe disorders (anarthria).

3. Individual and group sessions for the correction of impaired mental functions.

The content of individual and group remedial classes in primary school is determined by the relevant recommendations ( guidelines"Correctional work in special schools for children with the consequences of poliomyelitis and cerebral palsy", NIID, 1975). They formulate the basic requirements for the achievements of students in mastering motor skills and speech. In the future, the content of remedial classes is determined depending on the structure of the speech and motor defect of each student.

Speech therapy work with children with various speech disorders makes it possible, to some extent, to correct and sometimes normalize the speech abilities of children. During the entire period of schooling, the speech development of the child should be monitored by a speech therapist, maintaining close working contact with teachers, educators and parents of students. In the course of corrective work, a speech therapist must solve the following tasks:

§ conduct an initial examination of each child according to a special unified scheme with an entry in the speech card;

§ draw up a long-term plan and schedule of speech therapy classes;

§ conduct a re-examination of the child (at the end of the first quarter), clarify the speech therapy diagnosis and the schedule of speech therapy work;

§ develop a speech therapy regimen for children with certain speech disorders (the implementation of the regimen is carried out by all school staff);

§ conduct speech therapy classes for the correction of speech disorders (individually, with a group of students, frontally with the class);

§ make a speech profile of the class;

§ provide advisory and methodological assistance to teachers, educators, parents;

§ conduct dynamic examinations and discussions of the speech development of children with doctors, exercise therapy methodologists, educators and parents.

The speech therapist maintains documentation: a registration log of the examined children, a log of attendance at speech therapy individual, group and frontal classes, a speech map of each child studying at school, a promising (for a year, a quarter, a month) lesson plan with a child, a diary of observations of children's speech progress, a plan advisory and methodological assistance to teachers and educators, a plan of work with parents. The speech therapist prepares the didactic and methodological aids necessary for classes and applies these aids, taking into account the motor and mental capabilities of children, paying special attention to visual-motor coordination disorders and spatial disorders.

Individual and group classes are held in a specially equipped speech therapy room.

The main directions of corrective speech therapy classes are the development of speech and the correction of its violations (especially the pronunciation side of speech).

The work on the formation of sound pronunciation has the greatest specificity. A feature of this work in cerebral palsy is the individualization of requirements depending on the severity and nature of the lesion of the articulatory apparatus. When forming sound pronunciation in children with dysarthria, the following tasks are solved:

§ normalization of muscle tone and motility of the articulatory apparatus;

§ development of voluntary control over the position and movement of the muscles of the articulatory apparatus;

§ development of arbitrary mimic labial and lingual movements;

§ staging, automation and differentiation of sounds;

§ suppression of synkinesis, reduction of salivation;

When forming the pronunciation side of speech, passive and active articulatory gymnastics, breathing exercises, and voice exercises are used.

When conducting breathing exercises, it is planned to include exercises based on a combination of movements of the trunk and limbs with the pronunciation of sounds. The complexes of these exercises are selected individually depending on the motor and speech capabilities of children.

Voice exercises are aimed at the formation in children of an arbitrary change in the strength of the voice, the duration of the sound, to train the voice in pronouncing syllables, including deaf, fricative, african, sonorous sounds.

A feature of speech therapy work is strict adherence to the orthopedic regimen, which is developed jointly with a speech therapist and a neuropsychiatrist and recorded in the medical history. The speech therapist constantly monitors the posture of the child, the correct position of the limbs. If undesirable pathological motor reactions occur, the speech therapist helps to overcome them through passive-active interventions. When conducting corrective speech therapy classes, a broad reliance on all analyzer systems (auditory, visual, kinesthetic) is necessary. This is especially important when working on the correction of sound pronunciation, which is necessarily carried out in front of a mirror.

The program of speech therapy classes in special schools for children with disorders of the musculoskeletal system is designed for the main contingent of these schools - for children with cerebral palsy, suffering from various forms of dysarthria and general speech underdevelopment of II-III levels, as well as for children with other clinical forms of movement disorders having some kind of speech impediment. Children with anarthria, alalia, speech underdevelopment due to hearing impairments need differentiated methods of speech therapy, depending on the structure of the speech defect. Speech therapy provides overcoming the shortcomings of speech development and contributes to mastering the native (Russian) language.

Therapeutic exercise (LFK) is an essential part of common system physical education of students, the leading link in the correctional and rehabilitation work of schools for children with impaired functions of the musculoskeletal system. Exercise therapy solves therapeutic and pedagogical problems. The main means of exercise therapy are various movements in the form of dosed physical exercises carried out under the guidance and with the help of a methodologist (instructor) of exercise therapy. The complexity and variety of motor disorders in students with disorders of the musculoskeletal system puts forward certain requirements for the qualification of a methodologist and determines the features of his work:

§ the exercise therapy methodologist builds his work under the guidance of a doctor in close cooperation with teachers and speech therapists, special attention is paid to the development of fine movements of the fingers and hands, preparing them for performing tasks in drawing and writing;

§ the exercise therapy methodologist subordinates his activities to the general medical-rehabilitation and correctional-pedagogical work of the school: tasks, content, methodological techniques in exercise therapy classes are connected with the plan of treatment, education and upbringing of the child; depend on the state of the child, dynamic changes, the stability of the results achieved.

