The first lesson of a psychologist with children with disabilities. Group developmental activities with disabled children using technical teaching aids as a way of socialization in small groups. Exercise "Ritual of farewell"
Developmental activities with disabled children with various delays in mental development
Classes are preceded by a comprehensive psychological and, if necessary, medical diagnostics to identify individual features child, the reasons for which there were delays in mental development.
A program of comprehensive medical and psychological rehabilitation is being developed based on the individual psychological characteristics of the child, health problems and the specifics of mental retardation.
Classes are held with the child in the presence of parents, once a week, the duration of the lesson is 45 minutes. After each lesson, a set of homework is given so that the child at home, together with their parents or under their supervision, performs the appropriate exercises daily for 30-40 minutes. The total duration of classes is determined individually, depending on the pace of progress of the child.
The general purpose of the classes: preparing the child for education in a general education school, enrolling in a general education school. At the request of the parents, the child is provided with psychological support during the first year of study (sometimes two years) under the general education program.
Host: Yasyukova L.A.
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Group developmental classes for preschoolers (3-4 years old, 5-6 years old, 7-8 years old). Development of abilities and intelligence in a playful way. Learn to communicate with peers; to achieve results, to be attentive. Development of imagination and memory. Role-playing games. -
Classes are preceded by a comprehensive psychological diagnostics to identify the individual characteristics of the child and the degree of formation of primary school skills. The purpose of the classes: the development of conceptual thinking ... -
The purpose of the classes: the development of intellectual operations, psychological abilities and personal qualities that provide a complete understanding school curriculum. The program of classes is compiled taking into account individual psychological characteristics ... -
Classes are preceded by a comprehensive psychological diagnosis to identify the individual characteristics of the child, the reasons for which there were delays in mental development, and the degree of formation of primary school skills... -
A program of comprehensive medical and psychological rehabilitation is being developed based on the individual psychological characteristics of the child, health problems and the specifics of mental retardation ...
The work of a psychologist with children with disabilities
Currently, the problem of psychological support for children with disabilities is the subject of research by specialists in many industries. scientific knowledge. Psychologists, philosophers, sociologists, teachers, social psychologists, etc. consider various aspects of this process, explore the mechanisms, stages and stages, factors of psychological support.
However, the problems of psychological support for disabled people in general, and disabled children in particular, in the domestic literature are still not the subject of a special study. Although the problem of psychological support for children, adolescents and adults with mental and physical development very important both theoretically and practically.
Disability in children means a significant limitation of life, it contributes to social maladaptation, which is caused by developmental disorders, difficulties in self-service, communication, learning, mastering professional skills in the future. The development of social experience by children with disabilities, their inclusion in existing system public relations requires certain additional measures, means and efforts from society (these may be special programs, special centers rehabilitation, special educational establishments etc.).
The issue of psychological support for children with developmental disabilities is one of the main and most important in the history of special education, since the system of psychological support must be subject to the main requirement - correction, weakening of developmental defects in children with handicapped health, as well as the development of the personality of children with disabilities in general.
Education is an inalienable human right. However, not all children with disabilities, regardless of the forms of its manifestation, have the opportunity to study in general education schools Oh. Almost all schools are completely inaccessible to people with disabilities who have difficulty in moving: they are not equipped with the necessary ramps or elevators. Ordinary schools, as a rule, do not have conditions for teaching children with hearing, vision, speech ...
In addition, children with disabilities often face negative attitudes towards themselves: they are most often seen as sick children who need constant care. special attention and, most importantly, unable to study at school. They can receive education in specialized schools or boarding schools, or study at home. This practice is by far the most common in our country, but this approach is now outdated.
Children with disabilities are children too. Like all children, they need interaction with their peers in order to develop. They, like other children, have their own interests, hobbies, dreams of “becoming someone when you grow up”, finding a profession and getting a decent job. And all these dreams can be in vain just because, say, a child in a wheelchair or crutches cannot get to school because it is not equipped with a ramp. Nevertheless, it is possible to create conditions for the education of children with disabilities, regardless of the forms of its manifestation (blindness, deafness, cardiovascular diseases, developmental delay, etc.).
