Dubrovina Elena
Additional general educational developmental program of social and pedagogical orientation
Municipal budgetary preschool educational institution
"Kindergarten No. 34"
Pedagogical Council
"Kindergarten No. 34"
Protocol No.___ dated___ ___ 2017
Approved
Acting manager
Municipal budgetary preschool educational institution
"Kindergarten No. 34"
I. V. Chirkova
«___» ___ 2017
Additional
general education general development
program of social and pedagogical orientation
"Let's speak correctly"
Age of students: 3-5 years
Implementation period: 2 years
Dubrovina Elena
Alexandrovna,
teacher speech therapist
ZATO Seversk, 2017
1. Explanatory note
1.1. Regulatory and documentary basis Programs
1.2. Relevance, novelty and pedagogical expediency Programs
1.3. Goals, objectives, principles Programs
1.4 Logistics Programs
1.5 Form of work
1.6 Realization of goals
1.7 First year of study
1.8. Planned development results Programs for children
2. Curriculum 1st year of study
2.2 Second year of study
2.3 Planned development results Programs for children
3. Curriculum 2nd year of study
4. References
Annex 1
Appendix 2
I. Explanatory note
Modified program of additional speech therapy services for social and pedagogical orientation"Let's speak correctly" is a system of comprehensive classes based on programs: « Program general Program speech therapy work to overcome phonetic-phonemic underdevelopment in children" T. B. Filicheva, G. V. Chirkina, " Program education and training of children with phonetic-phonemic underdevelopment" T. B. Filicheva, G. V. Chirkina, " Program correctional and developmental work for children with special needs” N.V. Nishcheva.
This the program represents general education- a developmental system that ensures full mastery of the phonetic structure of the Russian language, intensive development of phonemic perception, lexical and grammatical categories of the language, development of coherent speech, which determines the formation of communicative abilities, speech and general mental development of a preschool child with speech pathology, as the basis for successful education in a public school, as well as his socialization.
Relevance programs:
Program provides a system of exciting games and exercises with sounds, letters, words that will help children form mental operations, teach them to understand and complete an educational task, and master speech skills communication, and also promotes the development of fine motor skills and hand-eye coordination.
Readiness for schooling largely depends on the timely overcoming of speech disorders. Children with speech disorders are considered as a group of pedagogical risk, because their physiological and mental characteristics make it difficult for them to successfully master educational material at school. Children with speech disorders need a special organization of speech therapy assistance, the content, forms and methods of which must be adequate to the capabilities and individual characteristics of the children.
Relevance of this programs due to its practical significance and the demand for this service among parents. Studying this programs will help children with speech development disorders master basic general education program; will allow children to be helped in a timely manner, that is, even before entering school, in overcoming all the difficulties that cause school maladjustment.
Focus.
Proposed content program, thematic orientation is social and pedagogical; by functional purpose - educational and cognitive, by form of organization - individual-subgroup.
Distinctive features of this programs from those existing and used in preschool institutions consist of next:
1. Program includes work with young children and due to the fact that children with special needs often enter the younger group, often practically non-verbal, the planning highlights the following directions, How "Development of impressive speech" And "Development of expressive speech".
2. Communication with parents is carried out not through open events, but through a system of methodological recommendations received by parents individually. Individual consultations are also often practiced, in the presence and with the participation of the child, at which elements of a speech therapy session are demonstrated (articulation, breathing exercises, etc., which require proper reinforcement at home).
3. All classes are conducted in a playful way.
The goal is to identify as fully as possible violations in the oral speech of pupils, in accordance with the level and degree of speech violations: to form a full-fledged phonetic system of the language, develop phonemic perception, develop coherent speech and promote the accumulation of vocabulary.
Educational:
1. Form auditory attention and perception;
2. To form children’s perception of speech in the process of pronouncing syllables, words and short sentences; introduce concepts "sound", "word", "syllable", "offer";
4. Enrich and activate vocabulary;
5. Form moral and ethical standards of behavior.
Developmental:
2. Develop articulatory and finger motor skills;
3. Develop auditory and visual attention;
4. Develop phonemic awareness.
5. Develop coherent speech
Educational:
1. Develop the ability to listen carefully to the teacher’s speech;
2. Develop the ability to listen to each other;
3. Develop self-control over speech.
4. Foster feelings of empathy and mutual respect.
5. To instill in children accuracy and the ability to use handouts;
Principles:
Speech therapy work is built taking into account the following didactic principles:
The principle of complexity, the impact is carried out on the entire complex of speech and non-speech disorders;
The principle of maximum reliance on multimodal afferentations (various analyzers, since the formation of higher mental functions is a complex process of organizing functional systems: visual, kinesthetic, motor;
The principle of relying on intact links of the impaired function, since relying on unaffected links of activity is carried out on new compensatory principles;
The principle of the gradual formation of mental actions (according to P. Ya. Galperin, in which work on each type of task is carried out in a certain sequence;
The principle of taking into account the zone of proximal development (according to L. S. Vygotsky, in which the completion of a task is possible with dosed help from a speech therapist;
The principle of complicating the material, with the gradual inclusion of difficulties in speech therapy work;
The principle of taking into account the volume and degree of variety of material. During implementation programs It is necessary to move on to new material after the formation of a particular skill.
The principle of taking into account age-psychological and individual characteristics harmonizes the requirements of the child’s mental and personal development with the age norm. Taking into account the level of speech development of each child.
The principle of taking into account the emotional complexity of the material. So that the games, exercises, and presented material create a favorable emotional tone.
The principle of dynamism – balanced coverage of all aspects of a child’s speech (pronunciation, vocabulary, grammatical structure of speech, coherent speech, etc.).
The principle of cooperation is the creation of an atmosphere of goodwill, emotional emancipation in a group of children, a conscious attitude of teachers and parents to the full speech development of children, interaction between the kindergarten and the family.
Logistics support programs:
Didactic material for the development of memory, attention and thinking activities: (2 large pyramids consisting of rings of primary colors. (4 and 7 colors; large and medium mosaics; large bright plastic cubes of four primary colors, etc.
Card indexes: finger gymnastics; Logorhythmic games and exercises, breathing exercises.
Didactic material for the development of fine motor skills: lacing, puzzles; pyramids, nesting dolls; mosaic; games - etc.
Didactic material on the formation of sound culture:
Picture material for automation of delivered sounds;
Pictures for holding « General complex of articulatory gymnastics"; etc.
Didactic material on development breathing: breathing simulators, toys, aids for breathing development (whistles, whistles, pipes, etc.).
Didactic material on the development of phonemic awareness (sounding toys (rattles, squeakers, whistles, pipes, bells, sounding balls, tops, etc.).
Form of work (organizations)
Individual work and work with small subgroups are used.
A mandatory element of each lesson is articulation gymnastics, finger gymnastics and breathing exercises.
Participants programs - children 3 - 5 years old.
Implementation period programs - 2 years
Class schedule: once a week in the afternoon (3-4 years – 15 minutes, 4 - 5 years – 20 minutes).
– 1st year of study – once a week for 15 minutes (1 academic hour);
– 2nd year of study – once a week for 20 minutes (1 academic hour).
Number of classes per year 36 hours (two years -72 hours)
The work uses methods:
Practical (exercises and didactic games);
Visual (cards, drawings, toys, various attributes);
Verbal (conversation, story, explanation, explanation, questions).
The implementation of goals is carried out in a variety of processes activities: cognitive, playful, creative, communicative.
Enrollment in classes occurs after preliminary diagnosis and determination of the level of severity of speech impairment. The order of learning sounds, the sequence of lexical topics, and the number of lessons can change at the discretion of the speech therapist, depending on the severity of the speech disorder of each of the pupils.
Speech therapy work consists of a series of special organized classes, designed taking into account the level of development of children, their age and individual characteristics.
Implementation deadlines: Implementation period programs - 2 years
(1st year of study)
Program The material was developed for working with children with delayed speech development aged 3-4 years. The set of classes was created based on the methods of speech development for children of early and young age by S. A. Mironova, and the methodological developments of N. V. Nishcheva.
directions:
1. Development of impressive speech, formation of prerequisites for speech thinking:
Development of auditory attention to non-speech and speech stimuli, development in children of the ability to correlate sounds with certain objects of living nature or objects of the surrounding reality;
directed ;
Teaching children to follow verbal instructions with visual support (pointing gesture, demonstration of actions, etc.) and without visual support.
2. Development of active speech and formation of speech communicative skills skills:
communication;
Stimulating a child’s initiative speech in a specially organized situation communication.
3. Prevention of disorders of phonemic hearing, syllable structure of words and sound pronunciations:
Stimulating effect on the formation of motor functions of the articulatory apparatus;
Development of respiratory physiological exhalation, correct speech breathing;
Activation of onomatopoeia in children and reproduction of 2-3 complex words and short phrases according to the model.
Planned results after the first year training:
Increased speech activity, understanding of addressed speech;
Strengthening voluntary attention, auditory attention (the child must distinguish the sound of musical toys, instruments, determine the location of a sounding object in space, find a hidden sounding instrument by the sound produced)
Development of visual attention and memory (the child’s ability to find a toy, picture and point to them, correlate with words-names, retain familiar object objects in memory images: toys, environmental objects, pictures)
The emergence of verbal sensory concepts standards: shape, color, size.
Expanding the scope communication through facial expressions, gestures and sign-symbolic functions.
Improving phonemic awareness;
Improvement in pronunciation;
Significant increase in passive vocabulary stock: understanding words from lexical groups "Transport", "Cloth", "Winter Fun", "Insects";
Understanding and use of question words increases (who, what, where, whose) and individual pronouns ( quantitative: one, many spatial: there, here, here; possessive: mine, me, yours).
The ability to group nouns by general conceptual feature, comparison operations and generalizations.
As the vocabulary expands, it becomes possible to model two-word sentences.
Mastering simple grammar designs: the ability to distinguish between the use of grammatical forms of singular and plural nouns in adult speech,
Improvement of articulatory capabilities.
(2nd year of study)
The set of classes was created based on “ program speech therapy work to overcome general underdevelopment of speech in children" T. B. Filicheva, T. V. Tumanova, " program correctional and developmental work for children with special needs" N. V. Nishchevoy
Program material designed to work with children:
with speech development disorders at the age of 4-5 years;
Speech therapy work with children at this stage includes the following: directions:
1. Development of impressive and expressive speeches:
Development of understanding of situational and everyday speech;
Development of involuntary imitation - sound and verbal;
Development of visual attention and skills directed observing named objects and performing imitation actions, memory training (visual, auditory, tactile);
Development of auditory attention to non-speech and speech sounds, formation in children of the ability to correlate sounds with certain objects of living nature or objects of the surrounding reality;
Activation of speech vocalizations accompanied by gestures and facial expressions communication;
Step-by-step teaching of children to construct a simple sentence (word-sentence, sentence of amorphous words, root words, two-part sentence);
Stimulating a child’s initiative speech in a specially organized situation communication.
Teaching children to carry out speech instructions with and without visual support
Familiarizing children with the names of objects in the surrounding reality, the names of basic actions and words indicating a change in an object in space;
2. Development of hearing perception:
Expanding the scope of auditory perception;
Formation of the foundations of auditory differentiation, the regulatory function of speech, ideas about the different intensities of non-speech and speech sounds;
Developing the ability to differentiate non-speech and speech sounds.
3. Development of hand-eye coordination, fine motor skills and articulation motor skills:
Development of mobility of speech muscles, arbitrariness and differentiation of facial movements,
Learning to perceive the articulatory patterns of sounds through the development of visual-kinesthetic sensations.
Activation of passive and active movements of the fingers, finger gymnastics.