A correctional work plan for each child is drawn up for the entire academic year by the exercise therapy methodologist and the doctor jointly. Based on the plan, the methodologist plans his specific work: he selects the necessary exercises, thinks over the degree of the student's independent activity and the types of assistance in their implementation. For each student, the exercise therapy methodologist starts a registration card or diary of observations, where information about the motor status, a general work plan, step-by-step sets of exercises are entered, registers the conduct of each lesson and its results. At the end of each quarter, the results of corrective work are summed up and adjustments are made to the planning, taking into account the results achieved.

Correctional work with children with various forms of cerebral palsy, has in mind the solution of the following special tasks:

§ normalization of muscle tone, training to suppress the increased manifestation of postural reactions;

§ promoting the formation and optimal manifestation of stato-kinetic reflexes;

§ prevention and active overcoming of pathological attitudes of the limbs, causing deformities in the joints; development of kinesthetic sensitivity, development of spatial representations, formation of a body scheme; correction of defects in statics and locomotion by consistently solving the above tasks, as well as by training the support ability of the limbs, coordination of movements, the ability to maintain body balance.

When learning to overcome enhanced postural reactions, postures are used aimed at developing the skill of regulating the location of body parts in relation to the head in different initial positions: lying on the back, lying on the stomach, sitting, standing on all fours, etc. Attention is drawn to the relaxation of individual muscle groups with the most pronounced increase in tone. Work on the normalization of tone and normalization of movements in the joints of the extremities is carried out simultaneously, which is very important for the prevention of contractures and joint deformities. Improving the function of balance is achieved through special exercises to overcome resistance, exercises on a swinging plane, on a reduced area of support, on an elevated support, while jumping on a trampoline.

Another group of students in schools for children with disorders of the musculoskeletal system are children with the consequences of poliomyelitis. Their movement disorders are caused by flaccid paralysis and paresis and are characterized by loss or decrease in the functions of individual muscles or muscle groups; the muscles of the lower extremities are more often affected. Against the background of a decrease in muscle function, contractures occur in the joints, which leads to deformities of the feet; develop severe forms flat feet and paralytic scoliosis. These features of motor skills determine the tasks of exercise therapy:

§ improvement of the trophism of the affected muscles;

§ maximum development of preserved functions of the musculoskeletal system;

§ Prevention and correction of secondary deformities.

To improve the trophism of the affected muscles, massage, articular movements in combination with hydro and physiotherapy are used. A general increase in the functionality of the musculoskeletal system can be achieved by strengthening the intact synergistic muscles along with the weakened ones. It is helpful to spend time on exercises that develop the muscles of the upper extremities and shoulder girdle, even if they are not affected, as this facilitates the use of walking orthotics. Particular attention should be paid to the muscles of the lower extremities, which are of paramount importance in standing upright and walking. Walking training and training in the use of orthopedic appliances should be provided.

Much less often in special schools there are students with other disorders of the musculoskeletal system.

With muscular dystrophies, in particular with myopathies, it must be taken into account that, due to the nature of the course of the disease, the functional capabilities of children often deteriorate, despite regular treatment. Exercise therapy classes are built strictly dosed, with frequent breaks for rest and breathing exercises. Exercises are selected for individual muscles, the number of repetitions is determined individually. In cases with muscular dystrophies, individual sessions are required under the supervision of an exercise therapy doctor and a neuropathologist.

With arthrogripposis, congenital underdevelopment of muscles limits the range of motion, which makes it difficult to perform vital motor acts. Exercise therapy is aimed at increasing joint mobility, improving muscle trophism. Active-passive movements are used with a dosed effort and alternating muscle contraction and relaxation. Particular attention is paid to those movements that are aimed at improving movement, self-service, educational and labor processes.

The main form of exercise therapy is a lesson that is conducted with a group of 2-4 people or individually. The lesson may alternate between individual and small group methods. Groups are completed together with the doctor, taking into account age, diagnosis and severity of the disease. The lesson is conducted according to the following scheme:

1. Introductory part (5 - 7 min). In group classes - common for all students. It includes exercises in increased breathing, for the development of mobility, the development of adequate motor reactions, the formation of spatial orientation, memorization of sequential operations in the complex of a motor act.

2. Main part (30-35 min). Each student performs his own set of exercises. The facilitator monitors the work of the students and helps them in turn in the most difficult elements of the task. The performance of individual tasks alternates with joint actions necessary for all those involved in the group.

