Introduction
The health problems of preschoolers and primary schoolchildren are causing serious concern today.
According to the State Report “On the State of Children’s Health in the Russian Federation,” 20% of preschoolers have health problems, and in primary school this percentage increases to 50%. During the period of schooling, the number of healthy children decreases by 4 times, the number of children with myopia, neuropsychiatric disorders, postural disorders, etc. increases. The causes of developmental disorders in children have always interested humanity. The issue of systematizing this information has so far undeservedly remained without due attention. Currently, most of these reasons have been established and reflected in the medical literature. But there is still no consensus on what stage of an individual’s development and which reasons (or groups thereof) dominate. For example, when it comes to intellectual disabilities, 90% of cases are attributed to prenatal problems, 3% to perinatal problems and 7% to postnatal problems.
The spectrum of developmental disorders is very wide. For the biological usefulness of an individual, social and psychological factors are significant, and from a psychological and social point of view, biological factors are also significant for a fully developing personality [3].
The problem of children's health today is more relevant than ever. We adults are accustomed to believing that the most important thing for children is to study well. Is it possible to study well if you are dizzy, if your body is weakened by illness, if it does not know how to fight illness. It is obvious that medical innovations alone cannot fully ensure a significant improvement in children's health unless certain changes occur at the level of educational institutions in the organization of the educational process.
Currently, we can say with confidence that it is the teacher who is able to do more for the health of a modern student than a doctor. This does not mean that the teacher must perform the duties of a medical worker. It’s just that the teacher must organize his activities in such a way that the education and upbringing of children in the institution does not cause harm to health. After all, only a healthy child is able to successfully and fully master the educational program. And health problems, as a rule, lead to difficulties in learning, especially if conditions for the normal functioning of the body of students and pupils are not created in the class or group.
Currently, a teacher-defectologist cannot simply be a source of knowledge, because... The demands of modern society run counter to the academic education that school provides. Since our country needs people of a new quality who are able to act independently, provide for themselves and others, be responsible for their work, and, above all, must act as an organizer and coordinator of the educational process and teach children to acquire knowledge, objectively assess themselves and their capabilities, and work independently and be responsible for the results of their work. And in order to achieve respect and love from children, you need to prove that you are worth it. How to do it? For every teacher, the emotional-value and creative sphere of activity, as well as knowledge of competencies, are very important. A professional teacher must have internal motivation for high-quality implementation of his activities. One of the main qualities of a teacher-defectologist is his willingness to help. One of the essential qualities is his professionalism. Nowadays, children can obtain almost any information on their own, so we simply need to update and expand our knowledge.
8 pages, 3528 words
Psychological support for the process of adaptation of young children to preschool
... that the nature of adaptation of a young child is a prognostic test for characterizing the dynamics of the child’s health during his adaptation ... research indicates that currently only 10% of children in senior preschool and 5% of children ... Clear, professionally coordinated and thoughtful work of psychologists and teachers and doctors, a favorable microclimate in a preschool institution, ...
Educational activities become brighter, livelier and more interesting if the teacher’s facial expressions and pantomimes show that he himself is interested in the educational process. Children feel that they are interested in them. One of the most important factors influencing professionalism is self-education. The search for new techniques, methods and technologies is especially relevant in our time. It is almost impossible to force a child, a representative of the new generation, to do something unless you reach an agreement with him or interest him. Therefore, it is necessary to choose technologies that would make it possible to achieve this. Technologies should contribute to the development of children’s key competencies: research, social-personal, communication, organizational, personal-adaptive, information and key competencies: the ability to work without constant guidance, the ability to take responsibility on their own initiative, the ability to master any knowledge on their own initiative, the ability to analyze new situations and apply existing knowledge for analysis and generalization.
The competency-based approach is a relatively new perspective in the study of educational problems. The concepts of “competence”, “competence”, “competency approach” as systemic educational and pedagogical categories have entered intensively into the conceptual apparatus of the sciences of education.
