In real life, educational programs are mostly aimed at the average level of development of the pupil, therefore, due to the uniqueness and originality, it is not easy for each child to try to reveal his inner potential and carry out the full development of the personality within the narrow framework of averaged patterns. The contradiction that has arisen poses the task for teachers to organize an individual learning route within the framework of the Federal State Educational Standard to realize the intellectual and creative potential of each preschooler.

An individual educational route for a preschooler as defined by the Federal State Educational Standard

An individual approach to the personality of a child is the basic principle of the Federal State Educational Standard. The principle of the priority of the interests of the child, the researchers designated the formula "to be on the side of the child." The cause of the difficulties experienced by the child in development should be sought both in the personality of the baby himself and in the adults around him, who are directly responsible for the social environment in which the little person grows. In real life, only he himself often acts on the side of the child. At the same time, he often turns out to be helpless and defenseless in the face of circumstances, therefore it is important to hear the child in any problem situation, understand and help him.

The foundation of the modern standard of preschool education was based on the principle of individual approach pedagogy and the developing concept of education. Mentioned in the following paragraphs:

1. p. 1. 6. - the formulation of tasks that focus on creating optimal conditions for the formation and development of the child's personality, as well as the disclosure of his creative potential in accordance with his age, psycho-emotional and physiological characteristics, individual abilities and inclinations, the specifics of the social environment. The child is considered as an intrinsically valuable subject of relations with himself, the people around him and the outside world.
2. paragraph 1. 4. - contains the principles of the Federal State Educational Standard, the key of which is the provision on the implementation of an individual approach to the educational needs of each child.
3. item 2. 10. 2. - ways of organizing and coordinating children's initiative and spontaneous activity in the spirit of creative activity are specified.
4. p. 3. 2. 1. - professional selection of forms and methods of pedagogical work that are relevant to the age and individual needs of the child.
5. p. 3. 2. 3. - patronage of the child, development of an individual development roadmap, pedagogical and psychological correction of identified problems.
6. p. 3. 2. 5. - a developing concept of education, aimed at the short-term development of the pupil.

The individual approach refers to the management of the development of the child, based on a deep, multifaceted study and understanding of the complexity of his inner world and social conditions of life.

Identification of capable children is carried out on the basis of observation, communication with parents, the study of individual characteristics.

The principle of pedagogy of an individual approach is not to change the content of education in the interests of a particular child, but to adapt pedagogical methods and techniques to his personal characteristics. In order for the educational process to be successful, it is necessary to take into account the difficulties experienced by the child, the pace of assimilation of knowledge, skills and abilities. In this case, a model of fruitful partnership between the child and the teacher is being implemented, since the child and parents have the right to choose the most appropriate educational methods from those that will be offered by specialists.

An individual educational route is a personal way of realizing the intellectual, emotional, spiritual potential of the personality of a pupil of a preschool institution. The goal is to create favorable conditions that stimulate activity, the disclosure of the creative and intellectual powers of the child. The task of the teacher is to ensure a competent professional selection of the content of educational, psychological and physical activity, as well as forms and methods of work that meet the individual needs of the child.

Video: individualization of preschool education

Criteria that determine the objectives of an individual development strategy:

• the current level of development of the child's abilities;
• the degree of readiness for educational activities;
• individual educational goals and objectives for the near future.

IOM tasks, review and approval procedure

Individual educational routes are designed:

• for problem children who experience difficulties in the process of mastering the general educational program for preschoolers and need corrective help from specialists;
• for pupils with disabilities, children with disabilities;
• for gifted children with a level of ability that exceeds the average regulatory educational standards.

Leading tasks of the individual educational route:

• provide support and assistance in self-development and development of the preschool education program;
• to form the child's initial level of learning ability, i.e. to teach him to be aware of the learning task, to plan his learning activities, to focus on the exercise, to develop self-discipline and volitional qualities;
• develop and improve the skills of coordination of movement, the development of general and fine motor skills;
• to form and consolidate general cultural, household, hygienic, communicative foundations of behavior;
• accustom the child to manipulative-objective, sensory, practical, gaming activities, develop skills in the productive area (drawing, modeling, application);
• develop speech - emotional intonation, grammatical constructions, speech mechanisms;
• to form knowledge about the natural environment and the world of social relations;
• form ideas about spatio-temporal and quantitative categories.