3. Final part (5 - 8 min) . It can be carried out frontally, but an individual approach is required, taking into account the characteristics of the defect of each student. Includes tasks for the development of manipulative functions, correction of movements necessary for the formation of learning skills, tasks for the development and correction of everyday skills, tasks for correcting walking.

The lesson is held in the exercise therapy room or in a specially equipped gym. Exercise therapy lessons are introductory. The results obtained are consolidated in the lessons of physical education, labor and in extracurricular physical culture and mass work (games, swimming, ski trips) .

It is desirable to conduct speech therapy and exercise therapy classes both in the first and in the second half of the day.

Along with speech therapy and exercise therapy classes, correctional classes are carried out to ensure the assimilation of program material. They have the task of expanding knowledge and ideas about the environment, the formation of spatial and temporal representations, and the development of graphic skills. The teacher reveals the actual state of knowledge in general subjects, the level of skills and the degree of readiness of each student, singles out those children who, due to existing violations, cannot master the program material, and combines them into separate groups for remedial classes. Then he finds out the nature and degree of difficulties of students, draws up a long-term plan for each student and conducts classes with a group 2-3 times a week; the duration of each of them is 20-30 minutes. Classes are held according to the following plan:

§ filling in the gaps of previous development,

§ correction of violation,

§ preparation and assimilation of subsequent material.

When conducting classes, it is necessary to use forms and types of work differently than in the classroom, special attention should be paid to the subject-practical activities of children. In elementary grades, it is recommended to conduct part of the classes in a playful way. The length of stay of students in a particular group is determined by the degree of correction of a specific difficulty and the willingness to complete tasks together with the class. Therefore, the composition of the groups is mobile: some children are removed from the group and begin to work with the class, others are included in the group to correct violations. Thus, the same student can be part of different groups during the year. Corrective classes are held, starting with preparatory and ending with the IX grade.

Requirements for measuring student learning achievements

Achievements of children in mastering the program material are evaluated throughout the entire period of schooling. For this purpose, the following are used:

1) test tasks for studying the level of achievements in mastering knowledge, skills and abilities at the stages of training, taking into account the development of motor and speech skills;

2) thematic current and annual test tasks in the main subjects throughout the entire period of study;

3) cross-sectional tasks that reveal the vital needs and interests of students with disorders of the musculoskeletal system;

4) exam papers and tickets for graduating from basic school, which are developed by the school administration, taking into account the abilities of children and their disabilities. For secondary school exams - papers and tickets intended for a general education school;

5) questionnaires for teachers, educators, parents, which assess the progress of children in intellectual, speech and motor development, indicate the difficulties in mastering the educational material and the behavior of students.

Requirements for the level of training of students (by level of education)

Stage I (primary school) meets the requirements of a general-purpose primary school, taking into account the peculiarities of the motor and speech development of children with impaired functions of the musculoskeletal system. In the preparatory and I grades, only a qualitative assessment of the success of mastering the school curriculum is used. Students' knowledge is assessed taking into account the characteristics of speech disorders and writing difficulties due to movement disorders. Students in the primary grades who have not completed the curriculum for health reasons, by decision of the medical and pedagogical commission, can be left for a second course of study using, if necessary, an individual curriculum.

II stage (basic school). Graduates take exams for the main school after finishing the X class. Examination papers and tickets are developed by the school administration, taking into account the speech and motor abilities of children. Graduates may be exempted from taking exams for health reasons in the prescribed manner. Students at the II stage who have not mastered 1-3 subjects provided for by the basic curriculum can be transferred to the next grade and graduate with

an entry in the document of the state standard "listened".

Those studying at the II stage and who have mastered curriculum the basic plan provides additional opportunities for completing education in individual plans and programs.

III step (secondary school). Graduates take exams for high school on exam papers and tickets designed for general education schools.

In schools for children with disorders of the musculoskeletal system, classes are opened for mentally retarded children with motor disabilities. The contingent of these classes are children with cerebral palsy and mild mental retardation. These classes work on curricula and programs of schools for the mentally retarded (schools of the VIII type), the requirements for the level of preparation of these students also correspond to the requirements for students of schools for the mentally retarded.

Special educational conditions

In order to receive education for children with disorders of the musculoskeletal system, it is necessary to provide special conditions.

1. Specially organized environment:

§ specially adapted building (elevators, ramps and other devices),

§ orthopedic shoes and orthopedic devices,

§ special furniture,

§ special devices for teaching (pens, etc.),

§ computer classes,

§ workshops for labor training.

2. Filling classes:

§ preparatory class - no more than 8 people,

§ in primary, basic, high school- up to 10 people (taking into account the geographical and socio-economic conditions of the regions, the occupancy may be reduced),

§ in classes for mentally retarded children with disorders of the musculoskeletal system - no more than 7 people.

