Individual development route for a 3-4 year old child in kindergarten, sample. Individual educational route for the development of a child in preschool according to the Federal State Educational Standard
Common data:
FULL NAME. baby
Date of Birth
Family information:
Teachers (full name):
Specialists:
Educational psychologist
Teacher speech therapist
Doctor
Instructor physical culture
Health group
Conclusion of the PMPC
PMPC recommendations
Relevance: low level of mastery of the program in the field of “Socio-communicative development”
Target: provide an individual trajectory of complex development, taking into account the existing speech, psychological, physical health.
Tasks:
development play activity;
familiarization with basic generally accepted norms and rules of relationships with peers and adults;
formation of gender, family, citizenship, patriotic feelings, a sense of belonging to the world community, preservation and strengthening of physical and mental health;
development of free communication with adults and children;
education of cultural and hygienic skills;
formation of ideas about a healthy lifestyle.
Periodicity-Daily.
Situational conversations, conversations: (“ Friendly family", "Magic words" - about friendly relations between people, etc.)
Didactic games optional, different types of designer
Outdoor games “Hares and Carrots”, “Put on the Cap”, etc. (to encourage the initiative to take a leading role in the games)
Result:
Positive dynamics in development are observed. He began to show interest in the world around him.
Perseverance appeared. Can do things with peers
He began to take part in gymnastics and outdoor games more often.
Periodicity-In one day
Recommendations and forms of working with a child:
Solution logical problems.
Game situations “Teach a friend to play the game” “Check your friend’s work”
Friendly conversations with peers on topics suggested by the child.
Reading literary works, learning poetry, sayings. Compiling a story from pictures. Word games“Good - bad, Call me kindly,” “Who called?”
Result:
The level of aggression towards peers has decreased.
The child began to show interest in fiction. Favorite fairy tales appeared. I started bringing books to kindergarten for my peers to read from home.
Periodicity-2 times per week
Recommendations and forms of working with a child:
Labor activity.
Plot- role-playing games and group games
(“Sailors”, “S.T.O”, Supermarket”, “Away”)
Result:
Construction from period material, paper.
Follows instructions from an adult and tries to finish what he has started.
Began to take on the role. Reacts calmly to suggestions from peers during the game.
: observation
Recommendations for working with parents:
Individual conversations
Consultations “We educate with kindness” “Features of development of a 4-5 year old child”
Joint participation with your child in creative competitions
Recommendations for visiting the swimming section
Consultation with a teacher-psychologist at a preschool educational institution
Consultations with a teacher-speech therapist at a preschool educational institution
Svetlana Parkhomenko
Individual educational route preschooler
Individual educational route for a preschooler (IOM) is a mandatory element of the effectiveness of every modern educator.
The essence of IOM preschooler Federal State Educational Standard defines a new approach to preschool education. One of the main requirements for it is the effective use of all pedagogical resources to achieve maximum results in the education and development of future schoolchildren. Considering that the program is aimed at the average student, it is possible that the weaker ones may not learn it well enough, and the most capable ones may lose motivation to learn. That is why individual IOM provides an approach to all children, taking into account all their characteristics preschooler. By it is meant educational program, which is aimed at teaching a specific child and takes into account all his personal qualities.
Purpose and directions of IOM Individual educational route for a preschooler according to the Federal State Educational Standard, an example of which is found today in all educational institutions, aimed at solving specific problems.
Purpose of development and implementation in the training program educational route- this is the formation in kindergarten factors that will be aimed at positive socialization and social and personal development of pupils. The latter includes the basic processes of intellectual, emotional, physical, aesthetic and other types of development.
The main problem that it solves individual educational route for a preschooler - development of cognition, an example of which is demonstrated at open classes. Areas of work educational route is as follows:
– formation of movement, which includes improving motor skills;
– the opportunity to engage in different fields of activity;
– improving speech skills;
– development of ideas about the surrounding world of objects and social relations;
– development of ideas about time and space.
Example individual educational route for a preschooler presupposes preliminary research activities before recording the child’s results and is mandatory, including the following actions:
1. Drawing up a profile of the child. This document must indicate the pupil’s visits to other preschool institutions and breaks between their shifts. It is also necessary to note the speed and level of adaptation to the group.
2. To determine the key difficulties in a child, a thorough study of his family is necessary, followed by drawing up its characteristics. In this case it is worth reverse attention to the relationship between the child and parents, since excessive care can cause suppression of the pupil.
4. Determination of the degree of development of attention, memory, thinking, as well as speech development is mandatory for further monitoring of his progress;
5. It is also necessary to identify the child’s propensity for specific types of activities in order to help in development through such games. Decor educational program An example of an individual educational route for a preschooler proves the extent to which it is necessary to carefully study all areas of the life of each individual child. Having studied all the necessary data, the teacher begins to compile individual route, which includes the following sections:
– general information about preschooler;
– appearance features preschooler;
– cognitive sphere preschooler;
– level of knowledge by sections of the program;
– level of speech development;
– attitude to classes;
– presence of difficulties in communication;
– individual characteristics;
– additional information about preschooler.
This in-depth analysis allows us to build individual work with a preschooler quite effective.
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To understand how to make an example of an individual route for the development of a child in a preschool, we involved our experts with extensive experience in solving this problem, and here are some other options for solving this issue we were able to find, we hope this will be useful to you.
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Map of an individual educational route for a preschool child
Map of an individual educational route for a preschool child
The task of the kindergarten is to equip parents with pedagogical knowledge, in particular with specific knowledge on methods of speech development through the use of traditional and non-traditional forms of work:
Individual conversations,
Consultations on the problem,
Questioning,
Visualization - (moving folders, reminders, methodological literature);
open individual lessons with a child for a parent (legal representative)
joint events: organizing a toy library with parents, creating a speech album “Piggy Bank”
words and sounds" individual consultations with a speech therapist and audiologist.
- Distinguishes between types visual arts: painting, graphics, sculpture, decorative and applied and folk art.
- Names the main means of expression works of art.
Drawing.
- Creates individual and collective drawings, decorative, subject and subject compositions on themes of the surrounding life and literary works.
- Uses different materials and methods of creating an image.
- Sculpts various objects, conveying their shape, proportions, poses and movements; creates story compositions from 2-3 or more images,
- Creates decorative compositions using molding and relief methods.
- Paints sculpted items based on folk art.
Application.
- Creates images of various objects using paper of different textures and cutting and tearing methods
- Creates plot and decorative compositions.
- Recognizes the melody of the National Anthem of the Russian Federation.
- Determines the genre of the piece listened to (march, song, dance) and the instrument on which it is performed.
- Determines the general mood and character of a piece of music.
- Distinguishes between parts of a musical work (introduction, conclusion, chorus, chorus).