The professional competence of a teacher-defectologist influences all areas of his pedagogical activity, the content of which is largely determined by the nature of interaction with all participants in the correctional educational process. In modern conditions, full assistance to the development and education of a child with special needs is possible only in a broad sociocultural and interpersonal context, therefore, a teacher-defectologist must involve both various social partners and many highly specialized specialists in the educational process. The success of correctional and developmental intervention is directly related to the ability of a teacher-defectologist to build positive relationships with parents, children and colleagues in the form of active interaction, and the latter is determined, among other things, by the degree to which the defectologist has developed social competence.
8 pages, 3702 words
Creativity of preschool children “Development in visual activities.” ...
... visual activities of a preschooler, after which I build individual work with children, ... visual activities. A relatively high level of independent activity is manifested in the child’s setting of increasingly diverse goals (determining the themes of the image) according to the impressions that concern him. Child, ... activities. For personal development, it is important that a child…
Teacher-defectologist
Teacher-defectologist Tatyana Aleksandrovna Fedoseeva
Who is a speech pathologist and his tasks at school?
DEFECTOLOGIST –
is a specialist who studies, trains, educates and socializes children with disabilities. A speech pathologist also works with children who have learning difficulties. In other words, a special education teacher works with children who do not understand and are not taught according to the general education school curriculum. He can also work with children who, for various reasons, do not master the general education curriculum a little or have difficulty learning. These are mainly primary school students.
The profession of a defectologist is at the intersection of medicine and pedagogy and includes many specialties: teacher of the deaf (works with children with hearing impairments), oligophrenopedagogist (with mental disabilities), typhlopedagogist (with visual impairments), speech therapist (with speech impairments).
The content of the work of a teacher-defectologist is contained in the tasks:
1.
The work begins with diagnostics. Diagnostics are carried out at the request of teachers and parents.
2.
Based on the diagnostics performed and the identification of the child’s immediate developmental zone, an individual correctional and developmental program is drawn up for each child or group of children.
3.
Then the correction process itself begins, which is carried out through group and individual classes.
4.
As well as consulting teachers on issues of interest.
Purpose
The work of a speech pathologist is to correct developmental gaps.
The work of a speech pathologist teacher contains many areas
. The main ones are the following:
1 block “Development of motor skills and sensory processes.”
The main focus of which is the development of fine motor skills, the development of skills in controlling body movements, coordination in the work of vision/hearing and hands, precision and clarity of movements, etc.
Block 2 “Formation of spatio-temporal relations.”
Ideas about spatial and spatio-temporal properties and relationships, size, shape, relative location of objects. Spatial concepts are necessary for teaching a child to count, write, draw, read and other subjects, which are based on establishing relationships between objects and phenomena, their sequence, and therefore their spatial relationships.
Block 3 “Mental development”.
This is also a very large direction in which higher mental functions are corrected, such as memory, thinking, analysis and synthesis, etc.
Block 4 “Normalization of leading activities of age.”
As you know, the leading activity of students during their age is learning. Unfortunately, this is not the case for everyone, especially for elementary school students. For them, as a rule, the leading activity of their age is play for a very long time.
Block 5 “Formation of ideas about objects and phenomena.”
In this direction, those problems that arose in connection with gaps in previous development are corrected. For example, the child did not go to kindergarten. Here ideas such as color, shape, size, etc. are formed. This is also a very important direction, because it is a prerequisite for the development of mathematical skills.
Block 6 “Enrichment of vocabulary and development of coherent speech.”
The name of this direction speaks for itself and, of course, it applies more to speech therapists, but a defectologist should not ignore it.
Block 7 “Readiness to perceive educational material.”
This block is aimed primarily at 1st grade students. It helps them prepare to learn a lot of new educational material.
Block 8 “Formation of skills and abilities necessary for mastering program material.”