Increased breathing volume;
Activation targeted oral exhalation;
Familiarization with some characteristics of voice power;
5. Development of feeling rhythm:
Correlation of rhythm with a schematic image.
6. Development of visuospatial analysis and synthesis:
Formation of search activity, expansion of the field of view (finding toys in the space of the room; moving toys in a given space);
Developing stability, switching of attention, increasing the volume of visual attention and memory (memorizing images of objects, recording changes in the arrangement of objects; distinguishing from many objects);
Learning to analyze a visual image (identifying missing parts of objects from pictures; recognizing parts of the body and face in an object picture, correlating them with parts of one’s own body).
Planned results after the second year training:
Increased speech activity;
Development of visual attention and memory;
Strengthening voluntary attention, auditory attention;
Improving phonemic awareness;
Improvement in pronunciation;
Expansion of active vocabulary on lexical topics of the section;
The ability to compare and generalize objects based on similar characteristics;
Grammar skills are mastered designs: ability to use pronouns and prepositions in speech;
Development of coherent speech, the ability to compose stories with and without visual support.
Additional general developmental program of social and pedagogical orientation “Everything is in your hands”
An additional general developmental program of social and pedagogical orientation “Everything is in your hands” was approved at a meeting of the methodological association “Creative Workshop” of the department of restorative treatment and rehabilitation of the State Budgetary Educational Institution of Public Education “Rehabilitation Center for Children and Adolescents with Disabilities” (Minutes No. 1 dated January 9, 2014. )
An additional general developmental program of social and pedagogical orientation “Everything is in your hands” was approved at a meeting of the medical, social, psychological and pedagogical council of the Regional State Budgetary Educational Institution of Education “Rehabilitation Center for Children and Adolescents with Disabilities” (Minutes No. 2 dated January 24, 2014)
Program developer: Morgach Elena Valerievna, social teacher of OGBUSO “Rehabilitation Center for Children and Adolescents with Disabilities.”
Reviewers:
N. A. Perelomova, Vice-Rector for Educational and Methodological Activities of the Irkutsk Institute for Advanced Training of Education Workers, Doctor of Pedagogical Sciences, Professor.
E. V. Reshetnikova, head. Department of Social Work ISN ISU, Ph.D. Philosophical Sciences, Associate Professor.
Explanatory note
An additional general developmental program of social and pedagogical orientation “Everything is in your hands” is addressed to children with disabilities aged 2 to 18 years who have musculoskeletal disorders, damage to the nervous system, hearing and speech impairments, and genetic diseases.
The purpose of the additional general developmental program of social and pedagogical orientation “Everything is in your hands”: compensation and correction of deviations and delays in mastering self-care skills and development in a child with disabilities based on the formation of a system of practical skills and abilities that ensure successful orientation in the outside world, at home .
Tasks:
- creating an atmosphere of emotional comfort, conditions for self-expression and self-development;
- formation of vital skills and abilities in children;
- activation of physical strength and mental activity;
- familiarization with the social significance of work.
The content of the program takes into account the state standard of social services in the form of the provision of rehabilitation services to disabled children and children with disabilities by state social service institutions of the Irkutsk region.
The program “Everything is in your hands” is based on the programs of a special (correctional) general education school of the VIII type: 5-9 grades / Edited by V. V. Voronkova (section “Social and everyday orientation” authors: V. I. Romanina, N. P. Pavlova), and “Programs of education and training in kindergarten” edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova.
The additional general developmental program of social and pedagogical orientation “Everything is in your hands” is built on a person-oriented approach to the child and the family in which he is being raised.
The program material is divided into 3 modules aimed at the development and socialization of a child with disabilities. The sequence and load of classes depends on the level of knowledge and skills of the child with disabilities, on his rehabilitation potential, and the frequency of rehabilitation courses. Therefore, the sequence and scope of a child’s mastery of individual modules and the program as a whole for each child entering rehabilitation is determined individually. The teacher, taking into account the level of psychomotor development of the child, draws up an individual work plan, determining the topic and load of classes.
To implement the additional general developmental program of social and pedagogical orientation “Everything is in your hands”, full-time education is provided.
The period for mastering the additional general developmental program of social and pedagogical orientation “Everything is in your hands” is designed for 3-4 courses of rehabilitation, including 5-6 lessons. Lesson duration is 20-25 minutes. The number of repeated rehabilitation courses will depend on the severity of the child’s illness and on the decision of the institution’s council on the need for repeated and subsequent rehabilitation courses.
The level of mastery of an additional general developmental program with a social and pedagogical orientation is determined by conducting diagnostics. Diagnostics is a set of specially developed methods and test tasks. This pedagogical technology can be characterized as express diagnostics, because does not require long-term comprehensive research. Children are united in groups with a common social development situation, where tasks are given taking into account the level of complexity, physical, emotional, and mental stress. The data obtained as a result of diagnostics are recorded in diagnostic cards.
The effectiveness of correctional work with children is carried out on the basis of monitoring, which is carried out before and after the rehabilitation of a child with disabilities.
The organization of active interaction of a child with disabilities with the outside world is aimed at achieving the highest possible level of his development, gaining the degree of disability possible with his illness, independence and independence in self-care, in social integration.
Mastering the content of the “Everything is in your hands” program through the following types of classes:
- individual, subgroup, group lessons,
- master classes,
- round tables,
- excursions,
- evening meetings,
- Exhibitions
- attending concerts,
- conversations,
- plot-based role-playing games,
- holidays and entertainment,
- reading fiction,
- work activity,
- individual and group consultations with parents.
The additional general developmental program of social and pedagogical orientation “Everything is in your hands” contains the following structural components: description of the goal, planned results, thematic plan, work programs of the modules, and other methodological materials.
Child must know(planned results):
1. Your first and last name, the names of your immediate circle, the name of the city (village, district), street, house (apartment) number; sequence of morning and evening toilets, frequency and rules for brushing teeth, ears, washing hair, rules for protecting eyesight when reading and watching television, rules for personal hygiene of a girl (girl), rules for caring for personal hygiene items, types of cosmetics, names of personal items use and their purpose, rules for caring for facial skin and hair. Parts of the human body and organs, rules for caring for the skin of hands, feet and nails, the harmful effects of smoking, alcohol on the body and compliance with the rules of a healthy lifestyle, requirements for posture when walking, standing and sitting.
2. Types of clothing and footwear, their purposes, rules for caring for clothing and footwear.
3. Sanitary and hygienic requirements for the food preparation process, methods of brewing tea, safety rules for using a knife, stove, electric kettle.
4. Requirements for posture when walking, sitting and standing, rules of behavior when meeting and parting, forms of making requests, questions, rules of behavior at the table. Rules of conduct in entertainment and cultural and educational institutions, rules of conduct when visiting.
5. Types of residential premises in the city and the countryside and their differences, postal address of your home.
6. Main vehicles, types of vehicles (special, cargo, passenger, city, railway, suburban, intercity), procedure for purchasing tickets, rules for riding a bicycle, rules of behavior in transport.
7. Know the basic rules of behavior on the street, the road, and the rules of pedestrian behavior.
8. The main types of stores, their purpose, types of departments in grocery stores and rules for purchasing goods in them.
9. Basic means of communication, types of postal items.
10. Types of medical care, medical institutions, functions of primary medical specialists, methods of calling a doctor at home,
As a result of mastering the program, the child should be able to:
1. Perform morning and evening toilets in a certain sequence, comb your hair and choose a hairstyle, wash your hands, cut your fingernails and care for the skin of your hands, select cosmetics for hand skin care, select cosmetics for self-care.
2. Select clothes, hats, shoes for the season, dry wet clothes and clean clothes, prepare clothes and shoes for seasonal storage.
3. Set the table taking into account a specific menu, use printed instructions for various household chemicals, and create a menu.
4. Monitor your posture, gait and gestures, behave correctly when meeting and parting with peers (boys and girls), adults (acquaintances and strangers) in various situations, behave tactfully at the table while eating (use cutlery, napkins , eat carefully).
5. Maintain order in your room, take care of indoor plants.
6. Observe the rules of behavior in public transport (rules of boarding, buying a ticket, behavior in the cabin and when going out, follow the rules of the road).
7. Be able to pay for a purchase in a store.
8. Write addresses on the envelope.
9. Seek help from an adult if necessary.
The implementation of the program is aimed at:
1. development of the child based on his compensatory capabilities;
2. integration of children and adolescents with disabilities into the society of healthy peers;
3. development of creative abilities.
The additional general developmental program of social and pedagogical orientation “Everything is in your hands” consists of 3 modules that reflect the complex of diverse connections and relationships of the child with the world.
MODULE 1
"SELF-KNOWLEDGE"
The program module is aimed at developing the child’s ideas about himself, about the ways his own body functions (“body diagram”). By mastering this material, the child acquires a sense of confidence and independence, learns to specify the actions of his body, and knowledge of the integrity of the body comes through knowledge of its parts and their functions.
Main goals:
Development of bodily orientation.
Formation of primary ideas about your capabilities and skills.
Formation of ideas about the immediate social environment “me and an adult”, “me and another child”, “me and my family”.
Development of bodily orientation
Cultivating a child's interest in his own body.
Activation of sensitivity, i.e. real feeling of your body.
Identification of body parts and mastering their basic movements (development of functions), in spatial orientation in the coordinate system of one’s own body.
Developing skills to control your body.
Methods: play techniques with toys, a mirror, a photo album, paints, funny clothes and jewelry; Reading books; inventing stories; assembling a fairy tale character from parts; drawing up a family portrait; story games, conversations, discussions.
Formation of primary ideas about your capabilities and skills.
The ability to take care of yourself and “present yourself to others.”
Teaching a child to understand his desires and moods, to express them in accordance with the social norms that are accepted in the family and society.
Methods: games and exercises that form emotional regulation of behavior, story games.
Formation of ideas about the immediate social environment “me and an adult”, “me and another child”, “me and my family”.
Mastering the space around (the world of people and objects, nature).
Development of the ability to imitate, on the basis of which the child appropriates primary life experience.
Formation of primary ideas about the family: its composition, the functions of each family member, identifying oneself as a family member and determining one’s status (son, daughter).
Methods: games to recognize another person using palpating movements, by voice, with dressing up. Games with family photo album. Role-playing games (“Mothers and Daughters”, “In the Store”, “Barbershop”, “Hospital”), quizzes, competitions.
MODULE 2
“FORMATION OF CULTURAL-HYGIENIC SKILLS AND SELF-CARE SKILLS”
The program module is aimed at acquiring independence and independence in everyday life, at forming the foundations of a child’s social behavior. By mastering this material, the child implements social and practical experience and masters social models of behavior.
Main goals:
Formation of basic skills (instrument-object actions) and their inclusion in various types of child activities.
Formation of cultural and hygienic skills and their inclusion in the daily life of the child.
Accumulation and implementation of experience of independent actions, interaction with other people in everyday life.
Formation of basic skills (instrument-object actions) and their inclusion in various types of child’s activities
Formation of the functional purpose of household and hygienic items.
Developing the child’s skills to grasp and hold an object in his hands, throw, catch, feel.
Inclusion in various types of practical activities
Methods: games for recognizing and distinguishing items of clothing, dishes, hygiene products, etc. among different and similar objects, their verbal or gestural designation using pointing and correlating gestures, correlating an object with a picture (“Fold a pyramid”, “Building a house”, “Floats” -sinks”, “Wet - dry”, “Smooth - uneven”, “Strings”, “Brushes”, “Big - small cup”, “What’s in the jars”, “Find and show”, “Find the extra one”, “ Find a pair”, “Put in order”, “Mix-up”, “Magic bag”, “Box of shapes”, “Color lotto”).