- Can sing songs in a comfortable range, performing them expressively, conveying the melody correctly (speeding up, slowing down, strengthening and weakening the sound).
- Can sing individually and collectively, with or without accompaniment.
- Able to move expressively and rhythmically in accordance with the varied nature of music and musical images; convey a simple musical rhythmic pattern.
- Knows how to perform dance movements (step with stomp, side step with squat, spring step, side gallop, variable step).
- Dramatizes game songs, comes up with options for figurative movements in games and round dances.
Performs simple songs and melodies solo and in an ensemble on percussion and high-pitched children's musical instruments.
- Making items for games, educational and research activities; creating layouts, collections and their design, making decorations for group rooms for holidays, souvenirs; decoration of items for personal use;
- designing exhibitions of works by folk artists, works of decorative and applied art, books with illustrations, reproductions of paintings, etc.; thematic exhibitions (based on seasons, mood, etc.), exhibitions of children's creativity, corners of nature;
- listening and discussing folk, classical, children's music, didactic games related to the perception of music;
- playing along with musical instruments, children's orchestra musical instruments;
- singing, singing together, exercises to develop the vocal apparatus, articulation, singing voice, conversations on the content of the song (answering questions), dramatization of songs;
- dancing, showing adults dance and musical-rhythmic movements, showing children dance movements, joint actions of children, joint composing of dances to folk melodies, round dances;
Current objectives of the direction: · increase the competence of parents in matters of artistic, aesthetic, and musical and aesthetic development of the child preschool age.
The use of gaming technologies for the artistic and aesthetic development of children and unconventional techniques drawing and listening to music.
Open door week, exhibitions and participation in city competitions.
The task of the kindergarten is to equip parents with pedagogical knowledge, in particular specific knowledge in the field cognitive development, give concepts of planned intermediate results, how to achieve them.
Open screenings of educational educational process, consultations, reminders, information letters, participation in various educational events.
Physical development:
Problem: “Development of focus and self-regulation in the motor sphere”
- Performs all types of basic movements correctly (walking, running, jumping, throwing, climbing).
- Can jump onto soft surfaces from a height of up to 40 cm; land softly, long jump from a place to a distance of at least 100 cm, from a run - 180 cm; in height from the run - at least 50 cm; jump over a short and long rope in different ways.
- Can throw medicine balls (weight 1 kg), throw objects at a target from different starting positions, hit a vertical and horizontal target from a distance of 4-5 m, throw objects with the right and left hand at a distance of 5-12 m, throw objects at a moving target .
- Able to change into 3-4 columns, 2-3 circles on the move, into two ranks after calculating “first-second,” and maintain intervals while moving.
- Performs physical exercises from different starting positions clearly and rhythmically, at a given pace, to music, according to verbal instructions.
- Ensures correct posture.
- He skis in alternating sliding steps over a distance of 3 km, climbs and descends a hill, and brakes when descending.
- Participates in games with elements of sports (small towns, badminton, basketball, football, hockey, table tennis).
- Learned basic cultural and hygienic skills (washes himself quickly and correctly, wipes himself dry using only an individual towel, brushes his teeth, rinses his mouth after eating, washes his feet before bed, correctly uses a handkerchief and comb, takes care of his appearance, quickly undresses and dresses, hangs clothes in a certain order, monitors the cleanliness of clothes and shoes).
- Has formed ideas about a healthy lifestyle (about the structural features and functions of the human body, the importance of following a daily routine, rational nutrition, about the meaning motor activity in human life, about the benefits and types of hardening procedures, about the role of sunlight, air and water in human life and their impact on health).
Physical education classes are game-based, plot-based, thematic (with one type of physical exercise), complex (with elements of developed speech, mathematics, design), control and diagnostic, educational and training in nature, physical education minutes; games and exercises based on the texts of poems, nursery rhymes, folk songs, original poems, counting rhymes; story-based physical education classes on the themes of read fairy tales and nursery rhymes; rhythmic gymnastics, games and exercises to music, playful conversations with elements of movement.
Increasing the competence of parents in the physical development and upbringing of the child,
involving parents in participating in the life of the kindergarten through the search and implementation of the most effective forms work,
the concept and acceptance of the child’s individuality, trust and respect for him as a unique person.
Using health-saving technologies in physical education classes and routine moments.
The use of gaming technologies in the form of outdoor games of varying intensity and competitive sports games.
To understand how to make an example of an individual route for the development of a child in a preschool, we involved our experts with extensive experience in solving this problem, and here are some other options for solving this issue we were able to find, we hope this will be useful to you.
Ready-made individual route for the development of a child in kindergarten sample
Individual educational route for a child’s speech development
Individual educational route
child's speech development
F.I. child: _____________, _______________ (date and year of birth).
Speech therapy conclusion: ______________________.
He understands spoken speech.
Polymorphic disorder of the sound pronunciation of whistling sounds (_______________)); sonorous sounds (________________), etc.
The syllabic structure of complex words is disrupted (rearrangement, omission of syllables).
Phonemic hearing is impaired.
Phonemic functions are not formed.
Confuses the concepts of sound and syllable. Doesn't always highlight the first sound in a word, rarely the last one.
Cannot determine the sequence of sounds in a word / the number of sounds in a word.
7. Coherent speech is poorly formed.
Experiences difficulties in composing a story based on a series of plot pictures. Can't post pictures that make sense. Composes a story of 2 or 3 sentences based on leading questions.
The story contains agrammatisms.
Based on the diagnostic results, the following individual development route was determined:
Gololobova Maria Alexandrovna,
GBDOU No. 26, St. Petersburg
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Examples of individual educational routes for preschoolers
The paper presents examples of compiled individual routes for preschoolers experiencing various types of developmental difficulties.
Individual routes for the development of a child in a preschool age according to the Federal State Educational Standards sample table
Individual routes for the development of a child in a preschool age according to the Federal State Educational Standards sample table
Individual development route for a child of middle preschool age in the “Speech Development” section of the program.
To understand how to make an example of an individual route for the development of a child in a preschool, we involved our experts with extensive experience in solving this problem, and here are some other options for solving this issue we were able to find, we hope this will be useful to you.
An example of creating an individual educational route
Individual educational route for a preschool student
Group_____________ Date of birth_________ Age_______ Date of preparation of the route sheet _______________
Results of pedagogical diagnostics:
Frequency of individual lessons______________________________________________________________________________
Duration of individual lessons________________________________________________________________
Working with parents_______________________________________________________________________________________________
Didactic game “The numbers got lost”
Strengthen the skill of forming subsequent numbers by counting 1.
Learn to form the previous number by counting 1.
Learn to solve examples of adding and subtracting the number 1 within 10.
Learn to count the number 2.
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To understand how to make an example of an individual route for the development of a child in a preschool, we involved our experts with extensive experience in solving this problem, and here are some other options for solving this issue we were able to find, we hope this will be useful to you.