3. Duration of lessons:

§ in the preparatory class - 30 min,

§ in the 1st grade - 35-40 minutes,

At each lesson, after 20 minutes of classes, a 5-minute physical pause is held with the inclusion of therapeutic and corrective measures.

4. Training of students in this category is carried out by specially trained teachers who know the psychophysical characteristics of children with disorders of the musculoskeletal system. Corrective classes are conducted by teachers, speech therapists, exercise therapy methodologists, psychologists.

5. A school for children with disorders of the musculoskeletal system, in addition to premises common to all types of schools, has special ones: these are speech therapy rooms, an office for exercise therapy and massage, a psychologist's office, a swimming pool, an orthopedic workshop.

6. Education of children with impaired functions of the musculoskeletal system is carried out against the background of medical and rehabilitation work. Treatment and rehabilitation work is carried out in the following directions

Reading 22 min.

One of the important areas of work of the preschool teacher is the preparation of older preschoolers for literacy.

The relevance of this work is determined by the introduction from the age of five, the requirements of continuity and prospects in the work of two levels of education - preschool and primary, and modern requirements for the speech development of children, mastering their native language as a means of communication.

The process of teaching children to read and write was the subject of research by scientists from various fields: psychology (L. Vygotsky, D. Elkonin, T. Egorov and others), linguists (A. Gvozdev, A. Reformatsky, A. Salakhov), classics of preschool pedagogy (E. Vodovozov, S. Rusova, Ya. Tikheeva and others), modern teachers and methodologists (A. Bogush, L. Zhurova, N. Varentsova, N. Vashulenko, L. Nevskaya, N. Skripchenko, K. Stryuk and others) .

The views of teachers on the problem of teaching preschoolers to read and write

Often the views of teachers on these issues are diametrically opposed: from complete approval to complete denial. This discussion is also fueled by parents, who often demand that educators teach their child to read.

This is due to the fact that for many parents, often primary school teachers, the ability to read before school is one of the main indicators of a child's readiness for learning.

It is bewildering and the attempt, both by scientists and practitioners of preschool education, to mechanically transfer the content of the work on teaching literacy, which is determined by the current programs for children in the preparatory group for school, to children in the older group.

In the literature (A. Bogush, N. Vashulenko, Goretsky, D. Elkonin, L. Zhurova, N. Skripchenko, and others), the preparation of older preschoolers for teaching literacy is defined as the process of forming in children the initial elementary skills to read and write.

As you know, the ability to read and write, necessary and important for modern man, since they provide the formation and satisfaction of his cultural and aesthetic needs, they are the leading channels for the independent acquisition of knowledge, development and self-development of the individual, the central link of independent activity.

Scientists recognize the extreme complexity of the process of acquiring literacy, the presence of several interrelated stages in it, most of which occur in primary school.

However, it should be noted that the preparation of older preschoolers for literacy is necessary, and most of the skills traditionally attributed to literacy should begin to be formed in children at the stage of preschool age.

What does a child need before school?

It should be noted that preparing older preschoolers for literacy and teaching children to read and write is the main task of elementary school. At the same time, the school is interested in the fact that the child who comes to the first grade is well prepared for literacy, namely:

would have good oral speech;
developed phonemic hearing;
formed elementary representations about the basic language units, as well as the initial skills of an analytical and synthetic nature in working with sentences, words and sounds;
was prepared to master the graphics of the letter.

Therefore, it is quite logical to single out in the Basic component of preschool education, in almost all existing programs, according to which preschool educational establishments(“I am in the World”, “Child”, “Child in preschool years”, “Confident start”, “Child in preschool years”, etc.), such a task as preparing older preschoolers for literacy.

The task of propaedeutic work on teaching literacy

To acquaint children with the basic units of speech and teach them how to use the terms of their designation correctly: “sentence”, “word”, “sound”, “syllable”.
To form elementary ideas about the word as the main unit of speech communication and its nominative meaning (can name objects and phenomena, actions, signs of objects and actions, quantity, etc.); give an idea of the words that do not have an independent meaning and are used in the speech of children to connect words with each other (show by examples of conjunctions and prepositions).
To teach to isolate a sentence from a speech stream, to perceive it as several words related in meaning, expressing a complete thought.
Exercise in dividing sentences into words, determining the number and order of words in them and compiling sentences from disparate words, with a given word, in spreading sentences with new words; involve children in modeling sentences in working with sentence schemes.
To acquaint with the sounds of speech and non-speech; based on the improvement of phonemic hearing and the improvement of sound pronunciation, to form the skills of sound analysis of speech.
To teach to determine by ear the first and last sound in a word, the place of each sound in a word, to highlight a given sound in words and determine its position (at the beginning, middle or end of a word), to highlight the sound more often sounds in the text; independently select words with a given sound in a certain position; show the dependence of the meaning of the word on the order or change of sounds (cat-tok, map - desk); build a general sound scheme of the word, name the words corresponding to the given scheme.
Preparing older preschoolers for literacy, building knowledge of vowels and consonants based on understanding the difference in their education; give the concept of composition as part of a word formed from one or more sounds, the role of vowels.
Exercise in dividing words into syllables with a focus on loud sounds, determining the number and sequence of syllables; show the dependence of the meaning of a word on the order of syllables in it (ban-ka - ka-ban. Ku-ba - ba-ku); to teach to identify stressed and unstressed syllables in words, to notice the semantic role of stress (za'mok - zamo'k); exercise in compiling syllabic schemes of words and selecting words for a given scheme.
To introduce hard and soft consonants; to teach to perform sound analysis of words by ear, to build sound schemes of words from marks or chips in accordance with the order (vowel or consonant, hard or soft consonant).