Another important aspect in the implementation of work with children with disabilities and children with disabilities is to ensure psychological support. It should be noted that when interacting with children with disabilities, an educational psychologist often has to deal with a different range of disorders. Children with abnormal development are more limited in research opportunities, and painful experiences associated with frequent and long stays in the hospital cause a negative attitude towards the world around them. "Special" pupils, regardless of the type and complexity of the defect, are often characterized by difficulties in the motivational and emotional-volitional spheres.
Parent messages and reports - they contribute to literacy in the field of both correctional pedagogy and psychology; awaken interest and desire to work with their children at home.
You can also suggest using the so-called thematic questionnaires and projective drawings in your work. Since the social educator works together with the psychologist, it is he who must process and provide the results. And according to the results of the study, the social pedagogue builds his work with parents, in particular with his mother.
For closer interaction between parents, children, teachers, social pedagogue and other specialists, it is necessary to organize concerts: “Hello, we are looking for talents!”, where everyone could participate.
Working with parents should be considered as the most important element in the comprehensive rehabilitation of children with developmental disabilities, since only when interacting with the family, a social pedagogue can help a disabled child.
It is especially important to note that the implementation of the proposed recommendations will be effective if the teacher-psychologist builds his work in conjunction with the social pedagogue, physicians, speech therapists and other school specialists.
The purpose of psychological and pedagogical support of the family is to help children with disabilities find their place in life, become not only an object of attention, but also take an active life position, forming and strengthening certain healthy life skills.
The main methods for achieving the goal of the process of psychological and pedagogical support
families raising children with disabilities:
Psychological support for parents in acquiring the knowledge, skills and abilities necessary for organizing the healthy life of their child;
Counseling parents and other family members about the process of the psychophysical development of the child and convincing them of the correctness of the actions of escort specialists who help in the formation of tolerance, responsibility, confidence, the ability to integrate and socialize in children
10 GENERAL RULES OF ETIQUETTE
When you talk to a person with a disability, speak directly to the person, not to the chaperone, parent, or sign language interpreter.
When meeting, it is quite natural to shake hands with a person with a disability - even those who have difficulty moving their arms or who use a prosthesis may well shake hands - right or left, which is quite acceptable.
When you meet a person who has poor or no vision, be sure to identify yourself and everyone who is with you. If you have a general conversation in a group, do not forget to explain to whom in this moment you apply and name yourself.
When offering help, wait for it to be accepted, and then ask what and how to do. If you do not understand, do not be shy - ask again.
Treat children with disabilities by their first names, and treat teenagers as adults.
Leaning or hanging from someone's wheelchair is the same as leaning or hanging from its owner. A wheelchair is part of the untouchable space of the person who uses it, including the child. This needs to be explained to the children.
When talking to someone who is having difficulty communicating, listen carefully. Be patient, wait for him to finish the sentence himself. Do not correct or negotiate for him. Feel free to ask again if you do not understand the interlocutor
When you are talking to a person using a wheelchair or crutches, try to position yourself so that your eyes are at the same level. It will be easier for you to talk, and your interlocutor will not need to throw back his head.
To get the attention of a person who is hard of hearing, wave or pat them on the shoulder. Look him straight in the eyes and speak clearly, although be aware that not all people who are hard of hearing can read lips. When talking to those who can read lips, position yourself so that the light falls on you and you can be clearly seen, try not to interfere with anything and nothing obscures you.
Don't be embarrassed if you accidentally said "See you" or "Did you hear about this...?" someone who can't really see or hear.
During the course they use interactive methods work which allow children to better understand and feel each situation for themselves, to express their thoughts and ideas on various issues.
They tell the children:
What are the characteristics of people with disabilities?