Formation of cultural and hygienic skills and their inclusion in the daily life of the child
Mastering the ability and skills of neatness.
Mastering the ability and skills of eating.
Mastering the skills of undressing and dressing.
Mastering the ability to care for things and toys.
Methods: games with toys “Treat the doll”, “Feed the bear”, “Lunch at the bunny”, “Cover (remove) the pan with a lid”, “Empty - full”, “Magic buttons”, “Beads for Mom”, “Fill the jar” , “The doll is sick”, “The doll wants to sleep”, “Bathing the baby doll”, “We are playing”, “Shirt for Ivashka”, “Dress the doll”, “Garland”.
Accumulation and implementation of experience of independent actions, interaction with other people in everyday life.
Formation of a general personal culture: communication skills, etiquette rules (in transport, on the street, visiting, in a museum, in a theater, cinema, talking on the phone).
Improve cultural and hygienic habits.
Improve children's spatial orientation.
Develop independence and creativity in all types of activities.
Methods: making crafts using various handicraft techniques, conversations, showing techniques, exhibitions, excursions, didactic games (with pictures - puzzles, cut-outs, with object-play actions with a toy.
MODULE 3
“FUNDAMENTALS OF LIFE SAFETY”
The program module is designed to teach and prepare a person from early childhood to avoid extreme situations, and if they happen, to find the right solution in time. By mastering the material in this module, you will help your child systematize, expand and deepen his knowledge of safety at home, on the street, in transport and in dangerous situations.
Tasks:
Familiarization with objects dangerous to the life and health of children and the consequences of careless handling of such objects.
Improving the ability to freely navigate indoors and outdoors.
Formation and improvement of skills and abilities possible in everyday life, in dangerous situations.
Familiarization with objects that are dangerous to the life and health of children and the consequences of careless handling of such objects.
Familiarization with fire hazardous items that cannot be used independently.
Expanding children's understanding of objects that can serve as sources of danger in the home and the consequences of careless handling of such objects.
Mastering the skill of using dangerous objects (needle, scissors, etc.), and becoming familiar with the methods of storing them.
Mastering the skill of independently dialing emergency phone numbers.
Methods: board and didactic games (selection of pictures, thematic pictures, guessing puzzles, riddles), thematic conversations, meetings, excursions, quizzes, competitions, role-playing games.
Improving the ability to freely navigate indoors and outdoors
Generalization of knowledge about populated areas.
Familiarization with the rules of how to behave in dangerous situations with strangers, at home, on the street, in nature.
Expand basic knowledge of traffic rules.
Familiarize yourself with the rules of ethical and safe behavior in urban transport.
Methods: board and didactic games (selection of pictures, thematic pictures, guessing puzzles, riddles), drawing situations, thematic conversations, meetings, excursions, quizzes, competitions, graphic dictations, role-playing games.
Formation and improvement of skills and abilities possible in everyday life, in dangerous situations
Familiarization with the rules of behavior near water.
Familiarization with the rules of behavior in a crowd and during a terrorist attack.
Familiarization with basic fire safety rules.
Methods: board and didactic games (selection of pictures, thematic pictures, guessing puzzles, riddles), drawing situations, thematic conversations, meetings, excursions, quizzes, competitions, graphic dictations, role-playing games.
List of recommended educational publications, Internet resources, additional literature
Main sources:
1. V.V. Voronkova, S.A. Kazakova “Social and everyday orientation of students in grades 5-9”, M. “VLADOS” 2006.
2. Vasilyeva M.A., V.V. Gerbova, T.S. Komarova. Education and training program in kindergarten. – M.: Mosaika-Sintez, 2007.
3. UN Convention on the Rights of the Child, 1989.
4. From birth to school. Approximate basic general education program for preschool education / Ed. NOT. Veraksy, T. S. Komarova, M. A. Vasilyeva. – 2nd ed., rev. And additional – M.: MOSAIC-SYNTHESIS, 2011. – 336s.
5. Khudenko E. D., Dedyukhina G. V. Comprehensive program for the development and socialization of a special child in the family. – M., 2009 – 212 p.
Additional sources:
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3. Boryakova N.Yu. and others. Workshop on correctional and developmental classes. M., 1994.
4. Bure R.S. Moral and labor education of children in kindergarten. -M.: Education, 1987
5. Efanova Z. A. Game activities during traffic rules classes. – Volgograd: Corypheus, 2005.
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7. Zaitsev D.V. Integrated education of children with disabilities // Sociological Research. - 2004. - No. 7. - pp. 127-132.
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9. Ilyina M.N. Child development from the 1st day of life to 6 years. St. Petersburg, 2001.
10. Indenbaum E. L. Developmental difficulties in children: types, characteristics, correctional approaches. Tutorial. – Irkutsk: Irkut Publishing House. state ped. University, 2003-72s.
11. Integrated education of children with disabilities in a society of healthy children / F.L. Ratner, A.Yu. Yusupov. – M.: Humanitarian publishing center VLADOS, 2006.
12. Kaplan L. I. Education of skills and habits in children. - M.: Medicine, 1967.
13. Kataeva A.A., Strebeleva E.A. Didactic games and exercises in teaching mentally retarded preschoolers. M., 1993.
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28. Yarskaya-Smirnova E.R., Loshakova I.I. Inclusive education of disabled children // Sociological Research. - 2003. - No. 5. - P. 100-106
Additional general development program
in mathematics “Behind the pages of a mathematics textbook”
For middle school children
Implementation period - 1 year
Strelnikova Tatyana Nikolaevna
Second Terbuny
2015
Additional general developmental program in mathematics “Beyond the pages of a mathematics textbook” social and pedagogical orientation
Explanatory note
The focus of the additional general developmental educational program.Club program"Behind the Pages of a Mathematics Textbook" has social and pedagogical orientation.
Course “Beyond the Pages of a Mathematics Textbook” directed to develop schoolchildren’s interest in mathematics, introduce them to new ideas and methods for solving problems, and develop students’ abilities to rationally use the skills acquired in class; expand and deepen knowledge on this topic, necessary for application in practical activities, study of related disciplines. This course develops clarity and accuracy of thought, critical thinking, intuition, logical thinking, elements of algorithmic culture, spatial concepts, and the ability to overcome difficulties; forms an understanding of the ideas and methods of mathematics as a universal language of science and technology, a means of modeling phenomena and processes; fosters an attitude towards mathematics as part of universal human culture.
Additional educational program “Behind the pages of a mathematics textbook” social and pedagogical orientation is designed to help teenagers acquire the knowledge, skills and abilities necessary for successful organizational activities. Mastering the content of the circle program contributes to the intellectual, creative, and emotional development of students. When implementing the content of the program, the age and individual capabilities of adolescents are taken into account, conditions are created for the success of each child.
Applied focus is ensured by systematic reference to examples that reveal the possibilities of applying mathematics to the study of reality and solving applied problems. Since in mathematics lessons not enough time is allocated to solving word problems, percentage problems, etc., more attention is paid to these issues in the circle.
Novelty of this course lies in the fact that the material of the mathematics course for grades 5–9 is repeated in blocks. When mastering a mathematics course, some schoolchildren are limited to the level of compulsory preparation, others move further and reach higher levels. This program “Behind the Pages of a Mathematics Textbook” will allow you to organize the work of the circle taking into account a differentiated approach. At the same time, each student independently decides what level of preparation to limit himself to. The circle continues to develop the basic techniques and skills of the algebra course:
Computational and formal operational skills for use in solving problems in various areas;
Mastering the apparatus of equations and inequalities as the main means of mathematical modeling of applied problems.
Relevance of the program. For life in modern society, it is important to develop a mathematical thinking style. The leading role belongs to mathematics in the formation of algorithmic thinking, developing the ability to act according to a given algorithm and construct new ones. In the course of solving problems, the creative and applied sides of thinking develop. Mathematical education contributes to the aesthetic education of a person, understanding the beauty of mathematical reasoning, and develops imagination. Acquaintance with the history of the emergence and development of mathematical science replenishes the stock of historical and scientific knowledge of schoolchildren.
The course provides for introducing students not only to standard methods for solving problems, but also to standard errors that are common in exams, to teach them to avoid these errors, to present and formulate a solution logically correctly, clearly, completely and consistently, with the necessary explanations.
The organization of the circle’s work helps to deepen students’ knowledge, develop their talents, logical thinking, and broaden their horizons. In addition, extracurricular work in mathematics is of great educational importance, because its purpose is not only to highlight some narrow issue, but also to interest students in the subject and involve them in serious independent work.
Organizational and pedagogical conditions program is that training in this program contributes to the intellectual and spiritual education of the child’s personality, socio-cultural and professional self-determination, development of cognitive activity and creative self-realization of students.
In the process of studying this course, it is assumed that various forms and methods of organizing students’ independent activities will be used. The club is designed for all 9th grade students. The program involves familiarization with theory and practice for 70 hours. For each topic, brief methodological recommendations, basic theoretical material, supporting tasks, and tasks of increased complexity for work in the classroom and at home are given in sufficient quantities.
The course provides ample opportunities for repetition and generalization of the mathematics course. Education is carried out in the form of theoretical and practical classes for students.
Purpose of the program– formation and support of sustainable interest in the subject, intensive formation of activity abilities, development of logical thinking and mathematical speech; identification and support of gifted children inclined to study mathematical disciplines, involvement of students in scientific activities in mathematics
Tasks:
Educational:
teach students to perform identical transformations of expressions;
teach students basic techniques for solving equations, inequalities and their systems;
teach how to build graphs and read them;
teach various techniques for solving word problems;
help to master a number of technical and intellectual skills at the level of their free use;
prepare students for the State Examination in Mathematics in 9th grade;
prepare students for studying mathematics in high school or for entering secondary schools, as well as for in-depth study of mathematics in a specialized school.
increase interest in mathematics;
develop thinking through the acquisition of such techniques of mental activity as the ability to analyze, compare, synthesize, generalize, highlight the main thing, prove, refute;
to form students’ worldview, logical and heuristic components of thinking, algorithmic thinking through working on problem solving;
develop spatial imagination through solving geometric problems;
to develop the ability to build mathematical models of real phenomena, analyze constructed models, investigate phenomena using given models, apply mathematical methods to analyze processes and predict their course through work on projects.
cultivate activity, independence, responsibility, hard work;
to cultivate aesthetic, graphic culture, and speech culture through preparing and conducting a week of mathematics, preparing and presenting reports, and solving problems;
to form a system of moral interpersonal relations, a culture of communication, the ability to work in groups through work on projects and work in circle classes.
strive to create mutual understanding and effective interaction among all participants in the educational process, promoting open and free exchange of information, knowledge, as well as emotions and feelings through the organization of a high-quality communicative space in the circle’s classes.
Regulatory documents:
An additional general developmental program of social and pedagogical orientation “Behind the Pages of a Mathematics Textbook” was developed on the basis of:
Federal Law No. 273 of December 29, 2012 “On Education in the Russian Federation.”
Federal target program for the development of education for 2011 – 2015.
National strategy of action in the interests of children of the Russian Federation for 2012 - 2017, aimed at developing a system of additional education, infrastructure for the creative development and upbringing of children.
State program of the Russian Federation “Development of education for 2013 – 2020.”
Order of the Ministry of Education and Science of the Russian Federation dated August 29, 2013 No. 1008 “On approval of the procedure for organizing and implementing educational activities in additional general education programs”
Concepts of the Russian national system for identifying and developing young talents, approved by the President of the Russian Federation on April 3, 2012.
Decree of the President of the Russian Federation dated May 7, 2012 No. 599 “On measures to implement state policy in the field of education and science.”