Therefore, in order to implement the tasks of raising children provided for by the program, it is necessary to deeply understand the scientific, theoretical and writing features of the modern approach to organizing classes in the native language, namely the preparation of older preschoolers for literacy.

Where does the preparation of older preschoolers for literacy begin?

Let us highlight a number of the most important issues for the practical activities of the educator related to teaching children to read and write.

First of all, one should understand the psychological essence of the processes of reading and writing, the mechanisms of these types of human speech activity.

Reading and writing are new associations that are based on the second signal system already established in the child, join it and develop it.

So, oral speech serves as the basis for them, and for teaching literacy, the whole process of speech development of children is important: mastering coherent speech, vocabulary, education sound culture speech, the formation of a grammatical structure.

Of particular importance is the teaching of children to be aware of someone else's and their own statement, to isolate individual elements in it. We are talking about oral speech, which preschoolers fully master.

But it is known that until the age of 3.5, the child does not yet notice speech as an independent phenomenon and, moreover, is not aware of it. Using speech, the child is aware only of its semantic side, which is framed with the help of language units. It is they who become the subject of purposeful analysis while teaching the child to read and write.

According to scientists (L. Zhurova, D. Elkonin, F. Sokhin and others), it is necessary to achieve a “breeding” of the sound and semantic side of the word, without which it is impossible to master reading and writing.

The Psychological Essence of Reading and Writing

It is equally important for the educator to be deeply aware of the psychological essence of the mechanisms of reading and writing, which are considered as processes of encoding and decoding oral speech.

It is known that all the information that people use in their activities is encoded. In oral speech, such a code is sounds or sound complexes, which in our minds are associated with certain meanings.

It is worth replacing at least one sound with another in any word, as its meaning is lost or changed. The letter uses an alphabetic code in which letters, alphabetic complexes to a certain extent correspond to sound composition the spoken word.

The speaker constantly makes the transition from one code to another, that is, recodes the sound complexes of the letter (when writing) or the letter complexes into sound ones (when reading).

So, the reading mechanism consists in recoding printed or written characters into semantic units, into words; writing, on the other hand, is a process of recoding the semantic units of speech into conventional signs that can be written (printed).

D. Elkonin about the initial stage of reading

The well-known domestic psychologist D. Elkonin considers the initial stage of reading as a process of recreating the sound form of a word according to its graphic structure (model). A child who is learning to read does not operate with letters or their names, but with the sound side of speech.

Without the correct reproduction of the sound form of a word, it cannot be understood. Therefore, D. Elkonin comes to a very important conclusion - the preparation of older preschoolers for learning to read and write should begin with familiarizing children with a wide linguistic reality even before learning letters.

Methods for teaching preschoolers literacy

Relevant for organizing the process of teaching preschoolers to read and write is the question of choosing a method. Educators are offered to help a number of methods for teaching preschoolers to read and write, namely: N. Zaitsev's method of teaching reading early, D. Elkonin's method of teaching literacy, preparing older preschoolers for literacy and teaching early reading according to the Glen Doman system, D. Elkonin's method of teaching literacy - L. Zhurova and others.

Scientists note that the preparation of older preschoolers for teaching literacy and the choice of a method for teaching literacy depends on how fully it takes into account the ratio of oral and written speech, namely sounds and letters.

The sound analytical-synthetic method of teaching children to read and write, the founder of which was the famous teacher K. Ushinsky, most fully corresponds to the features of the phonetic and graphic systems of the language.

Naturally, the method has been improved taking into account the achievements of psychological, pedagogical and linguistic science and best practices, but even today it is the most effective in solving a complex of educational and developmental tasks of teaching literacy to both first graders and preschool children.

Sound analytic-synthetic method

Let us characterize the sound analytic-synthetic method. The preparation of older preschoolers for teaching literacy using this method is developmental in nature, providing mental development through a system of analytical and synthetic exercises; is based on active observations of the environment; the method also provides for reliance on live communication, on the speech skills and abilities already formed in children.