- what adaptations and conditions allow them to lead an independent life,
– how and where they can study,
– where and by whom they can work,
- what kinds of sports and creativity can be engaged in,
– there is also a lot of talk about co-education of children with disabilities and children without disabilities.
An important role is played by it is young people with disabilities who conduct such classes, so the children in the classroom have the opportunity to form their attitude towards the disabled, communicating with them directly. Also, the guys can ask questions that interest them, and in most cases they begin to understand that disability does not mean that they have a completely different person in front of them: the only thing that distinguishes a disabled person is either appearance, or manner of communication, or an unusual method of movement. Thus, during the classes, the guys gradually come to the conclusion that disabled people are the same people as everyone else: they do the same things that all people do, only sometimes in different ways.
The most important thing is that children draw their own conclusions and feel the novelty of the discovery, which helps to better consolidate the material covered. It is this form of communication (an interactive form of conducting classes) that helps to break stereotypes and create more or less comfortable conditions for communication. During the classes, visual material is often used - videos, Braille books, photographs - which allows children to better understand and learn new knowledge.
Sources:
1. The school is open to everyone. Manual for teachers of secondary schools working with children with disabilities, Moscow, 2003
Methodist MBU "MMTS"
Application
THEMATIC QUESTIONNAIRES
1. My life path
My successes: My failures:
_______________________ _______________________
2. My fulcrum in life
What helps me: What hinders me:
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
3. Assessment of human qualities
Like it. Do not like.
______________________ _______________________
______________________ _______________________
______________________ _______________________
4. What I like and dislike about my child
Like. I do not like.
______________________ _______________________
______________________ _______________________
______________________ _______________________
5. What is my attitude towards my child
¨ What gives me discomfort in my child:
Appearance;
Intellectual possibilities;
Behavior;
Motor awkwardness;
Inability to walk.
¨ Do I think that I have a kind, loving child:
Don't know;
¨ How does my child show love for me:
caresses;
Kisses, hugs;
Says he loves;
He likes it when I caress him;
Does something that I like.
¨ When I am annoyed by something in my child, I:
I can hit
I suppress my anger, but I myself feel bad;
¨ When I suppress my anger caused by something in my child, I experience:
I remove irritation;
The desire to pounce on him and do things his own way;
Weakness, depression;
I want to cry;
Desire to leave him for a while;
The need to be alone.
¨ How do I get my child to love me.
______________________________________________________
Tkachev's work with mothers raising children with developmental disabilities. Workshop on the formation of adequate relationships. - M .: Publishing house "Shom - Press", 1999. - p. 62.
Anna Frolina
Abstract of an open individual lesson on the topic "Pets" with a disabled child with brain damage
SUMMARY OF AN OPEN INDIVIDUAL LESSON ON THE TOPIC« PETS» FROM A DISABLED CHILD WITH BRAIN DAMAGE AND HIS PARENT.
Target: systematization of knowledge on topic« Pets»
Correctional and educational tasks:
1. Refine and expand the vocabulary by topic« Pets» .
2. Form a general concept « Pets» .
3. Learn to answer the question with a common sentence.
4. Fix the sound [L] in words.
Correction-developing tasks:
1. Development of visual perception, auditory and visual attention.
2. Development fine motor skills, coordination of speech with movement.
3. Development of logical thinking.
4. Developing the ability to use loud and quiet voice.
5. Development of graphomotor skills
6. Develop full-fledged movements and certain positions of the organs of the articulatory apparatus
Correctional and educational tasks:
1. Formation of skills of independence, initiative.
Equipment: subject pictures (cow, goat, horse, cat, dog, pig, grass 3 pieces, bone, fish, turnip, card with a dotted path, letter L card, labyrinth with pictures on the sound L at the beginning of the word, toy horse, cards with pictures (horse, sled, doll, car, hat, chair, nesting doll, hands, umbrella, clown, two mirrors, a house, a picture of a girl and a boy, pictures with two-syllable words with an emphasis on the first syllable, printed words, cards with syllables.