Letters from the Department of Youth Policy, Education and Social Support of the Ministry of Education and Science of Russia dated December 11, 2006 No. 06-1844 “Approximate requirements for additional education programs for children.”
Resolution of the Chief State Sanitary Doctor of the Russian Federation dated December 29, 2010 No. 189 “Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions” (SanPiN 2.4.2.2821-10)
Letter of the Ministry of Education and Science of the Russian Federation dated December 11, 2006 no. 06-1844 “On Model Requirements for Additional Education Programs for Children”
Charter of the OS.
When developing the program, the following teaching aids were used:
Vavilov V.V. and others. “Problems in mathematics. Equations and inequalities", M, Nauka, 1988
Algebra: collection. assignments to prepare for the final certification in 9th grade./L. V. Kuznetsova, S. B. Suvorova, E. A. Bunimovich and others - 2nd ed. - M.: Education, 2007. - 191 p.: ill. - (Final certification).
Galitsky M. L. et al. Collection of problems in algebra for grades 8-9: Textbook. manual for students in schools and classes with advanced study of mathematics/M. L. Galitsky, A. M. Goldman, L. I. Zvavich.-2nd ed. –M.: Education, 1994.-271 p.: ill.
GIA: 3000 problems with answers in mathematics. All tasks of the part / A.L. Semenov, I.V. Yashchenko, L. O. Roslova, L. V. Kuznetsova, S. B. Suvorova, I. R. Vysotsky; edited by A.L. Semenova, I.V. Yashchenko, - M.: Publishing house "Examination", publishing house MTsNMO, 2013. - 399, p. (Series “GIA Task Bank”)
Dorofeev G.V. and others. “Preparation for the written exam for a basic school course” collection
Distinctive features of the program.
The peculiarity of the program is its “immersion” into the world of mathematics: classes consist of lectures, seminars, solving puzzles, and mathematical games. The program also includes organizing and participating in various mathematical battles, quizzes, and holidays.
The gradualism and variety of ways to acquire knowledge and skills allows students to maintain interest in classes for a long time.
This program is designed for the simultaneous work of several groups of different levels of training in parallel, since the methodology for conducting collective creative activity involves the interaction of several groups.
Children's age, those participating in the program are 14-15 years old. The optimal number of children in the association for successful development of the program is 15-20 people.
Implementation deadlines programs: one year of study, volume– 70 hours.
Forms and mode of classes: The program provides for the work of children's groups of 15–20 people.
Forms of organization of classes: mass (carrying out collective creative association activities, holidays, mathematical quizzes), group (theoretical and practical classes), small-group (working with mathematical programs on a computer), individual (participation in olympiads, consultations, conversations).
To conduct training sessions, various groups of teaching methods and techniques are used: consultation, conversation, explanation, demonstration of techniques, practical work, etc.
To enhance the cognitive activity of students and develop their interest in creativity, various types, forms and methods of conducting classes are used:
communication of new knowledge (classes - conversations, classes with elements of student speeches, etc.),
combined classes (communication of new knowledge and workshop),
practical lessons,
generalizing (quizzes, themed crosswords, travel activities),
games, holidays, contests, competitions, excursions, hikes and others.
mutual education,
laboratory and practical work,
self-presentation,
creative laboratories...
Forms, methods and teaching aids used in implementation
Methods:
Verbal (explanations, conversations, lectures)
Visual (posters, slides, photographs, videos)
Practical (implementation of creative projects).
Along with regular classes, the program uses innovative forms of training:
Competitions,
Quizzes,
Means of education: printed (books, brochures, handouts);
electronic and audiovisual (presentations, slides, videos, etc.); visual (posters, stands); photo and video equipment.
Types of classes:
Combined;
Initial familiarization with the material;
Assimilation of new knowledge;
Application of acquired knowledge and skills;
Consolidation, repetition;
Final.
Educational technologies: developmental training, personality-oriented approach, differentiation of training.
Calendar training schedule for mastering an additional general developmental program is an integral part of the program and determines the alternation of educational activities (classroom and extracurricular) and planned breaks during education for recreation and other social purposes (vacations) according to the calendar periods of the academic year: the start and end dates of the academic year; duration of the academic year, quarters; dates and duration of vacations; timing of intermediate certification. When drawing up the academic calendar schedule, the quarterly approach to scheduling the educational process of the academic year organization system was taken into account. The school calendar is an integral part of the additional educational program and is reflected in the appendix to it. Every year, the academic calendar is published on the school’s official website.
Availability of effectiveness of educational activities.
The additional general developmental program “Behind the Pages of a Mathematics Textbook” involves teaching children certain knowledge, abilities, skills and the development of diverse personal qualities of students, therefore the teacher summarizes the results according to two groups of indicators - educational and personal.
The structure and content of the program provide conditions for its flexible use, the implementation of practical training, and the implementation of the principles of person-centered learning.
Main activities of students:
- solving entertaining problems;
- design of mathematical newspapers;
- familiarity with popular scientific literature related to mathematics;
-project activities
-independent work;
-work in pairs, in groups;
-creative works.
The subject of assessment is:
a set of basic knowledge, abilities, skills in the type of activity being studied, as well as general educational skills that a child must acquire as a result of mastering the material in a specific additional general developmental program;
the most important personal qualities that need to be developed in a child during the period of his education in this program, and the time of communication with the teacher and peers
Ways to measure program effectiveness:
Personal results studying the course is to develop the following skills:
- Define And express under the guidance of a teacher, the simplest rules of behavior in cooperation common to all people (ethical standards).
In situations of communication and cooperation proposed by the teacher, based on simple rules of behavior common to everyone, make a choice, with the support of other group members and the teacher, what to do.
To assess the formation and development of pupils’ personal characteristics (values, interests, inclinations, level of aspirations, the child’s position in the association, the pupil’s business qualities) it is used
simple observation,
conducting mathematical games,
questionnaires,
survey
psychological and diagnostic techniques.
at the same time, take into account the abilities of each student individually, including him, as far as possible, in group work, to model and reproduce situations that are difficult for the student, but possible in everyday life; their analysis and playback can become the basis for positive changes in the development of the child’s personality.
The most important result of this program is developing the intellectual capabilities of schoolchildren and instilling a strong interest in the subject of mathematics.
To determine the quality of education and children's development, we use various activities to record intermediate and final results:
intermediate rating system (open or closed, depending on the level of the group);
success of performance at Olympiads (diplomas, certificates and certificates of merit)
final tests for each year of study (annual Olympiad);
awarding “Diplomas” in various mathematical quizzes, battles, festivals, etc.
Planned results.
As a result of studying the club program, the student should:
know/understand
the essence of the concept of algorithm; examples of algorithms;
how mathematical formulas, equations and inequalities are used; examples of their application to solve mathematical and practical problems;
how mathematically defined functions can describe real dependencies; give examples of such a description;
how the needs of practice led mathematical science to the need to expand the concept of number;
the meaning of idealization, which allows solving problems of reality using mathematical methods, examples of errors that arise during idealization;
compose letter expressions and formulas according to the conditions of the tasks; carry out numerical substitutions in expressions and formulas and perform corresponding calculations, substitute one expression into another; express one variable from formulas in terms of the others;
perform basic operations with algebraic fractions; factor polynomials; perform identical transformations of rational expressions;
apply the properties of arithmetic square roots to calculate values and transform numerical expressions containing square roots;
solve linear, quadratic equations and rational equations that reduce to them, systems of two linear equations and simple nonlinear systems;
solve linear and quadratic inequalities with one variable and their systems;
solve word problems using the algebraic method, interpret the result obtained, select solutions based on the formulation of the problem;
determine the coordinates of a point on the plane, construct points with given coordinates; depict the set of solutions to a linear inequality;
find the values of a function given by a formula, table, or graph using its argument; find the value of the argument by the value of the function specified by the graph or table;
determine the properties of a function from its graph; apply graphical representations when solving equations, systems, inequalities;
describe the properties of the studied functions, build their graphs;
performing calculations using formulas, drawing up formulas expressing dependencies between real quantities; finding the required formula in reference materials;
modeling practical situations and studying constructed models using algebra;
descriptions of dependencies between physical quantities and corresponding formulas in the study of simple practical situations;
interpretation of graphs of real relationships between quantities.
Methods for determining the effectiveness of program implementation, main forms of certification: work with cards, solving crossword puzzles, knowledge auction, quiz, tests and tests, etc.
The results of the intermediate assessment are summarized in the form of a grade of “passed” / “failed”, “mastered” / “not mastered”.
If the material is not sufficiently mastered, additional and individual lessons are planned.
Pedagogical control of students’ knowledge, skills and abilities is carried out in several stages and provides for several forms:
Test control, which is a check of reproductive
solving crossword puzzles, knowledge auction, creative test work, quiz.
Frontal and individual conversation.
Performing differentiated practical tasks of various levels of complexity.
Solving situational problems aimed at testing the ability to use acquired knowledge in practice.
Game forms.
Participation in competitions and quizzes, which allows students to adequately assess the level of their skills and the results of their work.
Forms for summing up the program implementation: Verification work, testing.
Timing of the program:
The program is developed for 1 academic year
Educational and thematic planning
| The content of the work | Number of hours |
|
| 1 | Introductory lesson | 1 |
| 2 | Numbers. Fractions. | 4 |
| 3 | Expressions. Equations. | 10 |
| 4 | Functions | 8 |
| 5 | Equations and inequalities | 12 |
| 6 | Problem solving | 10 |
| 7 | Expressions containing a radical. Double radical | 4 |
| 8 | Geometry | 7 |
| 9 | Preparation for the OGE | 14 |
MBOU "Comprehensive school for students with disabilities No. 35"
Considered at a meeting of the creative group of additional education teachers on August 26, 2016.
Head of the creative group ______N.V. Pepeonkova
Agreed by Deputy Director ___________ V.N.Adam
dated August 26, 2016
Protocol No. 1 dated August 29, 2016 was adopted by the pedagogical council of the Municipal Budgetary Educational Institution “Educational School for Students with Disabilities No. 35”.
Approved by order of the director No. 45 dated August 31, 2016.
______ I.V. Kokosova
Additional
general education general development program
social and pedagogical orientation
"School of Communication"
Program implementation period: 4 years
Compiled by: N. V. Pepeonkova,
mathematic teacher,
highest qualification category,
additional education teacher
Cherepovets, 2016
CONTENT
1.
Explanatory note
3
3.
Academic calendar for the 2016 – 2017 academic year
15
4.
Educational and thematic plan for the first year of study
16
6.
Thematic planning of classes for the second year of study
23
7.
Thematic planning of third year classes
24
8.
Thematic planning of classes for the fourth year of study
26
9.
Expected results
28
10.
Evaluation materials
28
11.
29
12.
Bibliography
31
13.
Appendix 1: “Results of monitoring the level of development of communication skills at the beginning of the 2016 – 2017 academic year”
33
14.
Appendix 2: “Diagnostic materials”
37
Explanatory note
Federal Law of the Russian Federation dated December 29, 2012 N 273-FZ (Article 3. Clause 1.) states that state policy at the present stage of development of society and the legal regulation of relations in the field of education are based on the following principles:
recognition of the priority of education;
ensuring the right of every person to education;
freedom of choice to receive education according to a person’s inclinations and needs, creating conditions for self-realization of each person;
ensuring the right to education throughout life in accordance with the needs of the individual, adaptability of the education system to the level of training, developmental characteristics, abilities and interests of the person.
Based on this, any child, including those with disabilities or those with developmental disabilities, should have the opportunity not only to receive an education available to him, but also to develop his inherent abilities, find ways of self-realization, and become a full-fledged member of society.
The main task in the field of realizing the rights of students with disabilities is to create conditions for all children of this category to receive education, taking into account their psychophysical characteristics.