Methodological tools that are used in the passage of an individual development trajectory:

• role-playing and outdoor games, classes in the form of conversation and dialogue, reading and discussion of literary works, small improvisation sketches that enhance the emotional component of information perception;
• psychological trainings and game exercises that help relaxation, neutralize fears, lower the level of anxiety and aggression, improve the behavioral sphere, as well as social and communication skills;
• exercises for the development of thinking, imagination, speech, memory;
• the use of art therapy techniques (treatment with art, a fairy tale, making dolls).

Development and adoption of IOM

To create an individual educational route, first of all, it is necessary to conduct a diagnostic study to find out the level of psycho-emotional, intellectual, communicative-social and physical development of the child. The results of the diagnosis are submitted to the teachers' council, which then recommends that the children be examined by specialists of the PMPK (Psychological-Medical-Pedagogical Council).

The council draws up a list of children for whom the development of an individual educational work plan is relevant.

Main stages, structure and content of IOM

The team of educators, in cooperation with narrow specialists, thinks over the content component of the plan. A calendar plan is filled in with an indication of the elements of pedagogical technology and a list of methodological techniques for the implementation of the educational goals set.

Basic principles for designing an individual plan:

1. Development of the child's ability to learn.
2. Continuity and Consistency. A team of specialists accompanies the baby throughout the entire project of an individual route until the problem is resolved.
3. Rejection of average assessment templates, development of an individual assessment scale for each child based on the results of diagnosing the level of his abilities. In ordinary life, this means that the teacher tries not to apply the practice of straightforward “sentencing” or “labeling”, comparing the child’s achievements with the generally accepted “norm”. The very concept of “norm” is not perceived as a correspondence to the average or standard level that is mandatory for all children, but is interpreted as the best level that a particular child can show in a particular situation. The result, which for one child will be regarded as a success, for another, based on his personal level of ability, will be considered a defeat. Such a humane approach will allow you to “save face” and self-esteem, develop self-confidence.
4. Favorable influence of children's subculture, enrichment of the child's inner world with informal traditions of the children's environment, which form and strengthen their own experience of a full-fledged childhood. It is important to create an atmosphere of positive emotions that will help overcome tension, anxiety and wariness.

Educational games are used in individual work by a defectologist teacher, educators in order to correct emotional and volitional disorders, develop logic, perception, substitution actions, motor skills and perception of colors, ideas about the world around

Stages of educational activities according to an individual plan

1. Observation, identification of the level of formation of the psychological, social and intellectual qualities of the personality of a preschooler, necessary for his productive activity in any educational field. The stage of observation involves the indifferent approach of the teacher, the position of non-interference when observing the child.
2. Diagnostics of the starting volume and qualitative characteristics of specific subject knowledge, skills and abilities. Specialists conduct tests, during which problem areas and "zones of success" are identified.
3. Building a personal plan of correctional work for the near future (up to 1 year with mandatory intermediate monitoring every 3 months) based on the "zones of success", individual selection of effective methods and techniques of pedagogical work.
4. Active activities for the implementation of an individual route: conducting classes, talking with parents, homework.
5. Analytical stage - summing up, evaluating the results: demonstrating the results of the student's work in the form of a presentation or exhibition of crafts, speaking to children and adults. Thus, the feedback mechanism with others is turned on, the problem of socialization of pupils is solved. The results achieved, whether reproductive knowledge or creative projects, are compared with the planned tasks indicated in the individual schedule or general education curricula.

For the development of harmonious relations with other people, solving problems of socialization, the following methods will be useful:

• didactic and role-playing games that will introduce the baby to the traditions of other peoples and will contribute to the formation of a respectful attitude towards people of other nationalities and cultures;
• reading fairy tales of the peoples of the world, acquaintance with the folklore (songs, dances, games, holidays) of the peoples of Russia;
• collective outdoor games in the fresh air, holidays and concerts, exhibitions of handicrafts;
• discussion in a confidential conversation of situations that occur in real life and cause difficulties for children in understanding or contain a moral context;
• arbitrary creation of situations that will put before the baby the question of choice and the need to commit an act;
• holding photo exhibitions in which there is a place for a photograph of each baby.