Course progress.
1. Org. moment.
Hello. Look, we have guests today.
Listen carefully.
Who wants to talk
He must speak
Everything is correct and clear
To be clear to everyone.
Come on and we will clearly pronounce all the syllables.
MA-MO-MU-WE
BA-BO-BU-BE
PA-PO-PO-PY
ON-BUT-WELL-WE
WA-WO-WOO-YOU
FA-FO-FU-FA
GA-GO-GU-GE
KA-KO-KU-KY
HA HO HO HE
YES-DO-DO-DY
TA-TO-TU-YOU
FOR-ZO-ZU-ZY
SA-CO-SU-SY
2. Post topic lessons
An exercise "Guess it"
Look at the table. Here are the pictures. I will give you riddles, and you will tell the answer. (some riddles are made by the parent)
She is small and fluffy. She has a mustache and claws. She catches mice. Who is it? (cat)
She is big, furry, barks loudly. She guards the house. Who is it? (dog)
She has horns and is furry. She gives us milk and wool. Who is it? (goat)
She has a nose called Piglet. She gives us meat. Who is it? (pig)
She is big and horny. She gives us milk. Who is it? (cow)
She is big, she has a mane, hooves. She's carrying cargo for us. Who is it? (horse or horse)
Correctly. These animals benefit us and live near at home. So they Pets.
Let's call them again. it (show picture)
3. Exercise "Who eats what?"
Our the animals are hungry. Let's feed them. Look what is shown here. It…. (show picture) (fish, bone, grass, turnip) (some questions asked by the parent)
What does a cow eat? (connects the grass and the cow with a clothespin and pronounces sentence: the cow eats grass)
What does a cat eat? (The cat eats the fish)
What does the dog eat? (The dog eats the bone)
What does a goat eat? (The goat eats grass)
What does a cow eat? (Cow eats grass)
What does a pig eat? (Pig eats turnips)
What does a horse eat? (The horse eats grass)
Well done.
4. Exercise "Loud quiet"
Look, a calf escaped from a cow. The calf is small, so he mooes quiet: mu. (adult demonstrates) And the cow is big, so it mooes loudly: MU (adult demonstrates)
Guess who will call you now? (parent mumbles now loudly, then quietly, child closes his hand or shows who is mooing like that)
How does a calf moo?
How does a cow moo?
Now play this game with your parent, let the parent guess who is calling him.
5. Development of graphomotor skills.
Let's walk the path from mother cow to calf. (child draws a path from cow to calf with a pen)
Well done.
6. Exercise "Help Katya and Vanya"
Look who's living in our house. Let's get to know them. What is your name? (child pronounces his name) And I'm Katya. And I'm Vanya.
Look, they have pictures, let's name them. ( child is sentence: Katya has a doll. Vanya has a cap. Etc.)
They ask you to help them connect the picture with the word. (adult and parent alternately show the words, child read and connect given word with picture)
7. Conducting a physical minute.
You listen, guys, knocking fists
I want to tell you: show palms
Our kittens were born - pump head
There are exactly five of them. show the palm, spreading the fingers
We decided, we guessed: knocking fists
How should we name the kittens? show palms
Finally we named them: clap your hands
One, two, three, four, five. bend fingers
8. Carrying out articulatory gymnastics.
And now we will sit down at the table, take a mirror and do gymnastics. (child and the parent take the mirror)
1 exercise: small fence
2 exercise: tubule
3 exercise: tubular fence (Five times)
4 exercise: sing a song pi-pi-pi
5 exercises: swing
6 exercise: needle
And now we clamp the tip of the tongue between the teeth and say L-L-L
-Let's say our syllables: LA-LO-LU-LY (speech therapist shows a card, a parent with children read syllables)
9. Development of phonemic analysis.
The sound L in the letter is denoted by the letter L. Now you need to select pictures with the sound L. (the parent calls and shows the pictures, the child takes that picture, where there is a sound L)
Horse, sledge, doll, car, hat, chair, matryoshka, hands, umbrella, clown.