This block is aimed mainly at students in grades 2-4. As a result of correction in this area, students develop the knowledge and skills that help them master the educational material.
As can be seen from the above, a speech pathologist teacher does not teach children mathematics and the Russian language. The classes are such that, first of all, the defectologist corrects the cause of the difficulty that has arisen, as a result of which the impaired functions are corrected. For example, due to unformed spatial concepts, difficulties in writing and reading result. They can be compensated for both by work aimed directly at developing reading and writing (which is what the teacher does), as well as by the development of spatial concepts in the child (which is what the defectologist does).
RECOMMENDATIONS FOR PARENTS
Recommendations for teachers and parents on preparing the hand for writing in children with disabilities
Recommendations for teachers and parents on the development of coherent speech of students with disabilities
Recommendations for parents with children with disabilities
Principles of work of a defectologist:
1) Using an integrated approach to monitoring, correction and rehabilitation, based on compliance with the principle of unity of diagnosis and correction. Monitoring is an integral part of a comprehensive study of the child by specialists of the psychological, medical and pedagogical council of the preschool educational institution. The results of the defectological examination are necessarily compared with psychological, speech therapy, medical, pedagogical data and discussed at council meetings.
2) Implementation of an etiopathogenetic approach to the analysis of disorders. The mosaic pattern of damage to the central nervous system with mental retardation of cerebral-organic origin leads to significant heterogeneity of impaired and intact parts of the child’s mental activity, to pronounced unevenness in the formation of its different aspects and determines the need for a differentiated approach in the work of a teacher-defectologist in overcoming the difficulties of pupils.
3) Taking into account the age and individual characteristics of the child’s development, based on maximum activation of the “zone of proximal development”. The content of educational activities is built within the framework of the leading activities of preschool age, on material that meets the requirements of the preschool program. Corrective and developmental exercises are selected in such a way that, on the one hand, they are accessible to the pupils, and on the other hand, their level of complexity allows them to activate the child’s potential capabilities. Various types of assistance are widely used in classes - from minimal to maximum.
4) Implementation of interdisciplinary interaction of specialists, the nature of which is determined by the structure of the violation and the primary objectives of corrective action. In the process of comprehensive monitoring, aspects of the child that need correction are identified, comprehensive programs for his development are drawn up, which should include priority areas of correctional work for each specialist, the total workload on the student, recommendations for the teacher and parents.
5) Organization of dynamic monitoring of the development of children, which is carried out with the aim of tracking the dynamics of the child’s development, determining the compliance of the selected forms, techniques, methods of teaching with the level of development of the student. In the process of dynamic study, the problems of differentiating similar conditions of developmental disorders are also solved.
6) Systematic conduct of a correlative analysis of the state of formation of knowledge, abilities, skills and psychophysical development of the child. Comparison of the child’s actual achievements with the development of the cognitive sphere allows us to adjust correctional programs, outline “workarounds” in education, vary the teaching methods of the teacher, and choose adequate forms of education in each individual case.
The main areas of work of a teacher-defectologist
1. Diagnostic direction
The main task
in this direction - a forecast of possible learning difficulties at its initial stage, determination of the causes and mechanisms of educational problems that have already arisen.
The purpose of the pedagogical examination is to identify difficulties in the formation of knowledge, skills, and abilities, to determine the stage at which these difficulties arose, and the conditions for overcoming them.
The diagnostic activity of a specialist can solve various problems. In this regard, the following stand out:
Primary diagnosis
class students. Based on its results, the following occurs: the distribution of children into groups according to the leading disorder, the determination of optimal conditions for individual development, and the enrollment of students in individual or group classes.
Dynamic learning
students. It is carried out with the aim of tracking the dynamics of the child’s development, determining the correspondence of the selected forms, techniques, and teaching methods to the student’s development level.
Staged diagnostics.