Individual educational route for a child's development.
Individual educational route for the development of a child for the first half of 2014-2015 school year
Khabarov Zakhar Alekseevich
Family information:
Mother (full name, education, place of work)
Full family, 2 children.
Father (full name, education, place of work)
Kazantseva E.N., Shustova E.A.
Senior nurse:
Regime of a child’s stay in a preschool educational institution
Relevance: Has a low level of mastery of the program in the following areas: “Labor”, “Hood creativity”
Target: developing a positive attitude towards work
development of labor activity;
fostering a value-based attitude towards one’s own work, the work of other people and its results;
the formation of primary ideas about the work of adults, its role in society and the life of each person.
development productive activity children (drawing, modeling, appliqué, artistic work);
introduction to the fine arts.
Implementation of an individual route:
Outdoor games: (“Shaggy Dog”, “Mousetrap” and other group games)
Positive dynamics in development are observed.
Participates in games and gymnastics.
At the middle of the school year, he has an average level of development in artistic creativity. Zakhar began to draw carefully and diligently, trying to accurately convey objects, compose a composition of the drawing, but not enough for high level.
Experiences difficulties with neatly cutting out various parts and patterns for appliqué.
Role-playing games (“Research medical Center", "Shop", "Barbershop")
2 times per week
Drawing with chalk on a blackboard, fingers, foam rubber.
2 times per week
Modeling from clay, plasticine, plastic mass.
2 times per week
Design from natural materials, paper.
Board games (small construction set).
Didactic games of choice.
Methods for assessing the success of a preschooler: Diagnostics, test tasks (see the manual for teachers “Tasks for children in the preparatory group for school”), observation.
*Consultation " Unconventional techniques drawing."
*Consultation “Skillful use of scissors”
Take part in all creative competitions. *Consultation “Developmental features of a 6-7 year old child”
2.Individual educational route for the development of a child for the first half of the 2014-2015 academic year
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#1 Eremenko Elena Vladimirovna 27.09.2016 21:25
Thank you, very useful material
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IN real life Educational programs are for the most part aimed at the average level of development of the student, so each child, due to his uniqueness and originality, is not easy to try to reveal his inner potential and achieve full personality development within the narrow framework of average patterns. The contradiction that has arisen poses a challenge for teachers to organize an individual learning route within the framework of the Federal State Educational Standard to realize the intellectual and creative potential of each preschooler.
Individual educational route for a preschooler as determined by the Federal State Educational Standard
An individual approach to a child’s personality is the basic principle of the Federal State Educational Standard. The principle of priority of the child’s interests was defined by the researchers as “being on the child’s side.” The reason for the difficulties experienced by a child in development should be sought both in the personality of the child himself and in the adults around him, who are directly responsible for the social environment in which he grows up. small man. In real life, the child is often the only one on his side. At the same time, he often turns out to be helpless and defenseless in the face of circumstances, so it is important in any problematic situation hear the child, understand and help him.
The foundation of the modern standard of preschool education was based on the principle of pedagogy of an individual approach and the developmental concept of education. Indicated in the following paragraphs:
- clause 1. 6. - formulation of tasks that concentrate around the creation of optimal conditions for the formation and development of the child’s personality, as well as the disclosure of his creative potential in accordance with his age, psycho-emotional and physiological characteristics, individual abilities and inclinations, and the specifics of the social environment. The child is considered as a valuable subject of relationships with himself, the people around him and the outside world.
- clause 1. 4. - contains the principles of the Federal State Educational Standard, the key of which is the provision on the implementation of an individual approach to the educational needs of each child.
- paragraph 2. 10. 2. - the methods of organizing and coordinating children's initiative and spontaneous activity in the spirit of creative activity are clarified.
- clause 3. 2. 1. - professional selection of forms and methods pedagogical work, relevant to the age and individual needs of the child.
- clause 3. 2. 3. - patronage of the child, development of an individual development roadmap, pedagogical and psychological correction of identified problems.
- paragraph 3. 2. 5. - a developmental concept of education aimed at the short-term development of the student.
An individual approach refers to the management of a child’s development, based on a deep, multifaceted study and understanding of the complexity of his inner world, and social conditions life.
Identification of capable children is carried out on the basis of observation, communication with parents, study of individual characteristics
The principle of individual approach pedagogy is not to change the content of education in the interests of a particular child, but to adapt pedagogical methods and techniques for his personal characteristics. For the educational process to be successful, it is necessary to take into account the difficulties that the child experiences and the pace at which he acquires knowledge, skills and abilities. In this case, a model of fruitful partnership between a child and a teacher is being implemented, since the child and parents retain the right to choose the most suitable educational methods from those proposed by specialists.
An individual educational route is a personal way to realize the intellectual, emotional, spiritual potential of a preschool child’s personality. The goal is to create favorable conditions that stimulate activity and the development of the child’s creative and intellectual powers. The teacher’s task is to ensure competent professional selection of the content of educational, psychological and physical activity, as well as forms and methods of work that meet the individual needs of the child.
Video: individualization of preschool education
Criteria that determine the objectives of an individual development strategy:
- the current level of development of the child’s abilities;
- the degree of his readiness for educational activities;
- individual educational goals and objectives for the near future.
IOM tasks, review and approval procedure
Individual educational routes are designed:
- for problem children who experience difficulties in the process of mastering the general education program for preschoolers and need correctional assistance from specialists;
- for pupils with disabilities, disabled children;
- for gifted children with a level of ability exceeding average regulatory educational standards.
Leading tasks of an individual educational route:
- provide support and assistance in self-development and mastering the preschool education program;
- to form in the child an initial level of learning ability, i.e. teach him to understand the learning task, plan his educational activities, concentrate on performing the exercise, develop self-discipline and strong-willed qualities;
- develop and improve movement coordination skills, development of general and fine motor skills;
- to form and consolidate general cultural, everyday, hygienic, communicative foundations of behavior;
- to accustom the child to manipulative-objective, sensory, practical, play activities, to develop skills in the productive area (drawing, modeling, appliqué);
- develop speech - emotional intonation, grammatical structures, speech mechanisms;
- to generate knowledge about the natural environment and the world of social relations;
- form ideas about spatio-temporal and quantitative categories.
Methodological tools that are used in the passage of an individual development trajectory:
- role-playing and outdoor games, classes in the form of conversation and dialogue, reading and discussion of literary works, small improvisation sketches that enhance the emotional component of information perception;
- psychological trainings and game exercises, helping to relax, neutralize fears, reduce the level of anxiety and aggression, improve the behavioral sphere, as well as social and communication skills;
- exercises to develop thinking, imagination, speech, memory;
- use of art therapy techniques (treatment with art, fairy tales, doll making).