Predicted result:

• achieving social comfort and awareness;
• improvement of communication skills;
• lowering the level of emotional instability, aggressiveness, increased self-control;
• development of self-awareness, a sense of significance and value of one's own personality;
• the formation of self-esteem close to adequate.

Criteria that allow assessing the degree of success of a preschooler in social and personal growth:

• the ability for self-esteem is formed, the “little man” tries to speak honestly about himself, admit his shortcomings;
• ideas about moral and ethical values ​​have been developed, the baby shares and understands “what is good and what is bad”;
• the conscious need to adhere to moral norms of behavior has strengthened, the child has a desire to “be good” and see the positive reaction of people around him to his behavior;
• the child is able to easily and naturally communicate with other children or adults;
• a feeling of empathy, compassion awakens, a sincere desire arises to help elders, peers or kids;
• the pupil builds relationships with surrounding children on the basis of mutual understanding and respect, adequately resolves conflict situations;
• formed ideas about safe behavior at home, on the street, in the game.

1. The introductory part, which records general information about the child and his family, the reasons for developing an individual plan, the goals and objectives of educational work, the schedule and form of classes.
2. Registration of data from a diagnostic study of a preschooler, materials of planned monitoring, which allow for a deep analysis of the symptoms and causes of developmental disorders, to give an objective assessment of the level of development of the baby and plan remedial classes to overcome difficulties.
3. The schedule of medical and recreational activities, which includes the distribution of physical activity, the implementation of procedures for hardening the body.
4. An individual lesson plan that includes mandatory integration with educational activities common to all children.
5. A report on the implementation of an individual roadmap indicating the topic, content, the result of the lesson and conclusions about the necessary improvement.
6. An observation sheet is filled in, which displays the dynamics of the educational process and helps to make timely changes depending on the results of intermediate control, as well as determine the choice of optimal forms of pedagogical work to increase the effectiveness of the child's educational activities.
7. Evaluation of the student's achievements in the implementation of an individual route. It is recommended to conduct control tests at the end of each thematic block, i.e. with a regularity of three months.
8. Advice and advice to parents.

The general developmental elements of gymnastics, as well as various outdoor games, are very popular with children and contribute to the mental, psychomotor and emotional development of preschoolers.

Sections of the educational route

There are several important sections for developing an individual educational route for a preschooler, which will be discussed below.

General information about the child and family

It is indicated where he came from (family or transferred from another preschool), whether he constantly visited the preschool, if there were long breaks, then indicate the reason. Mark the level of adaptation of the pupil in the new conditions on a five-point scale.

Family composition: indicate all family members with whom the pupil lives.

Describe the type of family:

• prosperous - a stable, strong family with a decent cultural level of education;
• dysfunctional - has a low level of pedagogical awareness, the baby is deprived of parental care and attention, the conflict emotional atmosphere in the family injures the child, gives rise to psychological complexes, physical methods of influence are used on the child.

Which adult is raising the child?

The style of the child's relationship with adult family members:

• authoritarian - harsh dictate and suppression of freedom, humiliation of the dignity of the child;
• control and guardianship - restriction of independence, protection from worries and problems, "hothouse conditions";
• connivance - indulging the desires of the child, spoiling the child with the passivity of adults;
• respect and cooperation - help and support, joint experience of difficulties.

Appearance. It is necessary to note manners, gestures, describe the features of facial expressions, gait and posture, the degree of accuracy and grooming.

"Puppet therapy" is a correction of children's problems by means of a puppet theater: children play sketches with puppets according to specially designed scenarios that reflect the individual problems of a particular child

Somatic health

Health group, the presence of chronic diseases, appetite characteristics, whether the habit of daytime sleep has been developed, whether the baby suffers from enuresis.

Motor skills:

• general motor skills correspond to the age norm or there are violations of coordination of movement;
• the range of possibilities of fine motor skills is indicated with the characteristics of coordination, tempo and volume of motor functions of the hand, left-handed or right-handed.