This diagnosis is necessary to ascertain the effectiveness and determine the effectiveness of the corrective impact on the development of educational and cognitive activity of children attending classes with a defectologist.
Current diagnostics.
Sent for examination of school students at the request of parents, teachers, and school council specialists. This stage has no time frame; the examination is carried out throughout the academic year as needed.
2. Corrective direction
The correctional direction of the work of a teacher-defectologist is a system of corrective influence on the educational and cognitive activity of a child in the dynamics of the educational process. Depending on the structure of the defect and the degree of its severity, the content of the correction work is built.
The main form of organization of defectological work is group and individual classes. Children with a homogeneous disorder structure are enrolled in groups. The number of children in groups varies depending on the severity of the disorder (from 2 to 6 people). Group classes are held during school hours, taking into account the school's operating hours.
Classes are correctional, developmental and subject-oriented.
main directions should be highlighted
correctional and developmental work:
- sensory and sensorimotor development;
- formation of spatio-temporal relations;
- mental development (motivational, operational and regulatory components);
- formation of age-appropriate general intellectual skills, development of visual and verbal forms of thinking;
- normalization of leading age activities;
- formation of diverse ideas about objects and phenomena of the surrounding reality, enrichment of vocabulary, development of coherent speech;
- readiness to perceive educational material;
- formation of skills and abilities necessary for mastering program material.
Based on the child’s characteristics, a priority area (one or several) is identified, which serves as the basis for building a correction program.
A special feature of correctional classes is the use of special techniques and methods by the defectologist to meet the special educational needs of children with disabilities, providing students with dosed assistance, which allows the correctional process to be individualized. It is also important to transfer the skills and abilities developed in the classroom into the child’s educational work, the connection of the specialist’s correctional programs with the program material and its requirements.
3. Analytical direction
The analytical direction includes analysis of the process of corrective influence on the student’s development and assessment of its effectiveness, ensuring interaction between specialists.
4.
Advisory, educational and preventive areas
Advisory, educational and preventive areas of work of a teacher-defectologist are carried out to assist parents, teachers and school administration in matters of teaching and raising children with special educational needs.
5. Organizational and methodological direction
This area of activity of a teacher-defectologist includes preparation and participation in consultations, methodological associations, pedagogical councils, and preparation of documentation.
Thus, in his work, a teacher-defectologist is actively involved in all areas of the educational process.
Contents and levels of mastery of competencies
— Ability to design preventive and correctional-developmental programs for children with different types of disabilities;
4 pp., 1673 words
Value orientations of students as the basis for the development of their professional...
... means of developing professional value orientations of students at the university. The purpose of the work is to reveal the essence of students’ value orientations as the basis for the development of their professional activities. Object... consciousness. A clear structuring of the value sphere of the individual is necessary for constructing programs for the development of value orientations. Problems of professional value orientations of students were considered...
— knowledge of the basic principles of developing preventive and correctional and developmental programs for children with disabilities;
— understanding the essence, objectives, methods of preventive and correctional and developmental work with children with different types of disabilities;
— the ability to design activity programs based on modern scientific approaches to preventive and correctional and developmental activities, monitor the results of the implementation of preventive and correctional and developmental programs;
— willingness to interact constructively with related specialists on issues of developing the abilities of children and adolescents with disabilities;
— have an idea of the peculiarities of working with children with developmental disorders by defectologists, social workers, social educators, psychologists, art teachers, physical education teachers, etc. Knowledge of the basics of the psychology of group interaction. Understanding the specifics of the work of an educational psychologist in a general team of specialists;
— the ability to organize interaction between specialists in matters of developing the abilities of children and adolescents with disabilities, monitor the effectiveness of interaction between specialists and make appropriate adjustments;
— knowledge of the structure of the educational environment, methods for diagnosing components of the educational environment, methods for identifying violations in the behavior and development of children and adolescents with disabilities. Understanding the relationships between the peculiarities of the functioning of the educational environment and the difficulties that arise among subjects of educational disorders in the behavior and learning of children and adolescents with disabilities;
the ability to monitor the educational environment, analyze diagnostic results, identify and explain the causes of difficulties in learning for children and adolescents with disabilities;
the ability to provide psychological assistance in optimizing the pedagogical process in correctional educational institutions;
— the ability to provide psychological support to participants in the pedagogical process, conduct discussion and analysis of existing problems to solve problems of optimizing the pedagogical process;
— ability to advise teachers, administration, pupils/students on issues of optimizing the educational process in correctional educational institutions:
— knowledge of the basics of psychological counseling;
— understanding the interrelationships between the use of methods of the educational process and the mechanisms of the child’s educational and cognitive activity;
— the ability to select methods of interaction with specialists, parents, children during consultations, and monitor the effectiveness of the work being carried out.