Well done.
10. Fixing the sound L at the beginning of words.
Today we will help the horse through the maze. And she will start with the picture where the little star is drawn. (pronunciation words: paw, elk, moon, lacquer, bow, boat, lamp, skis).
Well done. Now let's play a game "Add a word" I'll start the sentences and you have to add a word at the end.
Shines in the sky (moon)
Floats down the river (boat)
Mom bought in the store (lacquer)
Grew up in the garden (onion)
The dog has a big (paw)
Lives in the forest (elk)
Burnt out in the lamp (lamp)
Vanya took the sticks and (skis)
Well done. Next the game: "Guess what mom hid". (Child closes his eyes, the parent covers the picture with a card, the child must guess that the parent closed. The parent does not close one card.)
What did mom not cover? Say nice.
11. Summing up.
Today on lesson you and I remembered pets, helped Vanya and Katya and learned to speak words with the sound L.
Thanks to you and your mom for the work on lesson.
Municipal state-financed organization additional education
"City Center for Development and Scientific and Technical Creativity of Children and Youth"
LESSON SUMMARY
Theme: seascape "Moonlight path"
individual lesson with a disabled child at home.
Children's association"Magic brush".
additional education teacher:
Yudina Daria Sergeevna
Tula 2016
The date of the: 03.2016
Location: MBUDO "GCR and NTTD and Yu".
Child's age: 10 years.
Year of study: second.
Quantity: 1 person.
Forms of organization of educational activities: individual work.
Lesson equipment:
Schemeandillustrations;
Paperforwatercolors;
Paints- gouache,
brushessquirrelorpony№ 2, 5, 10;
Simplepencilanderaserforsketch;
jar, oilcloth.
visual material.
Target: to depict a seascape according to a model, by sketching, to learn how to use contrasting colors correctly in the image of the night. Conduct a short conversation with viewing visual material.
Tasks:
Educational:
1. Consolidation of knowledge of the student about the basics of composition.
2.Fixing the color spectrum.
3. Consolidation of knowledge about previously studied types of fine arts and painting.
4. Show the role of color in the landscape, mood, attitude.
5. Familiarization of the student with a new type of landscape - "sea".
Developing:
1. Development of perseverance, the ability to bring the work started to the end.
2. Development creative imagination.
3. Formation of independent work skills.
4. Developmentmain functions of thinking: introspection, self-assessment.
5. The development of fine motor skills, therefore, speech and mental capacity disabled child, intelligence.
6. Development of memory and attention, the ability to express one's emotions and state of mind with the help of a drawing.
7. Development and implementation of the existing potential opportunities in a disabled child.
8. Development of the ability to cope with one's inner isolation.
Educational:
1. Education of aesthetic taste.
2. Education of emotional responsiveness to the phenomena of artistic culture.
3. Raising a sense of belonging and love for the native nature.
4. Raising the desire for quality work.
Teaching methods: visual, practical.
During classes with children with disabilities, the following conditions must be observed:
Slow, unlike healthy children, the pace of learning;
Optimal involvement of children in subject-practical activities;
Reliance on the most developed positive qualities of the child;
Differentiated management of children's activities and correction of their actions.
Lesson structure:
Organizing time;
Repetition of the studied material;
The study new topic through conversation, viewing reproductions of artists;
Fizkultminutka;
Practical part;
Completion of work and summing up;
Reflection.
Lesson progress:
Organizational moment (1 min.)
Greetings;
Checking readiness for the lesson.
Repetition of the material covered, setting goals and objectives (5 min.)
The purpose of our today's lesson is to get acquainted with a new type of landscape - the "seascape". Our task will be to learn how to correctly depict water, night time, as well as use contrasting colors (for example, black in combination with white, and blue with yellow, etc.), use the least number of shades in our work, since the image of the night usually uses no more than 3-4 colors.