Today, no one doubts the fact that individual, psychological characteristics of a person, in particular the level of general culture, have a significant impact on relationships between people.
Elements of communication are included as more or less essential components in all types of social activities: labor, everyday, cultural, social. Compliance with certain norms of communication, which are commonly called communication culture, largely determines the results of people’s activities. Therefore, it is necessary that all people master this culture of communication, which is a whole system of “magic words” and actions that can open wide the doors of human understanding, sympathy, trust, create an emotional background in the process of communication, and cause deep satisfaction and joy.
It is important to note that today you can often hear a complaint from teachers that even young children are no longer as polite and “innocent” as they used to be. Their rude behavior often mirrors what they see at home or on television. An annual survey of social conditions in the families of children of secondary schools for students with disabilities allows us to conclude that the social environment of many of them more often has a negative impact on their development than a positive one. In families, parents smoke, drink, many do not have a permanent job, and do not pay attention to their children. The level of communication culture in such families accordingly leaves much to be desired. Children in such conditions accept the model of communication in the home as the norm and therefore themselves communicate in a similar way. Many children find it increasingly difficult to interact normally with others. They do not understand and do not take into account the individual characteristics of other people, they talk less and less about problems that are truly significant and important to them, and exchange only formal and superficial comments. They have difficulty listening to others carefully. In this regard, it is very important not to miss the moment and orient the child in time. Think over a system of measures, select methods and techniques that will help correct the negative attitudes formed in students by their environment.
It is necessary to start teaching communication from childhood. The need to overcome shortcomings in the ability to communicate poses a task for the school: to give children knowledge and develop cultural communication skills in a certain system using optimally selected methods and means.
It is important to remember that the process of development and formation of a child’s personality occurs only in interaction with the environment, which has a decisive influence on this process. In other words, a person can develop only in a society of people, constantly interacting with its objects.
School teaches many things, but rarely how to live. The everyday failure of an excellent student is the same as that of those who fail in school subjects. It is necessary to develop memory, attention, thinking and other psychological functions, but this is hardly the main thing in the development of a person. A thinker with a good memory is sometimes helpless in the face of rudeness. It is more important to prepare a person for a variety of everyday situations: the ability to be different, flexible, purposeful, strong, responsive, friendly, polite in communication. That is, it is important to educate the inner person - the one who uses all these functions and skills. Education of the inner person is, first of all, the formation of communication skills in him, and for students with disabilities it is not just the formation, but most likely the correction of existing negative skills, and the development of skills of generally accepted norms of communication.
What are communication skills? Communication skills are communication skills, the ability to listen, express your point of view, come to a compromise solution, argue and defend your position. All communication skills can be divided into a number of skills:
the ability to give and receive attention (compliments);
ability to respond to fair and unfair criticism;
the ability to respond to offending, provoking behavior on the part of the interlocutor;
ability to make requests;
the ability to refuse someone else’s request, to correctly say “no”;
the ability to provide empathy and support;
the ability to accept sympathy and support from other people;
ability to communicate with other people;
ability to respond to an attempt to make contact.
Taking into account new approaches to the content of educational work, a number of programs have already been developed aimed at developing the communication skills of students. For example, “Etiquette Lessons” by N.E. Shchurkova, program by Shemshurina A.I. “Ethical grammar”, program “Fundamentals of Communications” St. Petersburg, 1993, “Teaching children to communicate” Klyuevoy N.V. and Kasatkina Yu.V. and etc.
But all these programs are designed for the training and education of students in mass primary and secondary schools. They do not take into account the characteristics of children with intellectual development problems. School life for this category of children is very difficult, and life outside of school is even more difficult. Often during lessons or during extracurricular activities, children with special educational needs behave defiantly - they laugh, lie down on their desks, spin around in their chairs. A low level of independence and lack of arbitrariness in managing one’s behavior create significant difficulties in educational activities and communication.
Children of a comprehensive school for students with disabilities who have problems in intellectual development are characterized by increased anxiety and inadequate self-esteem. In their relationships with each other, they lack cooperation (sometimes it is difficult even to “share” a desk on which two people are sitting). Often children in this category come into conflict, quarrel and even fight over minor issues.
That is, along with low indicators in the development of intellectual processes: mental operations, internal action plan, speech, imagination, memory, students at our school have significant difficulties in personal and behavioral development.
Children do not know how to behave in a given situation. Because of this, it is very difficult to build relationships with them and the process of education and training itself. But it is also difficult for children themselves due to ignorance and inability to communicate, both with peers and with elders.
Diagnostic studies conducted at the beginning of the 2016–2017 academic year indicate a low or average level of development of communication skills in the majority of students. This allows us to make an assumption about a deviation in the development of the emotional-volitional sphere of students, a violation of social interaction, self-doubt, low determination and the degree of readiness to take responsibility.
To correct the identified lack of development of communication skills, an additional general education general developmental program of social and pedagogical orientation “School of Communication” was developed.
The regulatory, legal and documentary basis of this program is:
Convention on the Rights of the Child (adopted by General Assembly resolution 44/25 of 20 November 1989, entered into force on 2 September 1990);
Letter of the Ministry of Education of the Russian Federation dated June 18, 2003 No. 28-02-484/16 “Requirements for the content and design of educational programs for additional education of children”;
Letter of the Ministry of Education and Science of Russia dated December 11, 2006 No. 06-1844 “On approximate requirements for additional education programs for children”;
SanPiN 2.4.2.2821-10 “Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions” (approved by Resolution of the Chief State Sanitary Doctor of the Russian Federation dated December 29, 2010 No. 189);
Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”;
Order of the Ministry of Education and Science of the Russian Federation dated August 29, 2013 No. 1008 “On approval of the Procedure for organizing and implementing educational activities in additional general education programs.”
The program is designed for 4 years of study (37 hours per year). Classes are held from September to May once a week. The age of students is 10 – 14 years. Lesson duration is 40 minutes.
The overall goal of the program is to create conditions for students to fully communicate. Simulate situations in which:
the fear of speaking independently is removed;
the willingness to accept and provide assistance in the right situation develops;
develops the ability to analyze one’s actions and current events, to understand one’s attitude towards the world.
Program objectives:
1. Enrich children’s understanding of people, their relationships, and emotional states.
Learn to distinguish emotions in facial expressions, gestures, intonation of speech and react accordingly.
To promote the development of a culture of communication with peers and with adults.
Deepen your understanding of yourself, your personal qualities, capabilities, achievements, as well as your family and family relationships.
Development of the skills of basic self-control and self-regulation of one’s actions and relationships with others.
Stimulate the practical application of communication norms in real life.
The organization of the work of the association “School of Communication” is based on general didactic principles and principles of correctional pedagogy: scientific character, clarity, accessibility, gradual complication of material, the principle of socially adaptive orientation of education, the principle of a differentiated and individual approach, the principle of an active approach, the principle of corrective and educational education. In the learning process, reliance is placed on the cognitive interest of children, taking into account their needs. During the classes, an individual differentiated approach is carried out, the development path of each child is traced. Each student’s successes are celebrated, initiative, creativity, effort, and diligence are approved. Disadvantages are discussed in a soft, tactful manner.
In the process of developing communication skills in students with disabilities who have problems in intellectual development, various forms of activities are used in the classes of the School of Communication association:
combined lesson;
workshops;
game programs;
competitive events of an entertaining and educational nature;
evenings of relaxation (New Year's disco, holidays);
debates on various topics;
excursion work - introducing children to artistic and historical values, cultural monuments, places of military glory;
meeting interesting people;
participation in concerts and festivals of various levels;
visiting theaters, cinemas, places of public recreation.
In all types of named activities, the process of developing students’ communication skills occurs.
In addition, various forms of work are used in the classes of the School of Communication association: group, collective and individual:
group (when a group of students completes elements of one task);
collective (when students, under the guidance of a teacher, complete the task in stages);
individual (the child does the work independently or with the guided, measured help of the teacher).
Of particular importance in the activities of a teacher is the rational combination of verbal, visual and practical teaching methods.
Verbal methods used in classes include conversation, storytelling, reading poetry, and discussion of various life situations. Conversations with children are carried out in a relaxed manner. First of all, it is necessary to arouse students’ interest in this topic, based on life experience, to evoke vivid memories. Then, having created an emotional mood in the children, the teacher gives students information on the topic of the lesson, using game techniques: visualization, artistic expression (fragments of fairy tales, riddles, poems). Such a conversation is effective and interesting. It helps achieve the goals of the lesson.
It is important to note that for more effective work on developing communication skills in students with intellectual development problems, it is necessary to use modern technologies that allow the use of as many analyzers as possible. Among the huge variety of pedagogical technologies, those whose elements can be implemented in working with this category of children were identified. These include:
multi-level learning technology is a relatively new technology that takes into account the individual characteristics of each child, creates comfortable psychological and pedagogical conditions for active cognitive activity of students, developing their thinking and independence. The use of this technology allows us to take into account the individual characteristics of each child. This technology is implemented when planning each lesson (forms and methods of working with different students are selected, tasks of different levels of complexity are selected, guiding, dosed assistance is provided to low-performing children, “not accepted” into the team;
correctional and developmental technologies are art therapy technologies (music therapy, game therapy, fairy tale therapy). The use of elements of correctional and developmental technologies allows for the correction of disorders of psychosomatic, psycho-emotional processes and deviations in personal development;
problem-based learning technology is a technology that promotes the formation of learning motivation. It is important to remember that when using this technology, it is necessary to put forward a problem for children that would be interesting and meaningful for everyone. The effectiveness of the entire lesson depends on the correct motivation. This technology is recommended to be widely used in classes, because it allows students to concentrate their attention, activate their mental activity, and introduces an element of competition or game;
moral technology is the use of specially selected means, methods and techniques that contribute to the formation, development and education of a noble person in a student, by revealing his personal qualities. In classes, the use of elements of this technology is carried out when organizing work in pairs (groups), when it is important to show your best human qualities, to help a friend or teacher;
Health-saving technologies are technologies that provide the student with the opportunity to maintain health. An important part of the health-preserving work of a teacher of additional education is the rational organization of classes. When designing a lesson, it is necessary to include a rotation of different activities so that each student has to change dynamic posture several times. To increase the mental performance of children, prevent premature onset of fatigue and relieve their static muscle tension, conduct physical education breaks, emotional release, eye exercises, moments for a joke, reflection, and monitor posture.
The use of health-saving teaching technologies in secondary schools for students with disabilities is very important, because without any special material costs it allows not only to maintain the level of children’s health, but also to increase the efficiency of the educational process;
Project activities are ways of organizing independent activities of students to achieve a certain result. Project activity is similar to CTD (collective creative activity). The use of this technology helps students develop the ability to plan their own activities and the activities of the group, calculate the necessary resources, make decisions and bear responsibility for them, interact with other people, defend their point of view, defend the results of their activities publicly;
gaming technologies are the use of games (business, role-playing) or gaming techniques in the classroom, with the aim of transforming the educational process into an exciting game. Such classes create a special atmosphere where there are elements of creativity and free choice. This technology is universal, because Everyone loves to play. Elements of this technology can be used in the following cases:
as independent technologies for mastering a concept, topic, or even a section of the program;
as elements of a broader technology;
as a whole lesson or part of it (introduction, explanation, reinforcement, exercise, control).
information and communication technologies are technologies that allow improving the quality of education, increasing motivation to obtain and assimilate new knowledge by students with disabilities.
The most common example of using ICT technology in the classroom is a multimedia presentation. Such activities become more interesting and emotional, because... they allow students to use vision, hearing, and imagination in the process of perception, which allows them to immerse themselves deeper into the material being studied. A multimedia presentation makes it possible to present information in the most visual and easily understandable form.