A little about the profession of teacher-defectologist...
Who is a specialist - a teacher-defectologist? This is a teacher who works with children.
The purpose of the work of a teacher-defectologist is:
timely assistance to children with disabilities in mastering the program minimum content of education in educational institutions;
correction of the development of the child’s cognitive sphere in the dynamics of the educational process.
The main group of children who receive help from a speech pathologist in a secondary school are children with learning difficulties of various origins, including those with disabilities.
A specialist such as a teacher-defectologist (1) is called upon to understand in each individual case the peculiarities of a student’s development, taking into account his impairment, and to provide qualified assistance not only to the student himself, but also to those who teach, educate and develop him.
Also, a speech pathologist teacher can work with children at the request of parents to develop cognitive abilities. The most important thing for parents is to pay attention to their child during. Then time will not be wasted, and the process of correcting violations will be easier.
General structure of the activity of a teacher-defectologist
1. Diagnostic block Purpose: identifying difficulties in the formation of knowledge, skills and abilities, in determining the stage at which these difficulties arose, and the conditions for overcoming them.
2. Correctional block Purpose: determining the content of correctional work, drawing up a plan for correctional and developmental impact on the child in educational and everyday activities.
3. Analytical block Purpose: analysis of the process and effectiveness of correctional influence on the development of the pupil and the system of an integrated approach to his education (interaction of specialists).
4. Advisory, educational and preventive block Purpose: providing assistance to teachers and parents in matters of teaching and raising a child, preparing and involving parents in solving correctional and educational problems, preventing secondary and tertiary developmental disorders.
5. Organizational and methodological block Purpose: preparation and holding of methodological associations, psychological and pedagogical councils, pedagogical councils; preparation of special accompanying documentation for PMPk, etc.
The main tasks of correctional and developmental education: - maximum correction and development of impaired mental processes and functions; — normalization of the leading activities of students; — activation of children’s cognitive activity; - increasing the level of mental development; — correction of deficiencies in emotional, personal and social development; — formation and development of prerequisites for schooling. The main forms of correctional and developmental influence are individual and group lessons, which are structured taking into account the age and individual characteristics of pupils in accordance with the structure and nature of the violations. Sources:
1-https://vilshanskaya.ru/
2.- https://dskv2640.mskobr.ru/conditions/rabota-uchitelya-defektologa/
Comprehensive prevention of developmental disorders in young children
Over the past decades, negative phenomena in the health of children have been increasing. With developmental anomalies, with long-term illnesses of early age, pronounced disorders can occur, which lead to limitation of life and social functions, in the most severe cases leading to social failure. The literature indicates a high prevalence of developmental disorders in children. This percentage, without significant changes, is observed throughout the early and preschool years - on average for all parameters - 65%. Developmental disorders in young children affect further mental and intellectual development, and the problem acquires not only medical and pedagogical, but also social significance. The problem of integrating children with developmental disorders into the general developmental environment poses a task for specialists - the search for new, holistic forms of early prevention, which simultaneously prevents the worsening of general underdevelopment and contributes to the formation of a developing human personality in all its manifestations[7].