Scientific and methodological principles of the method

The main scientific and methodological principles on which the method is based are the following:

The subject of reading is the sound structure of the word indicated by letters; speech sounds are those linguistic units that older preschoolers and first graders use at the initial stage of literacy.
Children should receive initial ideas about linguistic phenomena on the basis of active observations of the relevant units of live communication with due awareness of their essential features.
Familiarization of children with letters should be preceded by practical assimilation phonetic system native language.

Based on the scientific foundations of the sound analytical-synthetic method, the subject of reading is the sound structure of the word indicated by letters.

It is clear that without the correct reproduction of the sound form, words cannot be understood by the reader. And for this, it is necessary to prepare older preschoolers for teaching literacy and long haul familiarization of children with sound reality, their assimilation of the entire sound system of their native language in oral speech.

Therefore, it is no coincidence that at the initial stage of teaching children to read and write, sound is taken as the basis for analytical and synthetic work (the letter is introduced as a designation for the sound after getting to know it).

It should be noted that the basis for the conscious mastery of sound units by children is the development of their phonemic hearing and phonemic perception.

Development of phonemic hearing

The results of special studies of children's speech (V. Gvozdev, N. Shvachkin, G. Lyamina, D. Elkonin, and others) proved that phonemic hearing develops very early.

Already at the age of 2, children distinguish all the subtleties of their native speech, understand and react to words that differ in just one phoneme. This level of phonemic hearing is sufficient for full communication, but is insufficient for mastering the skills of reading and writing.

Phonemic hearing should be such that the child can divide the flow of speech into sentences, sentences into words, words into sounds, determine the order of sounds in a word, give an elementary description of each sound, build sound and syllabic models of words, select words in accordance with the proposed models.

D. Elkonin called these special actions associated with the analysis of the sound side of the word, phonemic perception.

The actions of sound analysis are not assimilated by children spontaneously on their own, because such a task has never arisen in their practice of verbal communication.

The task of mastering such actions is set by an adult, and the actions themselves are formed in the process of specially organized training, during which children learn the algorithm of sound analysis. And primary phonemic hearing is a prerequisite for its more complex forms.

Therefore, one of the main tasks in teaching preschoolers to read and write is the development of their phonemic hearing, and on its basis - phonemic perception, which includes the formation of a broad orientation of children in language activity, the skills of sound analysis and synthesis, the development of a conscious attitude to language and speech.

We emphasize that the orientation of children in the sound form of the word is more significant than just preparation for mastering the basics of literacy. It is worth listening to the opinion of D. Elkonin on the role of revealing to the child the sound reality of the language, the sound form of the word, since all further study of the native language - grammar and spelling associated with it - depends on this.

Acquaintance with the basic language units

The introduction of children into the sound reality involves familiarizing them with the basic language units.

Recall that children should receive initial ideas about linguistic phenomena on the basis of active observations of the corresponding units of live communication with due awareness of their essential features.

At the same time, educators should take into account the peculiarities of phonetics and graphics. It is quite clear that without deep linguistic training, the educator will not be able to form in children elementary, but scientific ideas about the basic language units: a sentence, a word, a syllable, a sound.

Acquaintance with phonetics and graphics of the language

Observations of the practice of teaching preschoolers to read and write convincingly show that educators make the most mistakes at the stage of familiarizing children with the phonetic-graphic system of their native language.

So, there are frequent cases of identifying a sound and a letter, drawing the attention of children to insignificant features of phonemes, forming a false view of the relationship between sounds and letters, and the like.

In literacy classes in modern preschool teacher must freely operate with such linguistic knowledge in the field of phonetics and graphics of the native language.

There are 38 phonetic units in our language. Phonemes are the basic sounds of speech, with the help of which words are distinguished (house - smoke, hands - rivers) and their forms (brother, brother, brother). According to acoustic properties, speech sounds are divided into vowels (there are 6 of them in Russian - [a], [o], [y], [e], [s], [i]) and consonants (there are 32 of them).

Vowels and consonants differ in their functions (vowels form a syllable, and consonants are only part of it) and in the way they are created.

Vowels are formed by exhaled air; air freely passes through the oral cavity; their voice is the basis.

During the pronunciation of consonants, the air flow encounters obstacles due to the complete or partial closure of the speech organs (mouth-closing). It is on these grounds that the teacher teaches children to distinguish between vowels and consonants.

Vowels are stressed and unstressed, and consonants are hard and soft. Letters are large and small, printed and handwritten. Therefore, it is incorrect to say that the phrase “vowels, consonants”, “hard (soft) letters”. From the point of view of linguistics, it is correct to use the phrase “letter to designate a vowel sound”, “letter to designate a consonant sound”, or “letter of a vowel”, “letter of a consonant sound”.

32 consonants are divided into hard and soft sounds. We emphasize that the sounds [l] - [l '], [d] - [d '], [s] - [s '], etc. exist as independent sounds, although often in teaching aids the authors note that this is the same sound, which is pronounced firmly in one word and softly in another.