Development and adoption of the IOM
To create an individual educational route, it is first necessary to conduct a diagnostic study to find out the level of psycho-emotional, intellectual, communicative, social and physical development of the child. The diagnostic results are presented to the teachers' council, which subsequently recommends that the children be examined by specialists from the PMPK (psychological, medical and pedagogical council).
The council compiles a list of children for whom the development of an individual educational plan work.
Main stages, structure and content of IOM
A team of educators, in collaboration with specialized specialists, thinks through the content component of the plan. Filled out calendar plan indicating the elements of pedagogical technology and a list of methodological techniques for achieving the set educational goals.
Design Guidelines individual plan:
- Developing a child's learning abilities.
- Continuity and consistency. A team of specialists accompanies the child throughout the entire individual route project until the problem is resolved.
- Refusal of average assessment templates, development of an individual rating scale for each child based on the results of diagnosing the level of his capabilities. In ordinary life, this means that the teacher tries not to use the practice of straightforward “judgment” or “labeling”, comparing the child’s achievements with the generally accepted “norm”. The very concept of “norm” is not perceived as compliance with an average or standard level obligatory for all children, but is interpreted as the best level that a particular child can show in a particular situation. A result that for one child will be regarded as a success, for another, based on his personal level of ability, will be considered a failure. Such a humane approach will allow you to “save face” and self-esteem, and develop self-confidence.
- The beneficial influence of the children's subculture, the enrichment of the child's inner world with informal traditions of the children's environment, forming and strengthening their own experience of a full-fledged childhood. It is important to create an atmosphere of positive emotions that will help overcome tension, anxiety and wariness.
Educational games are used in individual work by a teacher-defectologist, educators for the purpose of correcting emotional and volitional disorders, developing logic, perception, substitution actions, motor skills and perception of colors, ideas about the surrounding world
Stages of educational activities according to an individual plan
- Observation, identification of the level of formation of psychological, social and intellectual qualities of a preschooler’s personality, necessary for his productive activity in any educational field. The observation stage assumes an indifferent approach of the teacher, a position of non-interference when observing the child.
- Diagnostics of the starting volume and qualitative characteristics of specific subject knowledge, skills and abilities. Specialists conduct tests during which problem areas and “success zones” are identified.
- Building a personal plan for correctional work for the near future (up to 1 year with mandatory intermediate monitoring every 3 months) based on “success zones”, individual selection effective techniques and methods of pedagogical work.
- Active activities to implement an individual route: conducting classes, conversations with parents, homework.
- Analytical stage - summing up, evaluating the results obtained: demonstrating the results of the student’s work in the form of a presentation or exhibition of crafts, speaking to children and adults. In this way, the feedback mechanism with others is activated, and the problem of socialization of students is solved. Results achieved, whether reproductive knowledge or creative projects, are compared with planned tasks specified in the individual schedule or general education curricula.
To develop harmonious relationships with people around you and solve socialization problems, the following methods will be useful:
- didactic and role-playing games that will introduce the child to the traditions of other peoples and will contribute to the formation of a respectful attitude towards people of other nationalities and cultures;
- reading fairy tales of the peoples of the world, getting acquainted with the folklore (songs, dances, games, holidays) of the peoples of Russia;
- collective outdoor games for fresh air, holidays and concerts, exhibitions of crafts;
- discussion in a confidential conversation of situations that occur in real life and cause children difficulties in understanding or contain a moral context;
- arbitrary creation of situations that will pose the question of choice and necessity for the child to perform an action;
- holding photo exhibitions in which there is a place for photographs of each baby.
Predicted result:
- achieving social comfort and awareness;
- improving communication skills;
- decreased level of emotional instability, aggressiveness, increased self-control;
- development of self-awareness, a sense of significance and value of one’s own personality;
- formation of self-esteem close to adequate.
Criteria that allow us to assess the degree of success of a preschooler in social and personal growth:
- the ability for self-esteem is formed, the “little man” tries to speak honestly about himself and admit his shortcomings;
- ideas about moral and ethical values have been developed, the baby shares and understands “what is good and what is bad”;
- the conscious need to adhere to moral standards behavior, the child has a desire to “be good” and see the positive reaction of people around him to his behavior;
- the child is able to communicate easily and naturally with other children or adults;
- a feeling of empathy and compassion awakens, a sincere desire to help elders, peers or children arises;
- the pupil builds relationships with other children on the basis of mutual understanding and respect, resolves conflict situations with dignity;
- ideas about safe behavior in everyday life, on the street, in play.
- Introductory part, which records general information about the child and his family, reasons for developing an individual plan, goals and objectives educational work, schedule and form of classes.
- Registration of data from a diagnostic study of a preschooler, planned monitoring materials, which allow for an in-depth analysis of the symptoms and causes of developmental disorders, an objective assessment of the child’s level of development and planning correctional activities to overcome difficulties.
- A schedule of therapeutic and recreational activities, which includes the distribution of physical activity and procedures for hardening the body.
- A plan of individual lessons, including mandatory integration with educational activities common to all children.
- A report on the implementation of an individual roadmap indicating the topic, content, the result of the lesson and conclusions about the necessary improvements.
- An observation sheet is filled out, which reflects the dynamics of the educational process and helps to make timely changes depending on the results of the intermediate control, as well as determine the choice of optimal forms of pedagogical work to increase the effectiveness of the child’s educational activities.
- Assessment of student achievements in implementing an individual route. It is recommended to conduct control tests at the end of each thematic block, i.e., at regular intervals of three months.
- Recommendations and advisory assistance to parents.
General developmental elements of gymnastics, as well as various outdoor games, are very popular with children and contribute to mental, psychomotor and emotional development preschoolers
Sections of the educational route
There are several important sections for developing an individual educational route for a preschooler, which will be discussed further.
General information about the child and family
It is indicated where he came from (family or transferred from another preschool), whether he constantly attended the preschool, if there were long breaks, then indicate the reason. Mark the level of adaptation of the pupil in new conditions on a five-point scale.
Family composition: indicate all family members with whom the student lives.
Describe the type of family:
- prosperous - stable, a strong family having a decent cultural level of upbringing;
- dysfunctional - has a low level of pedagogical awareness, the baby is deprived of parental care and attention, conflict emotional atmosphere in the family it traumatizes the child, gives rise to psychological complexes, and physical methods of influence are used on the child.
Which adult is raising the child?
The child’s relationship style with adult family members:
- authoritarian - strict dictatorship and suppression of freedom, humiliation of the child’s dignity;
- control and guardianship - restriction of independence, protection from worries and problems, “greenhouse conditions”;
- connivance - indulging the desires of the child, spoiling the child with the passivity of adults;
- respect and cooperation - help and support, experiencing difficulties together.
Appearance. It is necessary to note manners, gestures, describe the features of facial expressions, gait and posture, the degree of accuracy and grooming.