13 pages, 6430 words
Development of musical and creative abilities of secondary preschool children...
... the process of development of musical and creative abilities of children of middle preschool age. SUBJECT OF RESEARCH: pedagogical conditions for the development of musical and creative abilities of children of middle preschool age in... PROBLEM: search for psychological and pedagogical conditions for the musical and creative development of children of middle preschool age through nurturing their musical and creative abilities...
The concept of preventing developmental disorders in children is based on the principle of a differentiated approach, taking into account the state of health, the complexity of the use of medical, psychological, pedagogical and social methods of rehabilitation using all possibilities, that is, the creation of a common correctional space. The system of early comprehensive prevention we propose is structurally medical, psychological and pedagogical. In our opinion, it is necessary to begin comprehensive preventive work already in the antenatal clinic, where the expectant mother is being observed. Considering the limited capabilities of antenatal clinics, the absence of neonatologists-pediatricians, neurologists, defectologists, psychologists and child psychiatrists in these institutions, it is necessary to use visual and poster forms of education, educational booklets for future parents about the normal development of the child and possible deviations. These stands and booklets in an accessible form can help parents understand the following questions: what are developmental deviations, why a child may be at risk, how and when to start communicating with the baby, how the family situation can influence development. In addition, they can perform a coordinating, dispatching function and form an attitude in adults about the need for timely contact with specialists - a speech therapist, psychologist, psychiatrist, neurologist, which makes it possible to specify early forms of habilitation. An extremely important task in this regard is the prevention of emotional and sensory deprivation.
At the same time, the positive results of complex correctional interventions are directly related to the correct organization of correctional interventions at home. First of all, this is the establishment, under the guidance of specialists, of partnerships: doctor - parents, special education teacher - parents, psychologist - parents, with the aim of the active participation of parents in enhancing the mental and general development of the child. Secondly, the complexity and integrity of the impact make it possible to stimulate, “observe” and direct the development of the child not only in an organized form, but also in natural, home conditions. The system and methodological approaches developed and tested in various organizational forms make it possible not only to obtain adequate adaptation and a correction effect, but, what is especially important, to eliminate diagnostic errors in assessments of cognitive activity that lead to a limitation of the social perspective of the child and his family. At the same time, pharmacological influence and psychotherapeutic support are necessary parts of a general correction program that helps restore or improve the state of speech activity, communication, neuropsychic processes, emotional and behavioral reactions.
7 pages, 3221 words
Topic: features of mental development of children with sensory impairments
... the mechanisms of influence of a primary defect on the occurrence of a complex hierarchical series of secondary disorders that determine the development of the child as a whole. In the model of a sensory defect, the reverse is also indicative... of a narrow range of concepts that narrows the development of the level of generalization. A specific disorder in the development of the emotional sphere is of great importance. Thus, in a blind child, the underdevelopment of the emotional sphere is associated...
Behavioral difficulties in children of this group are associated with disorders of the nervous system and higher mental functions, with existing emotional discomfort. An incorrect stereotype of a child’s behavior is reinforced by the incorrect and inadequate attitude of adults towards him. Parents need to understand why the child develops atypically, differs from other children in behavior, and has developmental delays. Such children cause a lot of trouble for adults with their behavior. Parents, as a rule, have a hard time dealing with the negative reaction of others to the behavior of their children. They experience a feeling of helplessness, confusion, and shame for their child. This turns into irritation against the child and leads to conflicts in the family due to upbringing. Each family member begins to accuse others of self-indulgence, excessive severity, etc. In the future, this leads to uneven behavior of adults towards the child, which aggravates the situation and has a detrimental effect on the child’s condition, leading to the consolidation of pathological behavioral reactions. That is why psychotherapeutic support is required as a restructuring, reconstruction of risk factors in a child, as a recreation of harmonious relationships in the family. All components of risk factors and the connections between them are subject to psychotherapeutic support; The psychological climate of the family is normalized, parental positions in relation to children are reconstructed, parents’ awareness of the motives of family upbringing is expanded, the very course of mental development of children in the family is harmonized, the child’s self-awareness and self-esteem are developed and harmonized.