Cognitive skills and abilities

Attention - the ability to concentrate and hold attention, qualitative characteristics (voluntary, involuntary).

Memory - the speed of memorization, the amount of material that the child is able to reproduce by heart or retell independently from memory, which type of memory (auditory or visual) is dominant.

Thinking:

• the degree of understanding of spatial landmarks (top, bottom, left, right, etc.);
• the ability to choose a generalizing word for several homogeneous objects (furniture, vegetables, fruits, animals, etc.);
• the ability to highlight the main thing;
• skills to identify the simplest cause-and-effect relationships (summer - hot, snow - winter, etc.);
• orientation in time parameters (day, night, year, month, etc.).

Scope of knowledge:

• primary knowledge about himself and the world around him: knows his name, age, members of his family, address of residence, names the signs of the seasons, has general knowledge about the animal and plant world according to program requirements;
• development of skills in design, drawing, modeling;
• level of knowledge of elementary mathematical concepts - ordinal counting skills, solving simple examples;
• skills of definition and distinction of a form, color.

A problem child especially needs positive emotions, adult support and understanding, and it is precisely games with water that provide invaluable assistance in this.

Behavior during learning activities

Development of self-control, discipline, organization, purposefulness and awareness of actions in the classroom.

Speech development

Sound characteristics, quality of pronunciation, vocabulary, grammatical organization and structure of speech.

Characteristics of the child's activity

• level of self-service skills;
• interest and personal activity demonstrated in gaming activities.

Features of character and behavior

• emotional portrait of the child - cheerfulness, depression, tearfulness, positivity, depression, calm or hyperactive, etc.;
• character traits, temperamental features - activity or passivity, aggressiveness or poise, confidence or timidity, prefers individual or collective forms of work;
• development of moral guidelines, culture of behavior and communication.

It is necessary to note personal preferences, the sphere of creative or intellectual endowment of the baby.

Sample for filling in general and diagnostic data in IOM - table

Full name of the pupil
Date of Birth
Last name, first name, patronymic of mother, age, education
Surname, name, patronymic of the father, age, education
IOM start date
Reason for registration	Persistent failure to assimilate the OOP DOW due to illness
Age at the beginning of correctional and developmental work	4 years
Objectives of IOM	Opening new perspectives in the assimilation of the OPP preschool educational institution, enriching the child as a person; assistance in adapting to the team of children, development, encouragement and stimulation of individual abilities in the child; involvement of parents in the creative process.
Tasks	Identify the special educational needs of the child; provide individual pedagogical assistance to the child; to promote the child's assimilation of the educational program of preschool education; to ensure positive changes in the development of the child, his purposeful advancement in relation to his own capabilities, stimulation of individual capabilities; provide methodological assistance to parents of children with disabilities.
Number of lessons per week	5 lessons.
Forms of holding	Game activity, joint activity, conversations, observations, individual work.
Expected Result
Form of work with parents	Consultations, workshop, interview, exchange of experience.
Diagnosis of child development
Purpose of pedagogical monitoring	Generalization and analysis of information on the state of general development for the purpose of assessing, planning the correctional developmental process (development of IEM) and predicting the final result.
Types, causes of difficulties (pedagogical symptoms)	Types of difficulties (pedagogical symptoms):
	Reasons for difficulties:
Physical development
Somatic development
Speech development
Features of the development of cognitive processes	Memory:
	Attention:
	Perception:
	Thinking:
The content of correctional work (the activities of the educator)

After diagnosing and determining the goals and objectives of the compiled route, the educator and specialists determine which games, exercises and other activities will be used when working with the baby. This is also reflected in the text of the IOM.