“Puppet therapy” is the correction of children’s problems using puppet theater: children perform sketches with dolls according to specially developed scenarios that reflect the individual problems of a particular child
Somatic health
Health group, presence of chronic diseases, appetite characteristics, whether the habit of daytime sleep has been developed, whether the baby suffers from enuresis.
Motor skills:
- general motor skills correspond to the age norm or there are disturbances in motor coordination;
- indicates the range of fine motor skills with characteristics of coordination, pace and volume of motor functions of the hand, left-handed or right-handed.
Cognitive skills
Attention - the ability to concentrate and maintain attention, qualitative characteristics (voluntary, involuntary).
Memory is the speed of memorization, the amount of material that a child is able to reproduce by heart or retell independently from memory, which type of memory (auditory or visual) is dominant.
Thinking:
- degree of understanding of spatial references (above, below, left, right, etc.);
- the ability to select a generalizing word for several homogeneous objects (furniture, vegetables, fruits, animals, etc.);
- the ability to highlight the main thing;
- skills in identifying the simplest cause-and-effect relationships (summer - hot, snow - winter, etc.);
- orientation in time parameters (day, night, year, month, etc.).
Scope of knowledge:
- primary knowledge about yourself and the world around you: knows your name, age, family members, residential address, names the signs of the seasons, has general knowledge about the animal and plant world in accordance with program requirements;
- development of design, drawing, modeling skills;
- level of proficiency in elementary mathematical concepts - ordinal counting skills, solving simple examples;
- skills of identifying and distinguishing shapes and colors.
A problem child especially needs positive emotions, adult support and understanding, and playing with water provides invaluable help in this regard.
Behavior during educational activities
Development of self-control, discipline, organization, determination and awareness of actions in the classroom.
Speech development
Sound characteristics, quality of pronunciation, vocabulary, grammatical organization and structure of speech.
Characteristics of the child's activities
- level of self-service skills;
- interest and personal activity demonstrated in gaming activities.
Features of character and behavior
- emotional portrait of a child - cheerfulness, depression, tearfulness, positivity, depression, calm or hyperactive, etc.;
- character traits, temperamental features - activity or passivity, aggressiveness or poise, confidence or timidity, prefers individual or collective forms of work;
- development of moral guidelines, culture of behavior and communication.
It is necessary to note personal preferences, the scope of the child’s creative or intellectual talent.
Sample for filling out general and diagnostic data in the IOM - table
| Full name of the student | |
| Date of Birth | |
| Mother's last name, middle name, age, education | |
| Father's last name, middle name, age, education | |
| IOM start date | |
| Reason for registration | Persistent failure to assimilate OOP of preschool education due to illness |
| Age at the beginning of correctional and developmental work | 4 years |
| IOM goals |
|
| Tasks |
|
| Number of classes per week | 5 lessons. |
| Forms of conducting | Game activity, Team work, conversations, observations, individual work. |
| Expected Result | |
| Form of work with parents | Consultations, workshop, interview, exchange of experience. |
| Diagnosis of child development | |
| Purpose of pedagogical monitoring | Summarization and analysis of information about the state of general development for assessment, planning of the correctional and developmental process (development of the IOM) and forecasting the final result. |
| Types and causes of difficulties (pedagogical symptoms) | Types of difficulties (pedagogical symptoms): |
| Reasons for difficulties: | |
| Physical development | |
| Somatic development | |
| Speech development | |
| Features of development cognitive processes | Memory: |
| Attention: | |
| Perception: | |
| Thinking: | |
| Contents of correctional work (activities of the teacher) | |
After diagnosing and determining the goals and objectives of the compiled route, the teacher and specialists determine which games, exercises and other activities will be used when working with the baby. This is also reflected in the IOM text.
An example of selecting forms of work with a preschooler according to an individual route - table
| Periodicity | Recommendations, forms of work with the student | Result of work |
| Daily | Pure talk. Finger gymnastics. Breathing exercises according to Strelnikova. |
|
| In one day daily | Didactic games of choice. Drawing with chalk on a blackboard, fingers, foam rubber. Modeling from clay, plasticine, plastic. masses. |
|
| 2 times per a week | Games for overcoming bronchopulmonary diseases “Train”, “Chickens”. | |
| 2 times per a week | Mathematical game “Fold the leaf”, “Dots”, “Dress the doll”, “Assemble a square of 5 parts”, “Pick up the key to the lock”, “Who can go through the labyrinth faster”, “What is extra”, “Fold the square”, “Close door of the house", "Geometric shapes", "Cats", "Geom. shapes”, “Assemble a flower”, “Dress up a Christmas tree”, “Pick up a belt for a dress”, “Solving examples”, “Bee counting”, “How much”, “Samples for laying out”, “Guess it”, “Voskobovich square” , “Squirrel counting material.” | |
| 2 times per a week | Throwing exercises (game “Ring Throw”), “Reach the Flag”, “Gymnastic Wall”, etc. | |
| Daily | Lego construction. | |
| Daily | Outdoor games (“Snowball”, “Sly Fox”). Situational conversations, conversations speech therapy topics, any group games of your choice. |
Productive joint activities of the student and the teacher, aimed at the successful implementation of an individual educational route, will allow for positive dynamics in the personal growth of the child. Such work will require a high level of professional competence and efficiency from the teacher, as well as personal interest in obtaining a good result.
Ekaterina Kulikanova (Sorvacheva)
Map of an individual educational route for a preschool child (for children 3–4 years old)
Map of an individual educational route for a preschool child(For children 3 – 4 years old)
Educational areas Objectives, tasks Tasks educational interactions in kindergarten Tasks educational interactions with family Used educational technologies and techniques, methods, techniques Opportunity to work with other specialists
Speech development
Problem: The activity of verbal communication is reduced, shy. Target: formation of interest and need for the perception of oral speech in the reading process.
Tasks: organization of space and forms in which the perception of the text would be available to kid; supporting active attention to the text being read with praise and simple questions, related to what was read; Personal development baby; implementation of full socialization child with peers; providing assistance and support to parents, counseling on issues of education and development baby. Help parents understand the essence baby, identify and realize the strengths and weak sides baby. Together with the child, analyze the results of the activity in detail, identify what is not working, at what stage of the work it is difficult, and what needs to be corrected. Give the child a task not in the form of an explanation, but by showing how to complete the task. educational psychologist, speech therapist.
Social and communicative development
Problem: not developed perseverance, ability to overcome difficulties, when paired with another child doesn't know how to complete tasks.
Target: development of social interaction skills.