In turn, the original correctional pedagogical program structurally includes two parts: 1 – preparing parents for cooperation with specialists; 2 – direct (with a correctional teacher) and indirect (with parents) classes with the child.
Work with parents is conventionally divided into propaedeutic and main periods. The purpose of the propaedeutic period is not only to prepare the child for new forms of education, training and integration (full, incomplete or partial) into the social environment, but also to adapt the parents to the child’s condition. The influence of parents on the child during the main period can be anticipatory, parallel and reinforcing. In this regard, the development of the content of a program of complex medical-psychological-pedagogical influence includes modeling adequate social and role behavior of both adults and children; teaching a new mode of intrapsychic, interpersonal and communicative relationships. The originality of the program lies in the fact that the entire life activity of a child with deviated development is covered by stimulating the appearance of speech, the development of detailed statements, linguistic flair, linguistic competence, and the formation of creative forms of speech and cognitive activity. An important feature of the program is to stimulate the development of speech in children by teaching them to read.
The program is built from mutually complementary methodological blocks, built on a concentric principle. The content of the blocks is dynamic, which allows you to include not only a gradual complication of the material, but also take into account the individual characteristics of the child and the cognitive style of perception, awareness and assimilation of information. Each block involves the parallel work of a speech therapist, other specialists and parents. The effectiveness and optimality of the application of the proposed approaches is confirmed by the positive results of our work with children suffering from severe developmental disorders: disorders of the development of expressive and impressive speech, delays in the rate of speech and intellectual development, delays in mental development[7].
9 pages, 4308 words
Psychological and pedagogical assistance to families with children with developmental disabilities
... Parents of children with developmental disabilities take an active part in the creation of parental associations, educational foundations, charity centers and social partnerships (Down Syndrome Society; "Association of Parents of Children with Disabilities ... such programs will reduce the likelihood of developmental delays in infants and young children from risk groups, will increase the competence of family members in satisfying...
To prevent developmental disorders in children, specialists and especially future parents should know the main directions for preventing this phenomenon.
Genetic counseling is useful in family planning. Such consultations are necessary for parents in the so-called risk groups. Factors causing risk:
- hereditary diseases in parents or members of their families;
- congenital mental retardation;
- congenital hearing or vision impairments;
— physical development disorders: bone deformations, changes in joint mobility;
- primary infertility or amenorrhea (absence of menstruation);
- two or more miscarriages;
- at least one pregnancy was terminated due to impaired fetal development;
- sudden death of an infant due to unclear reasons;
- mother’s age over 35 years;
- blood marriages, etc.
Parents at risk should attend medical and genetic consultations, whose specialists will inform them about the possibilities of having children with hereditary developmental disorders, as well as the risks of having children with developmental pathologies.
All women need to undergo prenatal diagnosis, which is essential for solving the problem of family planning.
If possible, it is advisable for pregnant women to visit prenatal centers for psychological support of pregnancy.
Immunization of children is very important. Timely immunization of children prevents dangerous infectious diseases that lead to developmental disorders.
One of the few causes of developmental disorders, the prevention of which directly depends on parents and teachers, is injuries to children. All types of injuries are dangerous, both domestic and street, and sports. The most dangerous are open and closed head injuries, which cause not only a concussion, but can also cause damage to centers (vision, speech, etc.), due to which certain functions may be impaired. We would advise families with small children not to purchase double-decker cribs. Children under 6 years old should not sleep in such cribs. Children of this age still sleep restlessly, so they may fall out of bed. Scottish traumatologists note that over the course of months in this country, 85 thousand children became their patients, of whom only 85 received minor bruises, the rest ended up in the hospital due to concussions, broken bones or other injuries. Half of the affected children were under 18 years of age. Even if a preschooler does not sleep on the second tier, such furniture remains a risk factor, since it is very attractive for play. Even in an ordinary crib, you should not put large toys and pillows, as babies may fall out if they stand on them.