An example of the selection of forms of work with a preschooler on an individual route - table

Periodicity	Recommendations, forms of work with the pupil	The result of the work
Daily	Cleanliness. Finger gymnastics. Breathing exercises according to Strelnikova.	The overall level of development has slightly increased. There is a positive trend in the development of the integrative quality "Able to manage one's behavior and plan one's actions on the basis of primary value ideas, observing elementary generally accepted norms and rules of behavior." Slightly overcame the "barrier of embarrassment." Improved attention and memory.
In one day daily	Didactic games of choice. Drawing with chalk on the board, fingers, foam rubber. Modeling from clay, plasticine, layer. masses.
2 times per week	Games to overcome broncho-pulmonary diseases "Train", "Chickens".
2 times per week	Mathematical game "Fold the leaf", "Dots", "Dress the doll", "Assemble a square of 5 parts", "Pick up the key to the lock", "Who will pass the maze faster", "What is superfluous", "Fold the square", "Close house door”, “Geometric figures”, “Cats”, “Geom. forms”, “Collect a flower”, “Dress up a Christmas tree”, “Pick up a belt for a dress”, “Solve examples”, “Bee's score”, “How much”, “Samples for laying out”, “Guess”, “Voskobovich's Square” , "Counting material of the squirrel".
2 times per week	Throwing exercises (game "Ring toss"), "Reach for the flag", "Gymnastic wall", etc.
Daily	Lego construction.
Daily	Outdoor games ("Snowball", "Cunning Fox"). Situational conversations, conversations on speech therapy topics, any collective games of your choice.

Productive joint activities of the pupil and the teacher, aimed at the successful implementation of an individual educational route, will achieve positive dynamics in the personal growth of the child. Such work will require a high level of professional competence and efficiency from the educator, as well as a personal interest in obtaining a good result.

A specially designed step-by-step program to achieve specific goals for a child with disabilities. It is created on a personal basis, taking into account all the characteristics of a particular person.

Why does a child need a route and how is it made up?

Young children with mental or physical developmental disabilities need additional help, especially with regard to socialization and education. They can get the status of HIA before they even enter kindergarten. As soon as doctors can assess the intellectual level and physical development, they will determine the presence of abnormalities.

Sometimes the diagnosis is already made at birth, but some diseases can be seen only after the baby is old enough to see the discrepancy between its development and age. For example, autism or oligophrenia. As soon as a deviation from the norm is determined, if it falls under the HIA categories, a special commission will propose to issue this status. It is used to a greater extent precisely to determine the methods and education system.

An individual route takes into account absolutely all the features of the child:

• disease;
• state of the art;
• the influence of environmental factors;
• mental condition;
• possible targets;
• desire for learning;
• the influence of the family on the development of the child;
• contact and sociality;
• the presence of genetic diseases.

Absolutely every person from the environment of the child, as well as the situation, family relations, all this affects the psyche and perception of the world around. Therefore, when drawing up a program, teachers set goals and try to achieve them with the child. It describes each step in as much detail as possible within a certain period. At the same time, these are not only educational tasks, to increase the intellectual level, attention is paid to the ability to communicate, make friends, build relationships.

What are the main goals of creating IOM?

The main goal of design is the selection of a personal development system. Main tasks:

• development of a personal development program;
• creation of a curriculum in accordance with health problems;
• preparing the student for introduction into the social environment.

No one forces parents to switch to an individual route. The more differentiated the program is, taking into account absolutely all the features of development and environment, the more likely it is that in the future he will be able to become a full member of society. Loss of dependence on the family and parents is another of the tasks pursued by the state, trying to help families raising children with special needs.

Who is the individual educational route for?

Drawing up an individual development route begins with a study of the medical history and the decision of the parents that their child will study according to an individual program. After the consent is received, the commission will discuss all the features of the program and draw it up properly. IEM is used for the most effective education of the child. It is created together with a psychologist, an attending physician and parents. This is an action plan designed to complement the Individual Education Plan.

There is one feature: an individual educational route and an individual educational program are not legally approved documents, unlike an individual curriculum. By law, they are only advisory in nature, but recently programs have been actively developed in order to maximize the individualization of the learning process. So the student will better perceive the world around him and educational information. In the first years of life, the route is drawn up in order to have a well-defined plan of action.

Stages of developing an individual educational development route

In order to make a route, the teacher, psychologist and doctor working with the child:

• determine the level of mental development;
• the impact of the disease on educational gap;
• goals and methods of achieving them are calculated;
• the time to achieve them is determined;
• plan development;
• determination of the way to evaluate the results achieved.