Tasks: development of gaming skills, formation of a number of accessible joint games and playing them;
familiarization with basic generally accepted norms and rules of relationships with peers and adults (including moral);
Providing training children skills and abilities to complete tasks, ways of acquiring knowledge, time management, socialization child among peers. Invite parents to praise their child for good deeds. Games, exercises and trainings that promote the development of emotional, personal and behavioral spheres (developing communication skills and improving relationships with others, relieving fears and increasing self-confidence, reducing aggression and weakening negative emotions). Gaming technologies, technology of cooperation pedagogy, Method projects: Children's - adult project "My Moods", implementation educational project"We are different, but we are together". Creating games with a problem situation; simulation games, depicting any social process; interactive games– interaction games; socio-behavioural.
Playing out conflict situations and modeling ways out of them. Psycho-gymnastics.
educational psychologist, teacher
Artistic and aesthetic development
Problem:
mostly uses one color, paints it impetuously, without interest.
Target: development of creative abilities in productive activities (drawing, modeling, appliqué, artistic design and labor).
Tasks: organizing games according to the rules using tools; improvement of sensory experience baby; education of emotional responsiveness. Enriching children's ideas with vivid impressions through fiction, musical and theatrical activities, perception of a work of art. Formation of emotional responsiveness, desire to perform imitative actions. Mastering a skill depict objects with straight and rounded lines. Consult on topics: "Unconventional drawing techniques".
"Skillful use of scissors".
Take part in all creative competitions.
Nod - journey "Meeting with music and palette".
Entertainment "Merry notes".
Creative tasks: "Warm - cold", "Two Carpets", "Nonexistent Animal", "Draw Music", "Revived Objects". educational psychologist, music director, educator.
Cognitive development
Problem: partially copes with software tasks; there is no interest in cognitive activity while working in a team.
Target: development of cognitive interests, intellectual development.
Tasks: sensory development; development of cognitive, research and productive (constructive) activities; formation of elementary mathematical concepts; formation of a holistic pictures of the world, broadening your horizons.
Development geometric shapes and shapes of objects, grouping them by color, size, shape. Identification of relationships between groups of objects by quantity and number. Establishing the relationship between qualitative and quantitative characteristics of objects. Recommendation of games for developing attention "Find differences", "Find a Pair".
Interest child's games"Magic Table", "Make an object", "Unicube", "Mosaic", "Fold the pattern", “When does this happen?” Teacher – psychologist, educator
Physical development
Problem: does not have the skill of hitting the ball on the floor.
Target: formation of interest and value attitude towards physical development classes, harmonious physical development baby.
Tasks: development of physical qualities (speed, strength, flexibility, endurance, and coordination); accumulation and enrichment of motor experience (mastery of basic movements); formation of the need for physical activity and physical improvement. Development of the eye, dexterity, ability to act together, in general, at all paces in the process of performing entertaining physical exercises; following the rules in outdoor games. Consultations for parents on the development of skills and abilities baby. Individual sessions , conversations, thematic parenting meetings. Ball games "Throw it further", "Catch the Ball". Movable games:
"Shaggy Dog", "My funny ringing ball", "By the Bear in the Forest". physical development instructor.
Publications on the topic:
Relevance. The development of Russian society in the coming decades largely depends on the quality of education. Level of social adaptation.
Child's individual development map Municipal budget preschool educational institution Kirillovsky kindergarten No. 36 Map of a child’s individual development route.
Irina Masakova
Individual educational route for a 3–4 year old preschooler in five educational areas
Introduction of the Federal State Educational The standard allows us to talk today about the formation of a new system preschool education, where one of the key points is the need to use all pedagogical resources for the effective development of the child. Priority direction in the organization educational process of preschool institutions should become individual approach to the child. Principle individualization is a fundamental principle of the Federal State Educational Standard. We find confirmation of this in paragraphs Standard:
P. 1.6 (tasks of the standard)– creating favorable conditions for the development of children in accordance with their age and individual the characteristics and inclinations of developing the abilities and creative potential of each child as a subject of relationships with himself, other people, adults and the world; formation of a sociocultural environment appropriate for age, individual, psychological and physiological characteristics children;
P. 1.4 (principles of the standard) – individualization of preschool education;
Clause 2.10.2 (content)– methods and directions of children’s initiative;
Clause 3.2.1 – use in educational activities, forms and methods of working with children, appropriate to their age and individual characteristics;
Clause 3.2.3 – individualization of education(including supporting the child, building his educational trajectories or professional correction of developmental characteristics);
P. 3.2.5 – building a developmental education, focused on the zone of proximal development of each student.
Principle of pedagogy individual approach is not to change the content of education in the interests of a particular child, but to adapt pedagogical methods and techniques to his personal characteristics. To process education was successful, it is necessary to take into account the difficulties that the child experiences, the pace at which he acquires knowledge, skills and abilities. In this case, a model of fruitful partnership between a child and a teacher is implemented, since the child and parents retain the right to choose the most suitable educational methods from those, which will be proposed by specialists. This approach, which forms the basis of the Federal State Educational Standard for Education, is based on ensuring compliance educational activities according to the age of the pupils, their individual characteristics, provides diversity of individual educational trajectories and individual the development of each child (including gifted children and children with disabilities, ensures the growth of creative potential, cognitive motives, enrichment of forms educational cooperation and expansion of the zone of proximal development. The task of the preschool teacher is to reorient from mass frontal work to group, pair, individual according to individual development trajectory of students, taking into account their abilities and capabilities. One solution in this situation is to draw up and implement individual educational route(IOM).
I suggest sample IOM for preschoolers 3-4 years old in 5 educational areas.
Map "Speech development"
Child's full name
educational
Tasks educational
Problem: Quickly distracted when listening to a literary text, poorly remembers it
The child learns the content of the listened works from the illustrations,
responds emotionally to it. During the month, fostering interest in folklore and literary texts and a desire to listen to them. 1. Consulting: "Usage tabletop theater at home"
2. Newsletter: “Features of the development of cognitive processes in a 3-4 year old child”
3. Home game library: "Place the heroes in order", "Let's describe the hero", "Cut pictures", "Labyrinths"
1. Conversations about what you read
2. Acting out what you read using finger puppets and tabletop theater characters
3. Dramatize what you read
4. Acting out episodes using objects as decorations and attributes - deputies: shreds, boxes, pieces of paper, etc.
Attentions
2. Milana S.
Problem:
Does not show initiative in communicating with adults and peers.
Doesn't respond to appeal to all children in the group and understands speech,
addressed only to him. The child enjoys verbal communication with friends
adults: understands speech addressed to him
Within 3 months Mastering the skills of dialogical speeches: answer questions and appeals
adult; report your impressions and desires; ask questions in conditions
a clearly presented communication situation (who is this? What is his name? (and so on.). 1. Parent essay "Portrait of my child"
2. Consulting: "Crisis of 3 years"
3. Playing out various communication situations with children and modeling ways out of them. 1. Round dance games that unite children and adults: “Who is good and who is handsome?”, “Come out, Vova, into the circle, take Vova’s flag.”