3 pages, 1016 words
“Theory and methodology of physical education and development of early childhood...
... have an educational effect on him. Physical education contains unlimited opportunities for the comprehensive development of a child. It helps him reveal his motor abilities, mobilize mental and physical... 2021. - 192 p. 23. Yakubovich, M.A. Correction of motor and speech disorders using physical education methods / M.A. Yakubovich, O.V. Presnova. - M.: Vlados, 2021. ...
When babies begin to walk, in order to avoid accidents, parents should consider the safety of each living space, as children of this age become real explorers.
Only with a rational approach to preventing the causes of developmental disorders by parents and teachers of child care institutions will it be possible to minimize the portion of acquired developmental disorders in children [3].
Article “Teacher-speech pathologist in kindergarten”
Teacher-defectologist in kindergarten
A teacher-defectologist in a kindergarten is a general specialist who works with all types of disorders in the development of a child.
In a broad sense, a teacher-defectologist is a specialist who studies, trains, educates and socializes children with developmental disabilities. In a narrow sense, a teacher-defectologist is a correctional teacher.
The main forms of work of a teacher-defectologist: group, subgroup and individual lessons. In the practical activities of a teacher-defectologist, individual lessons predominate, since they allow the individual characteristics of each child to be taken into account as much as possible.
The main task of a teacher-defectologist
determine an individual route for the development, upbringing and education of a child, provide psychological and advisory support to parents. And then prepare the child for school.
The purpose of correctional and developmental classes
specific help for a specific child.
Functions of a speech pathologist teacher in kindergarten
Conducts a complete and detailed examination of each child for the characteristics of his speech, cognitive and social development, during which he determines the child’s ability to learn and play, which helps him organize work with this child in such a way as to maximally compensate and correct the identified developmental deficiencies.
He studies the medical record, which helps him understand the nature of the child’s developmental deficiency and its causes.
If a child is transferred from another kindergarten, be sure to familiarize yourself with the pedagogical characteristics.
When conducting an examination, the main role is given to the speech pathologist, then the following are involved in the examination: a speech therapist, a psychologist, an exercise therapy instructor, a music director, and a teacher.
Teacher-defectologist
increases the cognitive activity of children and at the same time develops basic mental processes such as thinking, imagination, attention, curiosity, memory, perception.
The activities of a teacher-defectologist are also aimed at developing children’s communicative activities and the development of play ability, which is the main activity for children of this age.
Defectological support ensures the inclusion of the specialist’s work in all areas of the educational process. The content of the work of a teacher-defectologist is a holistic set of measures aimed at providing assistance, both to the child in the form of classes and dynamic monitoring of the progress of development, and to parents and educators in the form of consultations. During which parents learn the necessary techniques for teaching their child.
Of course, not all children need the services of a speech pathologist. However, for children with intellectual disabilities or delays in mental, psychomotor and sensory development, not to mention complex disorders, a speech pathologist in kindergarten is simply necessary.
The child spends most of his time not in kindergarten, but in the family. Therefore, the work of a speech pathologist teacher alone with a child will not give the same result that can be obtained through long-term and focused work of specialists together with parents.
Bibliography
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2. Bidenko, V. I. Bologna process: problems, experience, solutions. − M.: Research Center for Problems of Quality of Training of Specialists, 2006. Borytko, N. M. Man as a subject of education: modern approaches // Pedagogical anthropology: conceptual foundations and interdisciplinary context. Materials Int. scientific conf. (Moscow, September 30–October 2, 2002) / Comp. V. G. Bezrogov - M.: Publishing house URAO, 2002. - P. 40−43.
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