Contents of the work of the first year of study.
The program we developed was based on the proposals of O.A. Belobrykina, S.Yu. Chizhova, N.V. Klyueva. and Kasatkina Yu.V., as well as the Program “Fundamentals of Communications” St. Petersburg, 1993, which recommend starting work on the formation of communication skills through the game activities of students.
Play as an activity includes many components of mental processes. Researchers consider it in different aspects: both as a means of pedagogical influence, and as a means of psychological and pedagogical study of the child, and as a means of determining the degree of mental retardation. In this regard, we can conclude that the game should be considered an important factor in the formation, development and correction of personality. That is why for the first year of study it was chosen to study the material using games of creative content.
The first year program consists of 4 blocks:
BLOCK 1 – “Me and my language.”
This block includes topics aimed at helping the child understand how important speech is for communicating with other people. How important it is to speak correctly. It is advisable to discuss with the children the importance of using gestures and facial expressions to express speech; how easy it is to hurt with a word.
When conducting creative games and exercises with your child from this block, you need to show the children that “body language” / facial expressions and gestures / do not always coincide with what we say in words. For example, when saying something good to someone else, a person may involuntarily clench his fists. Those. subconsciously express aggression towards the interlocutor.
BLOCK 2 – “Me and my emotions.”
This block includes topics aimed at getting to know a person’s emotions, understanding one’s emotions, as well as recognizing the emotional reactions of other people and developing the ability to adequately express one’s emotions.
When studying this block, it is important to discuss with the children how you can improve your mood, try to come up with as many such ways as possible in your work together (smile at yourself in the mirror, try to laugh, remember something good, do a good deed for someone else, draw a picture for yourself and etc.)
The child himself must remember the situations in which he experienced this or that emotion, what caused this state.
BLOCK 3 – “Me and I.”
This block includes topics aimed at developing the child’s attention to himself, to his feelings and experiences.
Games selected for this block help to increase attention to oneself and develop self-confidence. They teach children to be understanding of individual characteristics and differences of people.
BLOCK 4 – “Me and others.” This block includes topics aimed at developing children’s skills in joint activities, a sense of community, and the formation of an attentive, friendly attitude towards people and each other.
Creative tasks and games for this block contribute to the development of group cohesion, the organization of joint actions, the establishment of an atmosphere of trust and safety in the group, and the formation of an attentive and caring attitude towards each other.
It should be noted that children themselves must formulate the rules that will help them communicate effectively (rules of friendship, rules of politeness, etc.)
Calendar training schedule
(for the 2016-2017 academic year)
Month
September
October
november
deadlines
1
2
3
4
5
6
7
8
9
10
11
12
13
01.09
02.09
05.09
09.09
12.09
16.09
19.09
23.09
26.09
30.09
03.10
07.10
10.10
14.10
17.10
21.10
24.10
28.10
31.10
04.11
07.11
11.11
14.11
18.11
21.11
25.11
Qty
hours in
a week
month
December
January
February
deadlines
14
15
16
17
18
19
20
21
22
23
24
25
26
28.11
02.12
05.12
09.12
12.12
16.12
19.12
23.12
26.12
30.12
02.01
06.01
09.01
13.01
16.01
20.01
23.01
27.01
30.01
03.02
06.02
10.02
13.02
17.02
20.02
24.02
Qty
hours in
a week
month
March
April
May
deadlines
27
28
29
30
31
32
33
34
35
36
37
38
39
27.02
03.03
06.03
10.03
13.03
17.03
20.03
24.03
27.03
31.03
03.04
07.04
10.04
14.04
17.04
21.04
24.04
28.04
01.05
05.05
08.05
12.05
15.05
19.05
22.05
26.05
Qty
hours in
a week
June
July
August
deadlines
40
41
42
43
44
45
46
47
48
49
50
51
52
29.05
02.06
05.06
09.06
12.06
16.06
19.06
23.06
26.06
30.06
03.07
07.07
10.07
14.07
19.07
21.07
24.07
28.07
30.07
04.08
09.08
11.08
14.08
18.08
21.08
25.08
Qty
hours in
a week
CURRICULUM - THEMATIC PLAN
(1 year of study)
Tasks
Subject
Number of hours
Recommended games and creative activities
Block “Me and my language” - 10 hours
1. Give ideas about the means of communication with people (speech, facial expressions, gesture).
2. To develop in children the skills and abilities of practical mastery of expressive means of communication (facial expressions, gestures, pantomime).
1. Body language
3 hours
4 hours
"Foreigner"
"Through the Glass"
"Depict a fairy tale"
"Broken phone"
"Give a message without words"
3. To develop an understanding of the importance of competent speech for communicating with interlocutors.
2. Speech means of communication
3 hours
"Zoo"
"Witch"
"A toy shop"
Block “Me and my emotions” - 10 hours
1. Introduce a person’s emotions.
1.Language of feelings
(our emotions)
1 hour
"Pictograms"
2. Help children understand their emotions and the emotional reactions of other people.
3. Develop the ability to adequately express your emotions.
2. My mood (feeling of my own
significance).
5 hours
"Mimic gymnastics"
"Guess"
"Magic bag"
“Drawing emotions with your fingers”
“Drawing the mood of music”
“Studies on the expression of various emotions”
"Transfer of Feelings"
Block “Me And Me” - 5 hours
1. Contribute to increasing the child’s attention to himself, to his feelings and experiences.
1. Who am I?
"Psychological self-portrait"
"Who am I?"
"Make a story"
2. Develop self-confidence.
3. Teach children to be understanding of individual characteristics and differences between people.
2. Master of your “I”.
3 hours
"We listen to ourselves"
"Drawing ourselves"
"Who do I look like"
“Who I am and who I would like to be like”
Block “Me and others” - 14 hours
1. Develop a sense of involvement in the experiences of another person.
1. How we see each other (boys and girls).
4 hours
"Country X"
"Break the circle"
"Draw a pattern"
"Guide"
2. Develop a sense of community and help establish an atmosphere of trust and safety in the classroom.
2. This strange world of adults (communication with adults,
family communication).
10 o'clock
"Me and others"
"Confusion"
"Relationships"
"Glue Rain"
"The Connecting Thread"
"Back to back"
“My friends” (drawing)
"Meeting of fairy-tale heroes)
"Housewarming"
"A Tale in a Circle"
"Sitting and Standing"
"Seven-flowered flower"
"How to proceed?"
“Our house” (collective drawing)
"The Pickers"
"Show attention to a friend"
"Looking for treasure"
"Little Sculptor"
"Accurate shooter"
"Sticky Hand"
"Palm to palm"
"Robot"
"Compliments"
“My family is what it is and what I want it to be”
The content of the work
The additional general educational general developmental program of social and pedagogical orientation “School of Communication” is built on a concentric principle, i.e. studying the material from topic to topic and from year to year makes it possible to generalize the knowledge already existing and newly acquired by students about man, human relations in society, about universal human values, rules of cultural behavior, and the psychology of communication.
The formation of a culture of communication is based on teaching the rules of etiquette in each specific situation. Until recently, students had no idea that some problems existed. Many of them were decided by parents. They received guests, chose gifts, and dressed them at their own discretion. Now, every year, the child will have to enter into relationships with friends, family and friends, and strangers with greater independence.
Starting from the second year of study, the program provides for the study of the following topics:
1.Modern etiquette and its importance in the development of society.
2. Image and creating your own image.
3. Speech etiquette.
4. Telephone etiquette.
5. Maintaining etiquette in public places.
6. Guest etiquette.
7. Dining etiquette.
8. Family etiquette.
In the fourth year of study, another topic was included: “Etiquette in difficult life situations.”
The choice of topics is not accidental. It allows you to cover a large number of frequently encountered situations. Helps a child with intellectual development problems understand how people act in given situations, and learn for himself, choose his own behavior and his own style of communication in a given case.
In classes on developing a culture of communication, students practice their communication style through training. All topics studied must be “acted out.” Each child should experience the role of “guest” and the role of “host” when it comes to “Guest Etiquette”. Everyone should practice setting a beautiful table, calling a friend, or resolving a controversial issue.
At first, children shyly and difficultly avoid the training situation, but over time they get used to this form of training and enjoy playing through all the proposed material. The transfer of skills related to the culture of communication into real life should occur on its own, after one or another model of communication becomes an internal need of the child.
The formation of communication skills (culture of communication) is closely connected with the general development of the child, his knowledge and worldview, with everything that makes up the child’s inner essence. All this must be taken into account by the teacher in everyday work, using various forms and methods of work aimed at developing a culture of communication, such as: lessons in communication ethics, role-playing and creative games, exercises, business games, situational tasks, psychological training, etc.
It is very important, when forming a culture of communication, to exclude the use of any formal measures and requirements. It is unacceptable to turn the culture of interpersonal contacts into a kind of sport, competition, to mark “successful” and “unsuccessful” in this area - this is how the opposite of the intended result is achieved.
Based on the criteria proposed by M.I. Shilova (1 – intellectual criterion of good breeding, i.e. the presence of knowledge of cultural communication, 2 – behavioral criterion of good breeding, i.e. the ability to apply these rules in specific life situations), we have identified 3 levels formation of communication skills in children with intellectual development problems.
An indicator of a HIGH level of development of communication skills is stable, positively directed communication. The child is well versed in the rules of communication culture, willingly enters into communication, and is characterized by high speech activity. Correctly understands the emotional states of others. Actively expresses readiness to help.
The MIDDLE level is characterized by positively directed communication. The child has ideas about the rules of cultural communication and follows them in his usual environment, but in new conditions he may experience constraint and the need for support and direction from adults. Reacts sensitively to the assessment of his actions and deeds, refrains from repeating activities that have been negatively assessed. Attentive to the emotional state of others, shows empathy.
With a LOW level of development of communication skills, the child’s communication style is unstable and situational. Although he has an idea of certain rules of cultural communication, he has not developed the habit of following them independently. Often the communication style is determined by immediate motivation. The child experiences difficulties in communication due to the inability to take into account the position of the partner. Poorly oriented in the emotional states of others. Along with good deeds, there are frequent manifestations of negative communication.
The main thing in the process of developing communication skills in students with intellectual development problems is not just to provide knowledge about the norms of communication, but to achieve awareness and acceptance of them, so that the child develops the habit of cultural communication and develops a strong skill of relationships with people in various life situations.
We consider the use of creative games to be the most effective means of developing communication skills in students with intellectual development problems. After all, everyone loves to play! Play is one of the conditions for the formation of a child’s personality and development, since children with intellectual development problems aged 10–14 years are especially in need of an exciting immediate prospect of “tomorrow’s joy” and emotional uplift. By evoking experiences of a positive emotional state, the game introduces a cheerful, joyful tone into the collective life of students, facilitates the organization of common activities and the establishment of friendly relations between them.
By offering children games and creative tasks, the teacher can:
help you feel connected with others;
give them hope;
show the kids what respect means;
help learn to make decisions – independently and in a group;
teach children empathy;
develop in them openness and courage to express their attitude towards others;
teach to speak correctly and competently.
Students in this category express themselves most fully and directly in the game, because they feel more comfortable in the game. For them, “acting out” their experiences and feelings is the most natural dynamic and health-improving activity.
The use of play and creative activities makes it possible to develop children with special educational needs, to form and correct their communication skills, on the one hand, and, as a result of observing the nature of the course of this activity, to draw conclusions about the changes occurring in communication.