2. Imaginative simulation games: "Cheerful bunnies", "The Hen and the Chicks", “Ring the bell and say your name”
3. Practical situations: “Show Lyosha how to start the car”, “Teach Leroux to build sand figures”
4. Joint and collective creativity Consultation with a teacher-psychologist, speech therapist Positive dynamics in development are observed
Problem:
Does not use basic forms of polite verbal communication.
Shows verbal activity when communicating with peers; says hello and
says goodbye to the teacher and children, thanks for lunch, expresses a request. Within 3 weeks Mastering and using basic forms speech etiquette in situations
communication: greeting, request, gratitude, introduction, distinguish between forms
appeals for adults and children (hello - hello); call children in
group by name, use of affectionate forms of names. 1. Speech exercises "Call me kindly", "Children of our group"
2. Games with family: "Who better to praise", "Visiting the doll Tanya" 1. Joint leisure: "A Journey to the World of Kind Words"
2. Gaming educational situations: "Goodbye toys", "Meeting the doll Katya"
3. Reading a poem "Important Words" V. Kudlacheva Consultation with an educational psychologist Developing the skill of using forms of polite verbal communication
4. Ksyusha H.
Problem:
Refuses to retell, does not know a single poem by heart. Answers questions with a separate word; Together with an adult, retells familiar fairy tales, reads short ones.
poetry. Based on the questions, he composes a story from the picture in 3-4 simple sentences. Within 2 months Mastering monologue skills speeches: on questions from the teacher, draw up
a story based on a picture of 3-4 sentences; retell together with the teacher
well-known fairy tales; with the help of a teacher
construct complex sentences. 1. Information for parents: "Games for speech development"
2. Joint learning of poems
1. Conversations about what you read
2. Compiling stories from pictures
3. Memorizing poetry
4. D. games for enrichment dictionary: “Who will see and name more”, "Tell me which one", "Who better to praise"
5. D. games for the development of communication speeches: “The doll is happy and sad”, "Compare the bears", Lay out the pictures" Individual classes with a speech therapist There is a positive trend in the development of speech skills
5. Alyosha M.
Problem:
Does not answer questions regarding immediate surroundings
Names objects and objects in the immediate environment. The child enjoys verbal communication with friends
adults: Within 3 months Proficiency in speech as a means of communication and culture:
Mastering skills: at the initiative of an adult, name members of your family,
familiar literary characters and their actions in pictures, talk about loved ones
toys. Enrichment of the active dictionary
Use in speech: names of objects and objects in the immediate environment, their
purpose, parts and properties, actions with them 1. Consultations “Games for developing a child’s communication skills”
2. Joint production of crafts, drawings, applications 1. D. games to identify properties and qualities items: "Contrasts", "Associations", "Colors", "Pick a Pair"
2. Looking at family photographs and illustrations in books
3. Creation of games situations: “Our family is going to the dacha”, “Show Lena how to start the car” Individual classes with an educational psychologist There is a positive trend in the development of speech skills
Map individual educational route for a preschool child 3-4 years old in educational institutions"Cognitive Development"
Child's full name
Goals-results from OOP Time period Objectives educational interactions in kindergarten
Tasks educational interactions in the family Pedagogical technologies, methods, methods and techniques used Ability to work with other specialists Determination of ways to assess success
1. Seryozha I.
Problem:
Does not take into account the sensory attributes of objects in practical activities. Inactive in
examination
Independently finds an object based on specified characteristics, distinguishes
shape, color, size of objects and objects, has several actions
examinations. During
3 months Distinguishing colors of the spectrum - red, orange, yellow, green, blue,
purple, black, white, mastering 2-4 words denoting color. Mastery
grouping according to a given subject according to the sample and
word (by color, shape, size, material). 1. Recommendations for selecting board games
2. Newsletter: « Logic games for the development of cognitive interests of children 3-4 years old"
1. Research observations.
2. Didactic games for color recognition spectrum: "Miracle Tree", "Contrasts", "Aircraft", "Who is faster"
3. Experimentation
4. Game "Denesh Blocks", "Cuisenaire's Sticks" Consultation with an educational psychologist Positive dynamics in development are observed
2. Artyom Sh.
Problem:
It is difficult to distinguish people by gender, age, both in real life and
and in the illustrations. Shows no interest in people and their actions. Knows his first and last name, gender, age. Asks questions about people and their actions. Distinguishes people by gender, age
(children, adults, elderly) both in real life and in illustrations. Within 3 months Showing interest in the activities of children and adults. Distinguishing between children and adults
in life and in pictures by age, gender, appearance, clothing. Development
ability to find common and different in the appearance of different adults and children
age. Mastering words that mean various adult activities. 1. Individual counseling: “What to do with your child at home”
2. Games for the family: "Professions", "Family", "Find a Pair" 1. Looking at family and group photos
2. Role-playing games
3. Playing out situations
Consultation with an educational psychologist Positive dynamics in development are observed
3. Marina Ts.
Problem:
Carelessly appeals with objects and objects of the environment peace: breaks,
throws, plucks plants.
Enjoys participating in experimentation activities,
organized by an adult.
Shows emotions of joyful surprise and verbal activity in the process
knowledge of the properties and qualities of objects. Within 6 months Mastering ideas about objects and phenomena of inanimate nature. Distinguishing plants of the immediate natural environment by single bright
signs (color, size) their names. Understanding that a person cares for animals and plants shows
emotions and feelings. 1. Manufacturing instructions crafts: “We create, we change, transform»
2. Ind. conversation about the need to participate with the child in creative competitions
3. Conversation: "We educate with kindness" 1. Experimentation and experiments with objects
2. Games-traveling into the past of objects
3. Design from natural materials Consultation with an educational psychologist Positive dynamics in development are observed
Map individual educational route for a preschool child 3-4 years old in educational institutions"Social and communicative development"
Child's full name
Goals-results from OOP Time period Objectives educational interactions in kindergarten
Tasks educational interactions in the family Pedagogical technologies, methods, methods and techniques used Ability to work with other specialists Determination of ways to assess success
Problem:
The desire for independence in self-care is not expressed, it awaits
constant help from an adult, even in mastered actions, is not pays attention to
your appearance: dirty hands, soiled dress, etc.
Shows independence in self-care
washes, eats, dresses with a little help from an adult. During
4 months Mastering individual actions, then processes
self-care related to dressing, washing, caring for one’s appearance
appearance, behavior at the table during meals. Accustoming to compliance
order 1. Newsletters "Health Secrets"
2. Watching a cartoon "Moidodyr" 1. Reading a poem by Chukovsky "Moidodyr"
2. Looking at illustrations
3. Educational situations: "We're going to the theater", "We are neat"
4. Acting out "Water-water", "Grow your braid to your waist", “We must, we must wash ourselves”
2. Kirill S.
Problem:
Child's mood is unstable: a calm state alternates with
tearfulness, negative behavior towards peers, or
adults. There are some negative reactions to requests adults:
stubbornness, whims, unmotivated demands. The child is friendly with others and shows interest in words and actions.
adults, willingly attends kindergarten. The child is friendly, plays calmly next to children, enters into
communication about toys, play activities. Within 6 months Mastering simple ways communication and interactions:
address children by name, agree on joint actions
engage in pair communication.