To begin with, we will repeat the material covered and remember what is the most important means of artistic expression?Student response: color.
Another important aspect in the visual arts is composition. In order to create a picture, we must compose it correctly. Let's remember what composition is.Answer: composition is the correct arrangement of objects on a piece of paper.
Next, various pictures are shown, and the child must see and determine whether objects are located correctly or incorrectly on them. Let's take a look at the colors next.Answer: warm and cold, cheerful and sad, calm and rich, light and dark, etc.
Now let's talk about the main genres of painting, i.e. in another way - about the types of paintings?
Answer: landscape, portrait and still life. Since today our lesson is devoted to such a genre in painting as a landscape, please answer the question what is a landscape?
Answer: landscape - this is an image of nature, countryside, buildings, water bodies, etc. What are the main types of landscapes?
Students: rural, urban, rural, architectural, marine, landscape by season (winter, summer, etc.).
Exploring a new topic through conversation and viewing reproductions of artists (3 min.).
After we talked about the types, genres of fine art, about color and its types, remembered what a landscape and its types are, let's talk about the paintings of artists and determine what combination of color, mood and technique they used in their works.
The teacher demonstrates and comments on reproductions of great and contemporary artists on the theme of "seascape", as well as paintings depicting the night. The child listens to the teacher's comments and discusses the viewed material.
Physical education (1 min.)
Practical part (30 min.)
Before starting work, the child chooses the task he likes the most from the presented samples. Then it is necessary to warm up and warm up the fingers with the help of charging. Then they make several sketches, choose the most successful one, and only after that they start work. The sheet of paper is placed horizontally.
Teacher's recommendations: Now let's show our imagination Creative skills and draw a seascape on the theme of "Moon Path", which should be associated with the night on the sea, the reflection of the moon in the water and the combination of dark and light colors.
Sketching in pencil.
The teacher monitors the work of the student and gives recommendations:
The sketch is done with a hard simple pencil (T or TM) without pressing too hard on it, as it will show through the paint.
When sketching, you do not need to draw clear elements in your drawing, since a sketch is only an approximate, preliminary image of objects.
Finishing the sketch and doing the work in color
We will work in color in stages. We start drawing from left to right, moving from top to bottom. First, draw the main background - the sky and water. They should be about the same color. In the sky, we leave an unfilled circle for the moon. Then we depict the land and mountains on the shore, using black, brown and blue tones, as these are the darkest spots in our work. The background is ready and now let it dry.
Now we draw the main elements in our composition (the moon and the moon path) and move on to light colors (white and yellow). We make glare on the water with long, gradually dissipating strokes using white and yellow paints. Let the work dry.
Using black, blue and White color, we draw small night clouds in the sky, thereby filling in the empty spaces in our composition. Perhaps our work is ready. We have to sum up.
6. The result of the lesson. Analysis of the resulting work (2 min).
The teacher, together with the student, reviews the work done, discusses and evaluates it together, analyzes what they did more successfully and what less successfully in the process of work.
7. Reflection (3 min.)
Teacher:
What did we learn in class today?
What did you like the most?
What caused the difficulty?
Thanks for the job!
8. Conclusion - generalization.
“The origins of the abilities and talents of children are at their fingertips,” wrote V.A. Sukhomlinsky. It is no coincidence that most of all children with disabilities are engaged in arts and crafts and fine arts. It helps the development of hand motor skills, broadens horizons, deepens understanding of art, teaches to enjoy it.. Each meeting between a child and a teacher is a kind of life lesson, a lesson in kindness. But most importantly, the degree of freedom of the child in relation to the world around is increasing, his optimism and faith in his own strength are growing, and his adaptation in society is taking place.
Activities with disabled children unlike classes with ordinary children, they are more socialized, they have many digressions related to life, environment, society. A teacher who works with such children must be sensitive to all events that concern the child and the family. Teaching children, the teacher himself learns from them willpower, compassion, rethinks his life positions.