A teacher using gaming activities aimed at developing any qualities should take into account a number of requirements for conducting games:
play no more than 2-3 games at a time, because a child with special educational needs gets tired quickly;
use the time for games when the student is in a good mood, not overexcited, not tired, not hungry;
you should not tell the student that he did something wrong, otherwise he will be afraid to give sincere answers in the future;
games and exercises will only be useful when the child wants to do them, so you should not force him to play, it is better to give him time when he wants it.
THEMATIC PLANNING
(2nd year of study)
No.
Subject
Number of hours
1.
1
2.
What does it mean to be a cultured person?
1
3.
I'm a schoolboy! I am a pupil!
1
4.
Who am i? How am I for communication?
1
5.
Nonverbal means of communication.
1
6.
Appearance culture.
1
7.
How to please people.
1
8.
He who is neat is pleasant.
1
9.
The way I dress, I’ll like it.
1
10.
My house - I’ll put it in order.
1
11.
Compliance with speech etiquette.
1
12.
Rules of greeting and address.
1
13.
How to meet.
1
14.
The secret of the name.
1
15.
Magic words.
1
16.
Let's talk on the phone.
1
17.
Quiz: “I’m growing polite!”
1
18.
Maintaining etiquette in public places.
1
19.
We'll go down the street.
1
20.
Nice passengers.
1
21.
Polite customers.
1
22.
Celebration in a cafe.
1
23.
I am going to the theater.
1
24.
At the cinema.
1
25.
In the museum and at the exhibition.
1
26.
At the post office.
1
27.
How to give gifts.
1
28.
I have friends visiting.
1
29.
I'm visiting a friend.
1
30.
My birthday.
1
31.
How to properly and beautifully set the table.
1
32.
Rules of communication at the table.
1
33.
Friends tea party.
1
34.
Why does happiness increase?
1
35.
Tactfulness and politeness.
1
36.
Holiday - Our Seven Selves.
1
37.
We live among people.
1
THEMATIC PLANNING.
(3rd year of study)
No.
Subject
Number of hours
1.
Introductory lesson. Etiquette for children and adults. Questionnaire
1
2.
Rules of communication at school.
1
3.
What helps a person express his thoughts?
1
4.
The art of conversation.
1
5.
Communication and emotional state.
1
6.
Who is pleasant to communicate with?
1
7.
Meet and Greet.
1
8.
Let's get acquainted.
1
9.
What's in your name
1
10.
How to make your family happy.
1
11.
Our friendly family: mom, dad, me.
1
12.
Beloved grandparents.
1
13.
My brothers and sisters.
1
14.
Family holidays.
1
15.
Our school family.
1
16.
New Year's party in the classroom.
1
17.
What is friendship?
1
18.
Who can you call a friend?
1
19.
An invaluable friendship.
1
20.
If you want to be respected, know how to respect others.
1
21.
Who do we call good?
1
22.
Who do we call honest?
1
23.
Who do we call polite?
1
24.
Who do we call brave?
1
25.
Friendship between boys and girls.
1
26.
Rules of communication at the holiday table.
1
27.
Rules for the owner of the house receiving guests.
1
28.
Responsibilities of guests.
1
29.
How to act in a conflict situation.
1
30.
Communication in places of public events. Theater.
1
31.
Communication in places of public events. In the cafe.
1
32.
Communication in places of public events. In public transport.
1
33.
Communication in places of public events. In the shop.
1
34.
Communication in places of public events. In the museum.
1
35.
Communication in places of public events. In library.
1
36.
Quiz – test: “What do I know about communication culture?”
1
37.
How to be considered a nice person?
1
THEMATIC PLANNING.
(4th year of study)
No.
Subject
Number of hours
1.
Introductory lesson. Questioning.
1
2.
Is etiquette outdated?
1
3.
Communication culture and etiquette.
1
4.
Rules of communication at school.
1
5.
Me and others. How do I communicate?
1
6.
Respect old age!
1
7.
Means of communication.
1
8.
Emotions in communication.
1
9.
Polite words.
1
10.
Why does a person need a mirror?
1
11.
Quiz: “What do I know?”
1
12.
How to conduct a conversation correctly (10 rules of communication)
1
13.
How to congratulate on the holidays.
1
14.
How to visit.
1
15.
How to receive guests.
1
16.
My wonderful family.
1
17.
Conflicts in the family. Ways to resolve them.
1
18.
Do it yourself.
1
19.
Language is a priceless gift that a person is endowed with.
1
20.
Tell me who your friend is and I will tell you who you are.
1
21.
What a true friend should be like.
1
22.
What should a person do who no one wants to be friends with?
1
23.
Communication between a boy and a girl.
1
24.
Dating rules.
1
25.
What secret does your name keep?
1
26.
Be fair in words and deeds.
1
27.
Do good to people - it will be good for yourself.
1
28.
It's easy to solve a problem together.
1
29.
Etiquette in difficult life situations. Illness of loved ones or friends.
1
30.
Learn to value true friendship.
1
31.
Etiquette in difficult life situations. Parents losing their jobs.
1
32.
Fathers and Sons. How to achieve mutual understanding between children and parents?
1
33.
Etiquette in difficult life situations. Funeral. Wake. Mourning.
1
34.
Communication in places of public events. On public transport, in a store.
1
35.
Communication in places of public events. In a museum, cinema, theater, cafe.
1
36.
Quiz - test: “What have I learned in a year?”
1
37.
Once again about good manners.
1
Expected results
The program provides for mastering the following practical skills:
be able, with the help of an adult in a new environment or independently in a familiar situation, to choose the right line of behavior in communicating with people of different ages;
show respect for elders, sensitivity to emotional and physical state;
be sensitive to the assessment of your actions by adults and classmates, refuse to repeat negative actions that have received disapproval;
be polite in communication, politely make requests, look at the interlocutor during a conversation, speak friendly, without interrupting the conversation if it is not finished, do not interrupt elders;
be able to say goodbye, greet, thank, in accordance with generally accepted norms of communication;
be able to use kind words when dealing with loved ones.
Evaluation materials (forms for monitoring and tracking performance results)
During classes at the “School of Communication” association, the teacher observes the students’ work and gives explanations. Helps correct errors and inaccuracies made during communication (current control).
At the end of the lesson, an analysis of the students’ completed actions is carried out, the relationship between the chosen communication style of a particular student and generally accepted norms (current control) is emphasized, and the children’s mastery of the tasks of this particular lesson is noted.
To study a large topic, quizzes, holidays, and competitive programs are held, the tasks of which include diagnostic tasks on the studied material (periodic control).
At the beginning and end of the school year, classes are held in the form of a competitive game, which contains diagnostic material in the form of a “Questionnaire”, “Test”, “Tasks with pictograms”, which allows you to identify:
level of knowledge and skills development. The results are recorded in Table 1: “Accounting for knowledge and skills” (see Appendix 1. Table 1).
level of readiness to act in accordance with generally accepted norms of communication. The results are recorded in Table 2: Test drawing “WHAT DO I SEE” (see Appendix 1. Table 2).
level of development of consciousness in children. The results are recorded in Table 3: “THESIS AND OPINION ON THE TOPIC” (see Appendix 1. Table 3).
level of development of communication skills. The results are recorded in Table 4: “Generalized data of the diagnostic examination” (see Appendix 1. Table 4).
In addition, forms of monitoring and monitoring the results of students’ activities can be: independent practical work, manner of communication during competitive and game programs, when visiting public places.
Material and technical support
The implementation of this program requires the presence of a training room. Classroom equipment:
seating according to the number of students;
teacher's workplace;
set of educational and methodological documentation.
Technical teaching aids: personal computer; projection screen; multimedia projector; board;
Information support for training.
Flexible program “Etiquette Lessons” in elementary school, developed by a group of teachers under the leadership of N. E. Shchurkova
“Ethical course program from 1st to 8th grade”, developed by A. I. Shemshurina
"Fundamentals of Communications". A program for the development of a child’s personality, communication skills with adults and peers. – St. Petersburg, 1993
“Teaching children to communicate” is a series of games. Authors: N.V. Klyueva and Yu.V. Kasatkina
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Fopel K. How to teach children to cooperate? Psychological games and exercises. Practical guide / Translation from German; In 4 volumes. Volume 2. – M.: GENESIS, 1999 – 160 p.
Shemshurina A.I. Fundamentals of ethical culture. Book for teachers. Humanitarian Publishing Center VLADOS, 1999 – 112 p. - /Upbringing and additional education of children/.
Shchurkova N. E. The lifestyle of a worthy person and its formation as a schoolchild. Methodological manual for school teachers. Smolensk, 1995 – 64 p.
Yanovskaya M.G. Creative play in the education of primary schoolchildren. Methodological manual for teachers and educators. M.: Education, 1974 – 128 p.
APPENDIX 1. Monitoring results
level of development of communication skills
1st year of study
Table 1: “Accounting for knowledge and skills”
Student's full name
Questions
Total points
Level
1
2
3
4
5
6
7
Maria S.
0
1
1
0
1
1
0
4
WITH
Elnur B.
0
0
1
0
0
1
0
2
N
Anatoly Ch.
0
1
0
0
0,5
1
0
2,5
N
Polina H.
1
0
1
0
1
1
0
4
WITH
Olga V.
0
0
1
0
0
1
0
2
N
Roman Ch.
1
0
1
0
1
1
0
4
WITH
Alena D.
1
1
1
0
0
1
1
5
NE
Leila G.
0
0
1
0
1
1
0
3
N-S
In order to identify children’s knowledge about the norms of cultural communication, a QUESTIONNAIRE is conducted (see Appendix 2), covering the following topics: “I communicate with adults”, “My friends”, “How to accept and give gifts”, “Rules of communication at the table”, “ Boys and girls."
The children's answers are evaluated as follows. For each correct answer, the child receives 1 point. If it is difficult to answer or the answer is more correct than not – 0.5 points. Incorrect answer – 0 points. The points are summed up.
A high level of knowledge about communication norms is revealed in those children whose total points are from 5 to 7. The average level is from 3 to 5. The low level is from 0 to 3
Table 2: “Results of the test drawing “What I see”
Student's full name
Situation
Level
1
2
3
4
5
Maria S.
+
+
+
-
-
WITH
Elnur B.
-
+
+
-
-
WITH
Anatoly Ch.
+
-
+
-
-
WITH
Polina H.
-
-
+
-
+
WITH
Olga V.
-
+
+
-
-
WITH
Roman Ch.
-
+
+
-
+
WITH
Alena D.
-
-
+
-
+
WITH
Leila G.
+
-
-
-
+
WITH
In order to identify readiness to act in accordance with generally accepted norms of communication, we took the methodology proposed by N. E. Shchurkova Test-drawing “WHAT DO I SEE”.
This group work with children is a direct transfer of the methodology for diagnosing education. The basis for this transfer is the high degree of initiation of children at the time of testing.
Plot pictures unfold in front of the children, but the drawings are somewhat unusual: in them the heroes - stick men (pictograms) enter into some kind of relationship, giving rise to events, incidents, episodes. Behind the pictures you should see their implicit content. Children answer the questions: “What do you see?”, “What do you hear?”, “What is happening here?”. The answer (action) chosen by the child corresponds to generally accepted norms. The results are listed in a table, where “+” - the behavior of the characters corresponds to the standards, “-” - does not correspond to the norms of cultural communication.
A high level of readiness to act in accordance with generally accepted norms of communication was identified among those children who, in 4–5 proposed situations, chose behavior in accordance with the standards of cultural communication.
Average level – in 2-3 situations.
Low level – in 0-1 situation.
Table 3: “Results of the diagnostic technique “Thesis and opinion on the topic”
Student's full name
Opinions
Level
1
2
3
4
Maria S.
+
+
+
+
+
+
WITH
Anatoly Ch.
+
Polina H.
+
+
+
Roman Ch.
+
Alena D.