Participation in joint play and household activities with the teacher, readiness
answer his questions, act in concert, take into account advice and suggestions
teacher
1. Consultations: "Secrets of good manners preschoolers» , “Rules of behavior at home and in kindergarten”; "What is good and what is bad"
2. Conversation "We educate with kindness"
1. Role-playing games with a problem situation
2. Playing out problematic situations
3. Watching cartoons
4. Collaborative creativity Consultation with an educational psychologist Positive dynamics in development are observed
3. Arina M.
Problem
The child does not show interest in the work of adults, does not understand the connection between the goal and the result of work; finds it difficult to name labor actions, material, from
which the item is made, its purpose. The child watches with interest the labor actions of adults
creation or transformation of objects, connects the goal and the result of work; calls
labor actions, tools, some materials from which objects are made.
Within 4 months Initial ideas that objects are made by people. Together with
adults establish rapport "goal - result" in labor. Formation of initial ideas about
household work of adults at home and in kindergarten. 1. Conversation “All professions are needed, all professions are important”
2. Making a photo album “What do my parents do?” 1. Game situation "The Work of a Cook", "Let's help the janitor" and etc.
2. Empathy games "Cooking soup", "Ironing clothes", "Washing the dishes" and etc.
3. Didactic games for classifying objects
4. Conversation "Who are your parents" Consultation with a teacher-psychologist, speech therapist Positive dynamics in development are observed
Map individual educational route for a preschool child 3-4 years old in educational institutions"Artistic and aesthetic development"
Child's full name
Goals-results from OOP Time period Objectives educational interactions in kindergarten
Tasks educational interactions in the family Pedagogical technologies, methods, methods and techniques used Ability to work with other specialists Determination of ways to assess success
Problem:
Doesn't feel like drawing
Creates protozoa Images based on simple forms; conveys resemblance
with real items During
4 months Development of skills to rhythmically apply lines, strokes, spots.
Getting to know the methods images of simple objects, drawing different straight lines in different directions; ways to create objects of different shapes, combinations different forms and lines. Creation methods Images: arc based,
image toys based on round and elongated shapes 1. Consultations: "Meaning fine art activities in the development of the child’s personality preschooler», “Development of fine motor skills with a brush and pencil”;
2. Thematic competitions – “Children and parents draw”;
1. Examination of illustrations for children's books by artists (Yu. Vasnetsov, Yu. Korovin, E. Charushin)
2. Review various types equipment for unconventional drawing (pokes, seals, sponge, sticks, etc.)
3. Collaborative drawing
Consultation with a senior teacher Positive dynamics in development are observed fine arts
Problem:
Refuses to talk about the content of the work or in one word
answers questions only after personal an adult addressing him.
Actively empathizes with the characters of the work, responds emotionally to
active empathy depicted characters and events. Understanding the content
works and sequence of events in the text, identifying the most striking
actions and actions of the heroes, the desire to give them a basic assessment. 1. Recommendations for creating conditions for productive reading at home;
1. Playing out plots
2. The use of various types of theaters as accompaniment when reading fiction. works
3. Looking at book illustrations
4. Sketch of what you read Consultation with a senior teacher Positive dynamics in development are observed
6. Timur M.
Problem:
The child finds it difficult to reproduce the rhythmic pattern of music, not
rhythmic. During movements, does not respond to changes in music, continues
perform previous movements Shows emotional responsiveness, initial
judgments about the mood of music.
Distinguishes between dance, song, marching meter rhythm, transmits them to
movement. Within 5 months, distinguishing some properties of musical sound (high - low, loud -
quiet). Experimenting with sounds on your own
V different types activities, research into the quality of musical sound: height, length. Distinguishing the elementary character of music, understanding the simplest
musical images. 1. Recommendations for selecting music. works for listening
2. Consultation “Learning to distinguish the rhythmic pattern of music”
1. Expressing your emotions using simple musical instruments without using speech, including on a specific topic
2. Movements in a circle to music
3. Moving around a strictly defined room way with musical accompaniment Consultation music director There is a positive trend in the development of musical skills
Map individual educational route for a preschool child 3-4 years old in educational institutions"Physical development"
Child's full name
Goals-results from OOP Time period Objectives educational interactions in kindergarten
Tasks educational interactions in the family Pedagogical technologies, methods, methods and techniques used Ability to work with other specialists Determination of ways to assess success
Problem:
It is difficult to act according to the instructions of the teacher, to coordinate his
movements with the movements of other children; lags behind the overall pace of execution
exercises. When performing exercises, demonstrates sufficient compliance with
age-related abilities coordination of movements, mobility in joints, quickly
responds to signals, switches from one movement to another. Confidently completes tasks, acts at a common pace for everyone; easily
finds its place in joint formations and games.
During
6 months General developmental exercises. Traditional two-part general developmental exercises with
simultaneous and unidirectional movements of the arms and legs, maintaining
correct body position, with and without objects in various positions
(standing, sitting, lying down). Start and end of exercises on signal. 1. Memo: "Outdoor games with a child at home"
2. Consultations: "Games in our yard", “Sedentary games to develop motor coordination” 1. Physical education minutes
2. Individual work on developing movements while walking
3. Outdoor games
4. Morning exercises
5. Alternating tension and relaxation with counting, metronome, music. Consultations with a physical education instructor. There is a positive trend in the development of physical qualities
8. Andrey A.
Problem:
Is unfamiliar or has limited understanding of personal hygiene rules,
the need to adhere to a daily routine, about healthy lifestyle.
Experiences difficulty in independently performing washing processes,
nutrition, dressing, basic care of your appearance, use
handkerchief, constantly waiting for help from an adult. He uses cultural and hygienic skills with pleasure and enjoys his
independence and results.
He listens with interest to poems and nursery rhymes about the processes of washing and bathing.
Within 3 months Formation of healthy values in children lifestyle, mastering it
basic rules and regulations
Basic personal hygiene skills (washing, dressing, bathing,
eating, cleaning, etc. skills that help maintain, strengthen and
maintaining health; basic knowledge about the daily routine, about situations that threaten
health. Basic algorithms for performing cultural and hygienic procedures. 1. Newsletter "Health Secrets"
2. Memo “We teach preschooler to independence» 1. Looking at illustrations
3. Playing with various hygiene processes
4. Educational games
Consultation with a senior teacher There is a positive trend in the development of hygiene skills
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