In Russian, only sounds that are pronounced with the help of teeth and the front tip of the tongue can be soft: [d'], [s'], [d], [l'], [n'], [g'], [s '], [t'], [c'], [dz']. There is a confluence of la, nya, xia, zya, this, but there is no bya, me, vya, kya.

It should be remembered that at the initial stage of learning to read and write, soft consonants include not only [d '], [s'], [d], [l'], [n'], [g '], [s'], [t '], [ts '], [dz '], but also all other consonants that are in position before the vowel [and], for example in the words: rooster, woman, six, squirrel, horse and the like.

During the period of learning to read and write, children receive only a practical idea of the hardness-softness of consonants.

Phonetic representations

Initial phonetic representations are formed in older preschoolers on a practical basis, by organizing observations of linguistic phenomena. So, preschoolers recognize vowels and consonants according to the following features;

way of pronunciation (presence or absence of obstacles in the oral cavity);
the ability to form a composition.

At the same time, children learn hard and soft consonants. In this case, such techniques are used as the perception of sounds in words and separately by ear (son - blue), the selection of sounds in words, the comparison of hard and soft sounds, observation of articulation, independent selection of words with hard and soft consonant sounds.

Since in language the sound content of a letter appears only in combination with other letters, reading letter by letter would constantly lead to errors in reading.

Syllabic reading

Therefore, in the modern methodology of teaching literacy, the principle of syllabic (positional) reading is adopted. From the very beginning of work on reading technique, children are guided by an open warehouse as a unit of reading.

That's why great importance to solve methodological issues of teaching children to read and write, it has a syllable from the point of view of creation, which is several sounds (or one sound) that are pronounced with one push of exhaled air.

The main sound in each syllable is a vowel, it is he who forms the syllable.

Types of syllables are distinguished by initial and final sounds: an open syllable ends with a vowel sound (game-you); a closed syllable ends with a consonant sound (year, smallest).

The simplest syllables are those that are formed from one vowel or from a combination (merger of a consonant with a vowel, for example: o-ko, je-re-lo. Dividing words into syllables does not present any difficulties for children.

division of syllables

When dividing words with a confluence of consonant sounds into syllables, one should be guided by the main feature of syllable division - the tendency to open syllable: with a confluence of consonants, the border between syllables passes after the vowel before the consonant (ri-chka, ka-toka-la, leaf-thorns, etc.). According to this, most syllables in words are open. It is this approach to syllable division that children need to develop.

How to organize a lesson?

The success of teaching preschoolers to read and write largely depends on the ability of the teacher to organize the lesson, structure it, and conduct it methodically correctly.

IN senior group literacy classes are held once a week, their duration is 25-30 minutes. In the classroom, children are offered both new material and material for repeating and consolidating previously acquired knowledge and skills.

When preparing and conducting literacy classes, the educator must adhere to a number of well-known didactic principles. The main ones are scientific, accessibility, systematic, visibility, consciousness and activity in the assimilation of knowledge by children, an individual approach to them, and the like.

It should be noted that in the methodology of teaching children to read and write, some traditional principles are beginning to be interpreted differently. For example, the principle of scientificity is well known, despite the age of children, they are given elementary but important information about the units of the language system.

Consequently, such explanations of the educator as “The sound [o] is a vowel, because it can be sung, pulled” are erroneous from the point of view of modern phonetic science and indicate a gross violation of this didactic principle.

Methodical methods of dividing words into syllables are erroneous, during which children clap their hands, lay down counting sticks, show selected syllables with hand movements, etc. Instead, such methodological techniques as putting a hand under the chin, placing the palm of the hand in front of the mouth should be introduced in the classroom. since they are the ones that are based on taking into account the essential features of the syllable as a linguistic unit.

Visibility in teaching

Any lesson in a preschool cannot be imagined without the use of visualization. This principle during literacy training requires that a number of analyzers, primarily auditory-speech ones, be involved in the cognitive activity of the child.

The work of this analyzer is activated during the development of children's phonemic hearing, teaching them sound analysis, acquaintance with speech sounds, sentences, words and composition. The study of sounds and their characteristics, the formation in children of ideas about the features of a sentence, word, syllable, teaching them to correctly intonate sentences is more successful if the activity of the auditory analyzer is supplemented by movements of the articulatory organs - pronunciation.

The visual analyzer contributes to the solution of certain didactic tasks. By sight, the child perceives not the elements of oral speech themselves, but the symbols that reflect it. So, a sentence or a word is schematically shown with strips of different lengths, the sound and sound structure of the word - with chips and diagrams, which consist of three or four cells, and the like.

The visual perception of such visibility, as well as actions with it, allow the child to first “see” and then consciously operate with them.