+
Leila G.
+
In order to identify the degree of development of consciousness in the children, another technique was tested, proposed by N. E. Shchurkova, “THESIS AND OPINION ON THE TOPIC.”
The guys are given a thesis and an opinion on it. Children must choose the true statements from them.
The results of research using this method are entered into a table, where “+” is the selected opinion, and “+” is the correct answer.
A high level of consciousness development is revealed in children who chose 2 correct answers.
Average level – if there are 1 such samples.
Low level – if there are no such samples.
In general, the results of diagnosing the level of education at the beginning of the 2016–2017 school year are presented in Table 4, which shows the average level of development of communication skills, based on the tested methods.
Table 4. “Generalized data of the diagnostic examination.”
Student's full name
Techniques
General level
Method 1
"Questionnaire"
Method 2
Test drawing
"What I see"
Method 3
“Thesis and opinion on the topic”
Maria S.
WITH
WITH
IN
WITH
Elnur B.
N
WITH
WITH
WITH
Anatoly Ch.
N
WITH
WITH
WITH
Polina H.
WITH
WITH
IN
WITH
Olga V.
N
WITH
N
WITH
Roman Ch.
WITH
WITH
IN
WITH
Alena D.
WITH
WITH
IN
WITH
Leila G.
N
WITH
WITH
WITH
Thus, we can say that, based on the diagnostic results, there is a need for systematic, targeted work to create a culture of communication in this class.
From the above results, it can be judged that some children who have a low or average score on a particular issue need individual assignments for each specific student.
At the end of the school year, it is necessary to re-diagnose the level of development of students’ communication skills and compare them with the data in Table 4 in order to identify the effectiveness of the work, outline further development paths, select the most optimal forms, methods and techniques for successful activities in developing the communication skills of students with intellectual problems development.
APPENDIX 2. Diagnostic materials
1st year of study
METHOD 1. “Questionnaire”
Three girlfriends sat down on a bench in the yard: Katya, Zina and Olya. Olya needs to tell Katya in confidence something that concerns only the two of them. Can this be done right away?
You were given an item that you already have, or you don’t need or don’t like. What do you say to the person who gave it?
Who should say hello first - a boy or a girl?
If someone sneezes at a table, should you say to him: “Be healthy”?
It's still spring-like chilly outside. The boy was returning home from training. He was wearing a warm sweater that his mother made him wear. The boy wanted to open the window on the bus, but an old grandmother and a red-cheeked boy with his dad were sitting in the back. Is it possible to do this?
If you are walking down the street to a neighbor's yard or going to visit a friend, do you need to inform your parents?
Mom and Dad went to the cinema and should be back soon. My daughter Natasha is alone at home. Call. Nikolai Ivanovich is at the door. He works with the girl's father. The man said: “Hello! Is father at home? The girl said: “No!” and closed the door. Did Natasha do the right thing?
METHOD 2: Test – drawing “What I see”
METHOD 3: “Thesis and opinion on it”
It's nice to communicate with someone who:
knows the rules of cultural communication and follows them;
knows how to stand up for himself in a fight;
strives to help his comrades;
can argue with elders.
2nd year of study
METHOD 1: “Questionnaire”
Is it possible instead of the word “Hello!” say "Hello!" to my friend?
Valya needed to know what time it was, and he turned to the unfamiliar man: “Uncle, please tell me what time it is?” Did he choose the correct form of address?
Someone called to the apartment where only the boy Misha was. Misha quickly ran to open the door. He said: “Hello, who are you visiting?” Did Misha do the right thing?
Is it possible instead of the word “Hello!” say "Hello!" an adult?
They bought the boy a wonderful sports suit with fasteners and pockets. A friend invited him to visit for his birthday. “I’ll go in a sweatshirt!” - said the boy. Did he choose the right outfit?
Olya and Lena decided to play. They went to the apartment telephone and called 03. “Hello, please come to us, our little bear and doll Masha are sick.” Did the girls do well?
Sasha and the kids from his class went to the Museum of Nature. Everyone walked around, listened to the guide, looked at the animals, and Sasha ran from one animal to another and shouted: “Look! Look! Did the boy behave correctly in the museum?
Ira decided to invite her friends to visit her on her holiday. She wrote invitation cards in advance, indicating the date, place and time of the tea party. Did the girl do the right thing?
Masha was given a lot of gifts for her birthday, and she began to unpack all the gifts right in front of the guests and show them to everyone. Did Masha do the right thing?
A boy came to 1st grade with a very difficult to pronounce name - Jeyhun. The teacher asked: “What’s your name at home?” “That’s what they call it!” - he answered. Suddenly Vasya said: “Why suffer? Let's call him Chernysh. It will be clear to everyone who is being addressed.” Is this student right?
A cultured, educated person is one who:
neat, well dressed, beautifully cut;
defends his opinion, argues with elders;
always busy with something. He has various parts in every corner of his house (here from a TU, here from a game, here from a tape recorder or radio);
polite in communication.
METHOD 3: “Features of a child’s interpersonal relationships” (Rene Gilles)
Here is a table with different people sitting at it. Show me where you will sit?
And in this picture show where you will sit.
Now place your family at this table.
You have the opportunity to go away for a few days to rest. You can take one person with you. Who would you take with you?
You have lost a very expensive item. Who will you tell first about this trouble?
You're on a walk outside the city. Show me where you are.
Your friends are going for a walk. Where are you?
Here are your friends. They quarrel and, in my opinion, even fight. Show me where you are.
Your parents don't allow you to go for a walk. What will you do: pout? Will you cry? Will you scream? Will you leave despite the ban? Or something else?
3rd year of study
METHOD 1: “Questionnaire”
You entered the bus from the back platform and saw your friends standing at the front door. Do they need to shout: “Hello!”
If you are called “Hey, you!”, do you need to pay attention and communicate with such a person?
Igor invited his friend to visit and said: “Come to me now. It's my birthday!" Did the boy invite his friend correctly?
Parents are busy, they started general cleaning of the house. Do they need help?
Mom treats her guests to fruit. In response they say: “Thank you!” Should you thank your mom too?
Petya decided to write a letter. He took a piece of paper and wrote: “Hello! I'm fine! I won’t write any more, because... the sheet has run out." Did Petya do the right thing?
Are polite words always necessary when talking on the phone?
Roma and Kolya went to the theater for a performance. During the intermission we bought chocolates from the buffet. “Don't eat yet! - said Roma to Kolya. “Wait until the second part of the performance starts, then we’ll eat!” Is he right?
On the bus, while his father was buying a ticket, Nikita grabbed a comfortable seat, sat down and shouted: “Dad, come quickly, I took your seat!” Did the boy do the right thing?
One day a woman was leaving a store with large, heavy bags. The boy, who noticed this, went to the door and opened it so that the woman could leave. Did the boy do the right thing by letting the woman pass?
METHOD 2: “Thesis and opinion on it”
A cultured person coming to visit:
gives a gift with a price tag so that everyone knows how much it costs;
is never late for a dinner party;
brings a crowd of friends with him to make it more fun;
polite and sociable with everyone.
METHOD 3: “Test”
1. Rules of “good manners”:
A) to know, to be polite, well-mannered;
B) to know that everyone would envy you how good you are;
C) it is not necessary to know.
2. If you need to contact a stranger to find out the time, what form of address will you choose?
A) Excuse me, please tell me;
B) Tell me what time it is;
Q) Can you tell me what time it is?
3. To be a cultured person means
A) fight back if you are offended;
B) communicate politely with everyone;
C) don’t notice or do anything bad.
4. A friend took your thing without permission. What will you do?
A) cry, complain;
B) scream and start beating him, taking what’s yours;
C) ask to give it back and never take your things without asking again.
5. When can you disturb neighbors who have a telephone to make a call?
A) if you wanted to talk to a friend;
B) if it is necessary to call an ambulance, police or rescue service;
C) any time you like.
6. When is the best time to give invitations to guests?
A) on the day on which the holiday takes place;
B) in advance so that guests can prepare for the holiday;
C) you don’t have to give it at all, but just call and say: “Come by for your birthday in the evening.”
7. If you are on a bus and sit by the window, do you need to give up your seat to passengers?
A) yes, you need to give up your seat to elders in any case;
B) no, grandma can stand, it’s uncomfortable for her to sit by the window;
B) yes, if she asks for it.
8. Guests came to you who do not know each other. How will you introduce them?
A) let them get acquainted themselves;
B) I will introduce boys first, and then girls;
C) I will name the names of the girls, and then the boys.
4th year of study
METHOD 1: “Questionnaire”
Does a person need knowledge of etiquette?
You are walking with a friend down the street. He greeted a person you didn’t know and paused. Do you need to say hello too?
Teachers are talking in the school corridor. Among them, Oleg saw his class teacher and, passing by, politely said: “Hello, Yulia Evgenievna!” Did he do the right thing?
Vasya’s mother started a general cleaning of the house, and the boy decided to invite guests. Did Vasya do the right thing?
Misha and Kolya are traveling on a bus. An old woman came in at the bus stop. The boys pretended to be asleep so as not to give up space. Are they doing the right thing?
If you have to be unexpectedly late at school, on an outing, or suddenly leave home, do you need to tell your parents?
You have adult guests at home. Are you with them?
Is the person who was invited to visit, but instead only called to congratulate him on the holiday, do the right thing?
Misha decided to write a letter to a friend. He was in such a hurry that the letters jumped and the lines merged with one another. As a result, the letter was difficult to read, but the boy nevertheless sealed it in an envelope and sent it. “Let him understand my writing.” Do you think it’s possible to write letters like this?
One day Vasya and Zhenya went to the theater. Their seats were in the middle of the row. “Don’t rush,” said Zhenya, “we’ll still have time.” Let everyone else sit down first. But then, when we pass, they will have to get up. It’s like exercise and good for your health.” Did Zhenya give the right advice to his friend?
METHOD 2: “Thesis and opinion on it”
My true friend:
will get into a fight to save me;
will help and support in any situation;
will never tell adults about my troubles;
he will teach you everything good that he knows;
he won’t do it himself and will try to protect me from doing something bad.
METHOD 3: “Test”
Etiquette is:
A) many rules that you don’t have to follow;
B) an order of behavior that is convenient for everyone;
C) something that a well-mannered person cannot live without.
2. You were given an item that you already have or don’t need or don’t like. Your actions:
A) accept the gift and say “thank you”
B) say “thank you, I already have this”;
C) refuse the gift.
3. There was a knock on the door. Sergei, continuing to eat, shouted: “Come in, it’s open!” Marina appeared on the threshold. What should you do first?
A) finish dinner;
B) say hello and find out why she came;
B) invite you to have dinner together.
4. When can you make telephone calls from neighbors who have a telephone?
A) late in the evening or if they have guests;
B) in case of an emergency call for ambulance or rescue services;
B) whenever the need arises.
5. What is the correct way to eat green peas?
A) prick it on a fork;
B) pick it up with a fork;
C) it is more convenient to eat with a spoon.
6. How to board public transport correctly?
A) women with children, girls, elderly people should be allowed in first, and then men should enter;
b) men and boys must board first, and then all other passengers;
c) it doesn’t matter in what order the passengers board, as long as there is no crowding.
7. Who should you be more polite with?
A) with elders;
B) with family members;
C) with everyone equally.
8. While walking with your father, you met your classmate. Who should you introduce first?
A) father - to a friend;
B) friend - father;
B) no matter how.
9. When you enter the classroom in the morning, you greet:
A) separately – girls, separately – boys;
B) all at the same time;
B) no one.
10. In a store, seeing a friend in line, you:
A) stand nearby;
B) say hello and stand at the end of the line;
C) try not to let him notice you.
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