Such careful work is carried out in order not to harm the fragile psyche. Since often with serious errors it will not be possible to repeat the attempt.

The main components of an individual educational route

An individual route plan is based on a standard document consisting of several sections:

Components IOM

Chapter	What is indicated in the section
title page	the name of the educational institution, the full name of the child, parents, diagnosis, etc.
explanatory note	anamnesis, additional information and reasons for which the instruction is being developed
characteristic	description of the level of development and psychological state of the child
social information	relationships with others, contact and independence
medical data	doctors' diagnosis and prognosis
information section	complete plan of action for the near future.

The routes are aimed at individualizing work with each child so that they can be taught in a regular school. It takes into account not only mental and physical abilities, but even the number of children in the family, relationships with parents and other factors that can affect the mental state.

The structure of an individual educational development route

Designing an individual educational route. The task of a special commission, which includes doctors, psychologists and teachers. They develop an individual plan. Its structure will differ depending on several factors:

• diagnosis;
• state of the art;
• age;
• goals.

A preschooler's route can usually have two main goals - getting into the kindergarten group or preparing for inclusive education in a comprehensive school. To do this, a set of measures is being developed to improve mental, communication and social skills.

After compiling the route and approving it with the leadership of the kindergarten or school, a special service provided for in the management team of the educational institution is involved in accompanying its implementation.

To a greater extent, the route concerns the educator or teacher and parents. So, as soon as their joint work will help to achieve results. It affects the class schedule, the difficulty of assignments, and even walking or visiting public places. Moreover, it indicates the level of workload at school, the possible complexity and tasks with which the child must definitely cope. When changing an educational institution, the document remains valid, as well as when replacing a teacher.

Julia Znamenshchikova
Individual educational route for a child with disabilities

General information about child

Elizabeth V.

Elizaveta has been attending a visually impaired boarding school since 2015. According to the conclusion of the ophthalmologist, the girl has a low degree of farsightedness in both eyes, paresis of the abductor muscles of both eyes, clouding of the lens; visual acuity in glasses OD - 0.7; OS - 0.7; according to the conclusion of an otolaryngologist, Lisa has grade II adenoids, hypertrophy of the palatine tonsils, the girl has a nasal twang, often suffers from colds, and does not hear well; when walking, Liza has a clubfoot and shuffles her feet, the girl's posture is disturbed. ZPR. Health group III.

Lisa is brought up in an incomplete family.

Lisa perceives and evaluates moving objects poorly, she has difficulty perceiving the shape, size of an object and space. In this regard, she experiences difficulties with orientation in space; the child has difficulty in dynamic perception, visual-spatial synthesis is also difficult, she does not have a clear vision of objects. Lisa often complains of headaches and discomfort in her eyes. The girl has poorly developed phonemic hearing, she breathes through her mouth, and when running and jumping, Lisa finds it difficult to breathe. not developed enough memory: auditory and visual.

Elizabeth is independent, diligent, friendly, sociable, but the children are not very willing to play with her. Liza is more sociable with adults, she easily makes contact with them, loves to share her thoughts and experiences. Liza likes to go in for physical education, but throwing, flexibility, and balance exercises are difficult for her, which is confirmed by the monitoring data. Indicators of physical development are low. The girl enjoys playing outdoor games, willingly and diligently engaged in individually. Liza is diligent and diligent, she can play on her own for a long time without disturbing others. She tries to hear and follow the instructions of adults, but she does not always manage to do it well and accurately. It is difficult for Lisa to show creativity, to bring something of her own, acting, most often exemplary.

Lisa has well-developed self-service skills, she quickly dresses and undresses, eats neatly. She is very upset by failures, cries, but at the same time does not require increased attention to herself. The child is kind, helpful, polite. Liza does not hear well, so instructions and requests must be repeated repeatedly. The school program is given to her with difficulty.

With Lisa regularly in individual the form is handled by specialists schools: psychologist, teacher - speech therapist, physical education instructor, nurse.

Based on the foregoing, it should be noted that it is necessary to create optimal conditions for the correction of secondary violations, taking into account primary violations and individual characteristics of this child.