If in the process of training and education the teacher uses effective pedagogical and corrective methods, then the violations are largely compensated. But most importantly, the degree of freedom of the child in relation to increases, his optimism grows, faith in his own strength, his adaptation in society takes place.
Larisa Tagirova
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Recreational-developing Work in the studio
fine arts rehabilitation center for children with
It's been 9 years since I working in a rehabilitation center for children with disabilities. I work on the author's program. The main task programs: creative rehabilitation of the child, the formation and development of the child as creative personality. I teach art therapy and arts and crafts. Classes in art studios given to children with disabled from the age of 2.
On the initial stage rehab i s children I conduct classes in decorative drawing, since it is decorative drawing that is most understandable and accessible to children, starting from preschool age. Classes in decorative drawing allow you to solve many problems of development and corrections child at the initial stage of rehabilitation. First of all, you can actively influence the sensory development of students. Sensory processes are activated during a comprehensive examination of the details of the pattern, comparing them in size, shape, color.
In the process of decorative drawing, a large Work to clarify children's ideas about geometric shapes. The latter is especially important, since the geometric form as a decorative element is a transition to the assimilation of the form of an object.
Brightness, brilliance, rhythm, characteristic of works decorative character contribute to the development of color perception. In the process of classes, purposeful observation, comparison and reproduction of color combinations are organized, children exercise in elementary color discrimination, in the ability to correlate the color of the details of their drawing with the standard.
Particular attention is paid to the comprehensive analysis and study of the pattern sample. The child needs to highlight the elements of the pattern, analyze their alternation in shape, color, size, and establish the structure of the pattern.
Since the process of making a drawing is divided into a number of stages, children in the classroom learn to plan the construction of a drawing. Gradually, from drawing after the specialist, repeating all his actions, the children move on to drawing on the basis of an independent analysis of the pattern construction scheme. When making patterns great importance is given to the development in children of the ability to arrange the constituent parts of the picture on a sheet of paper. To do this, pictorial elements are pre-cut out of colored paper, then several composition options are made from them. (postcards, patterns). Children also practice placing pattern elements in accordance with a pattern or verbal instruction. The children repeatedly exercise in the symmetrical arrangement of pattern elements. In the process of drawing details of different rotation in the ornament, correction mirror image. Thus, in the process of teaching decorative drawing, skills of both mental and practical spatial orientation are developed.
The development of the eye occurs in the process of dividing geometric shapes into parts (dividing a circle, square, strip in half, etc., as well as in the process of drawing identical figures in a pattern.
In the classroom, the following tools are used hand motility correction, like drawing ornaments from a mosaic, drawing patterns using templates, using a stencil, along ready-made contour lines, along a dotted line, using reference points, drawing ornaments on paper in a cage, drawing in an album.
Development plays an important role children a variety of visual graphic skills, such as coloring, shading. Children learn different art materials: pencils (simple and colored, paints (gouache and watercolor). Children learn to draw vertical, horizontal lines, draw wavy lines, repeatedly practice in reproducing basic geometric shapes.
In order to overcome the difficulties in graphic activity that are typical for young children / or children with certain diagnoses /, you need to constantly monitor whether they perform the techniques correctly when pencil and brush work. This will improve coordination of movements, promote the development of small muscles of the fingers and hands, children's drawings will become more correct and expressive. When teaching children skills work with a pencil and a brush, it is necessary to apply such methods, how: imitation, conducting special exercises for training fine manual motor skills (drawing dots, ribbons, spirals, waves, pronouncing the method of action.
Classes in art studios contribute to the enrichment and development of children's speech. Words are learned in class denoting:
The name of the items associated with the image;
Signs of an object or its parts (by size, color, shape,
Practical actions ( "spend", "divide", "connect", "colorize",
Spatial relations ( "in the middle", "up", "left", "nearer").