In literacy classes, the teacher uses visual aids not only and not so much for the purpose of illustrating, but more often as a means of fixing the signs of language units, phenomena, their connections and relationships.

Visualization in teaching literacy is showing children the elements of oral speech. The teacher demonstrates a marked (unstressed) syllable, the hardness (softness) of a consonant, the presence (absence) of a particular sound in a word, and the like.

And therefore, the speech of the teacher, the speech of children, didactic stories, fairy tales, poems, and the like can also serve as visibility. Language visibility does not exclude the use of illustrative, pictorial (reproductions, pictures, diagrams), as well as subject (toys, chips, sticks, strips, etc.) visibility.

General didactic requirements

Concerned about the success of the child's further literacy education in primary school, the educator must adhere to general didactic requirements that will ensure the purposefulness of each literacy lesson, organizational completeness, methodological competence and effectiveness.

The practical thoughts of the didact, Professor A. Savchenko regarding the requirements for a modern lesson in grade 1, can also be taken into account in teaching older preschoolers:

in the lesson (class in the senior group of the preschool educational institution), the teacher (educator) must necessarily tell the children what they will do and why, and then after the assessment, what and how they did. Professor A. Savchenko believes that in order to ensure the purposefulness of the lesson, first of all, it is necessary to correctly determine its goals. No less important, in her opinion, is to activate the attention of children at the beginning of the lesson by offering them a visual plan for its conduct. The same plan can be used as a visual support, summing up the lesson;
tasks and questions are formulated by the teacher specifically and in short sentences. An important role in the work on new educational material is played by the imitative actions of preschoolers and first graders. So when children learn new way action, it is better to show an example of its implementation. For example, "The word is pronounced like this ...", "Pronounce this sound with me."

In literacy classes, collective forms of work prevail, but children can work individually in cooperation with a teacher, independently individually with handouts.

The group form of organizing the educational activities of children is widely used in the classes "Preparing older preschoolers for learning to read and write" when they are united in pairs or groups of four. The valuable experience of teaching children to work in groups is described by the authors of the developmental learning technology D. Elkonin and V. Davydov.

They believe that for group performance it is possible to offer tasks for compiling sentences or words according to the presented scheme, spreading the sentence or ending the sentence started by the teacher, and the like.

During the lesson (class) it is necessary to change the activities of children several times. Thanks to this, it becomes more dynamic, the attention of children is more stable. In addition, the alternation of activities is a reliable means of preventing children from overworking.

Visual aids, didactic material, game tasks should be used to the extent that it helps educators achieve the learning goal, and preparing older preschoolers for literacy will become an accessible and interesting process for children.

Planning a literacy class

When planning work in literacy classes, it is necessary to take into account the level of preparedness and the real possibilities of both all children and each child separately.

The teacher should support even the slightest success of children in acquiring literacy. However, the excessive use of expressions such as "Well done!", "Great!" and others according to prof. A. Savchenko, except for a short-term emotional impact on the child, has no stimulating value.

Instead, it is necessary to give detailed value judgments that contain specific advice on eliminating shortcomings, overcoming difficulties; compare children's work; arrange an exhibition of the best works at the end of the lesson; involve children in evaluating the performance of the task by comrades. The most important thing is that the teacher's value judgments are motivated and understandable to children.

Describing the content, structure and methodology of literacy classes, we want to warn educators against the scientifically unfounded mechanical combination of literacy classes with classes on the education of a sound culture of speech.

Such preparation of older preschoolers for teaching literacy does not allow the fullest possible implementation of the specific tasks of these two types of classes, overloads their content, and makes the structure opaque. Despite the proximity of the individual goals of these classes (for example, the development of phonemic hearing), the commonality of methods and techniques, etc., each of them should be built and carried out in a unique way. So, in the classroom for teaching literacy, increased attention is required to work on the formation of preschoolers' ideas about a language unit (sentence, word, syllable, sound) and, on their basis, anapitiko-synthetic skills.

There are also repeated attempts by individual methodologists, and after them by educators, to supplement the content of literacy classes by familiarizing preschoolers with letters and teaching them to read. It should be noted that this is an overstatement of the requirements of existing programs, therefore, is unacceptable. All work on mastering the skill of reading should be organized exclusively on an individual basis. Such a lesson in content, structure and methodology resembles a reading lesson in the letter period in the first grade.

Preparing Senior Preschoolers for Literacy: Didactic Objectives

We draw the attention of educators to the need to correctly formulate the didactic goals of literacy classes. First of all, one should clearly imagine the end result of this lesson, namely: what knowledge preschoolers should acquire about language units, what skills they will develop on the basis of this knowledge.

Summing up what has been said, we note that the success of organizing the education of children of five or six years old depends on how well the teacher is fluent in modern technology teaching children literacy, linguistic knowledge, as it takes into account the requirements of modern psychological and pedagogical science for the organization of the educational process in a preschool educational institution.