Elizabeth K's individual educational route for a child with disabilities

For the period from September 2016. to May 2017

Date of completion:. 2016___

1. General data

FULL NAME. baby Elizabeth B.

Date of admission to the institution 2016

Family Information: from an incomplete family, mother and father are divorced. low-income family

Mother (FULL NAME, education Mother….

Father (FULL NAME, education, place of work, intelligence) Dad…

House. address:

Telephone:

educators (FULL NAME):

Specialists:

Teacher speech therapist:

Defectologist teacher:

Educational psychologist:

Musical director:

Physics instructor. education:

senior medical sister:

Health group III

Group of physical activities - exercise therapy

The mode of stay of the child in the preschool educational institution Full day five-day week.

Conclusion PMPK Needs to create conditions for obtaining education, correction of violations, development and social adaptation based on special pedagogical approaches.

Educational program: adapted basic educational program for children with visual impairment of preschool age. Development individual educational route.

Conclusion honey. commissions:

Ophthalmologist:

Otolaryngologist:

Orthopedic surgeon:

Neurologist: - farsightedness of a weak degree of both eyes, paresis of the abductor muscles of both eyes, clouding of the lens; visual acuity in glasses OD - 0.7; OS - 0.7;

Adenoids of the II degree, hypertrophy of the palatine tonsils, the girl is nasal, often suffers from colds, does not hear well

Compliance with the regime of visual loads

Implementation of measures to relieve general and visual fatigue

- Landing in class: I row 1 desk in the center (closer to the material being shown)

Conduct propaedeutics of the main types of movements

Use exercises from a horizontal position

Contraindications: - It is unacceptable to work in a room with low light

Can't work too close

Forced working posture is unacceptable, requiring a long stay in a bent position with the head tilted down

Sharp turns / tilts of the head, torso are contraindicated

Lifting weights, shaking the body

Speed ​​run, competitive run, acceleration

Long jump, high jump, landing on the whole foot

Back - bridge

Prolonged leg raises while lying down

Forward/backward rolls - Birch stance

Goals for the current period (academic year) Inclusion child-disabled into a functioning peer group, to prepare for successful schooling

Target: The versatile development of children, taking into account their age and individual characteristics in educational areas: socio-communicative development, cognitive development, speech development, artistic and aesthetic development and physical development.

TASKS:

Social and communicative development

Assimilation of moral and moral norms and values ​​accepted in society;

Development of communication and interaction child with adults and peers;

The formation of independence, purposefulness and self-regulation of one's own actions;

Development of social and emotional intelligence, emotional responsiveness;

Formation of a respectful attitude and a sense of belonging to one's family and to the community of children and adults in kindergarten;

Formation of positive attitudes towards various types of work and creativity;

Formation of subject-practical actions;

Formation of the foundations of safe behavior in everyday life, society, nature.

cognitive development

Development of children's interests, curiosity and cognitive motivation;

Formation of methods of sensory cognition with the help of vision and safe analyzers;

Development imagination and creative activity;

Formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world, about the small Motherland and Fatherland, about the socio-cultural values ​​of our people, about domestic traditions and holidays, about planet Earth as a common home of people, about its features nature, diversity countries and peoples of the world.

Speech development

Mastering speech as a means of communication and culture;

Enrichment of the active dictionary;

Development of coherent, grammatically correct dialogic and monologue speech;

Development of speech creativity;

Development of sound and intonation culture of speech, phonemic hearing;

Acquaintance with book culture, children's literature, listening to various genres of children's literature;

Formation of sound analytic-synthetic activity as a prerequisite for teaching literacy.

Artistic and aesthetic development

Development of the prerequisites for a holistic semantic perception and understanding of works of art and the natural world;

Formation of real images objects of the surrounding world and mastery of sensory standards;

The formation of an aesthetic attitude to the world around;

Formation of elementary ideas about the types of art;

Perception of music, fiction, folklore;

Stimulation of empathy for the characters of works of art;

Realization of independent creative activity of children.