In addition, children learn concepts such as "the form", "value", "contrast", "symmetry", "rhythm". In the classroom, visual memory develops, since when drawing ornaments, the shape, color, and size of the elements are memorized.
Visual attention develops in the process of analyzing patterns, comparing one's sample work, during the practical work above the picture - repetition of elements of the same shape and color Maybe only with careful and accurate work.
Decorative drawing can be successfully used in the development of creative imagination in children, especially this type of activity, such as self-compilation of decorative drawings, contributes to this. At the same time, it is important that children have in mind the decoration of a particular object, nice results may be in the case when they know the purpose of the pattern that they will draw.
Decorative drawing is closely related to folk arts and crafts. Children get acquainted with Gorodetsky, Khokhloma, Gzhel painting. Working off brush writing skills, learning the alphabet of painting takes place on paper or cardboard silhouettes of products.
Possibility to create is a strong stimulus for the manifestation of initiative, diligence and diligence, and the result obtained usually brings a feeling of joy and satisfaction.
After decorative drawing, children move on to sculpting toys from plasticine, dough or clay, followed by painting. Modeling helps children clarify their ideas about the shape, structure and proportions of objects. Modeling is associated with a real three-dimensional form, and therefore the process of modeling is clearer and more accessible to a child than even the process of drawing. This is one of the fascinating artistic activity for kids. They really like to create their own form, work with material. At this stage, we get acquainted with the Dymkovo toy. The world of Dymkovo toys is a fabulous world of expressive figurines: animals, people, birds. Children with interest make toys on the model of Dymkovo.
Also, children are engaged in the application of paper, fabric, yarn. Application classes are very useful in the system remedial classes , as they contribute to the development of constructive opportunities, creativity, awaken imagination, activate observation, attention and imagination, educate the will, develop manual skills, sense of form, eye and color perception. Work over the composition contributes to the education of artistic taste in children.
certain place in program developing classes is given to the study of decorative and applied art of Bashkiria. Researchers children's creativity repeatedly pointed out that it is necessary to acquaint children from preschool age with folk art, awakening in the soul of the child the first figurative ideas about the Motherland, its culture, to promote the development of international feelings and a sense of beauty, artistic taste through the near and dear.
Classes in arts and crafts not only develop artistic taste in children. They give possibility in a short time and quite cheaply, prepare crafts with your own hands that can decorate the house, school, and the children themselves. Good luck and achievements in such classes, among other things, will help to get rid of the complexes that are quite understandable in their situation. Classes are structured so as not to tire the children. Throughout the children maintained a high performance and activity. In addition, due to the variety of materials and methodological techniques there is a real opportunity to corrective work for each individual child throughout the course of rehabilitation.
It is not enough to teach a child to do something. If he remains in a confined space, no rehabilitation takes place. Rehabilitation of the soul begins through self-affirmation. It is necessary for others to see that you are not only flawed in some way, but it also turns out that you stand out in better side You know how to make beautiful and useful things with your own hands. Therefore, the results of the creative work of children with handicapped we make a subject of review, exposing children's work at exhibitions of children's creativity in his rehabilitation department and at exhibitions of the city and republican scale. This undoubtedly affects the increase in the creative activity of those who watched and the increase in prestige creative activity those who are passionate about it.
The results make it possible to visually demonstrate the dynamics of the changes that have taken place, to record progress. Positive dynamics of development in children in more than 80% of indicators.
Thus, based on the observation and analysis of the results of the rehabilitation outcomes, we can note some results:
Children show improvement in graphic skills,
Children master the elementary skills of artistic needlework, which contributes to the implementation of tasks corrections and compensation for their shortcomings;
They successfully carry out activities according to the model, according to the show;
Children have a desire for independent artistic creativity;
Children have a desire to endure their work for all to see (participate in exhibitions of children's art);
Speech develops, vocabulary is enriched.
Acquire decorative skills work;
Children begin to distinguish and recognize the types of art crafts;
Their emotional experiences are enriched, differentiated, the sphere of interests and communication is expanding.