Physical development

Gaining experience in motor activities, including those related to the implementation of exercises aimed at developing coordination, flexibility, balance, gross and fine motor skills of both hands, contributing to the correct formation of the musculoskeletal system of the body;

Formation of initial ideas about some sports;

Formation of the need for motor activity and physical improvement, as well as overcoming the shortcomings that arise against the background of visual pathology (stiffness, fear of space);

Mastering outdoor games with rules;

Formation of purposefulness and self-regulation in the motor sphere;

The formation of healthy values lifestyle mastering its elementary norms and rules.

Methods:

Visibility, taking into account ophthalmological requirements for the design of didactic material

Verbal

Practical

Game

Forms of work:

Morning exercises;

Individual and subgroup work;

Sports holidays, entertainment.

Independent activity child.

These goals and objectives are implemented in diverse types of children's activities: game, communicative, labor, cognitive-research, productive, musical, motor and reading.

In the context of the transition to the practice of individualization and differentiation of the educational process individual educational route for a child with disabilities becomes the optimal model for constructing highly effective pedagogical work. Under the condition of targeted optimization of intellectual, psychological, physical and emotional stress, it is possible to ensure full satisfaction of the real educational needs of school-age children, create conditions for their comprehensive progressive development and successful socialization.

To work with children with disabilities and children with disabilities, it is important that teachers improve their qualifications and develop professionally. It is most convenient to study remotely, without interruption from work. For example, in . This portal contains online training courses for teachers. To choose a course on working with children with disabilities and sign up for training, go here. /p>

The individual educational route of a child with disabilities provides for:

• creation of conditions for learning at a personal pace corresponding to the level of optimal daily workload;
• highlighting the goals and objectives of the education of a student with disabilities, regardless of the psychophysical state;
• selection of the most effective methods, methods and forms of conducting educational activities, taking into account the stated targets;
• designing an environment conducive to the formation of social skills and laying the foundation for career guidance;
• implementation of corrective medical, psychological and pedagogical assistance, which is an important component of the educational process.

Become a professional in teaching children with disabilities and children with disabilities. Come to the advanced training courses at the School of Education Manager. Sign up for training under the program “Education of children with disabilities and children with disabilities according to GEF LLC and GEF SOO”. Based on the results of the training, we will issue you a certificate of advanced training of the established sample.

Individual educational route for a child with disabilities: relevance of the issue

The relevance of addressing the issue of supporting schoolchildren with special educational needs is associated with modern trends in education. The need for psychological and pedagogical support, implemented in particular and through design individual educational routes for everyone child with disabilities, leads to an expansion of the range of professional tasks that a modern teacher solves. This actualizes the issue of increasing the professional competencies of teachers and specialists, taking into account the variability of working with children of different ages with sensory, motor, speech, intellectual, emotional and other developmental disorders.

According to current statistics, over the past 15 years there has been a decrease in the number of teachers-defectologists, and this fact actualizes the problem of training specialists working in the system of accompanying children with disabilities in an inclusive education. The training of specialists (psychologists, additional education teachers, social pedagogues, speech therapists, speech pathologists) for the implementation of special education involves the development of a system of professional pedagogical competencies. In this regard, the most important condition for the formation of professional self-awareness and personal development of teachers in the context of inclusive education is the purposeful formation of their skills and qualities that contribute to the implementation of reflexive and organizational actions necessary for the implementation of psychological and pedagogical support for children with disabilities.

One of the key competencies of a modern teacher is the ability to model individual educational route for a child with disabilities. At the same time, the development and implementation of IEM implies the joint participation of the parents of a child with disabilities (or persons replacing them), all teachers and specialists involved in a comprehensive correctional and developmental process aimed at overcoming developmental deficiencies and increasing the level of adaptive capabilities of a child with disabilities for a more favorable its inclusion in the educational environment.

According to the trajectory envisaged as part of the differentiation of the educational process, the movement of a student can be carried out along various educational routes: internal, providing for training within the walls of one school, or external, possible subject to the establishment of cooperation between educational institutions and other institutions. Peculiarities individual educational route for a child with disabilities determined by a combination of factors, the most significant of which are:

1. The age of the student.
2. The state of health, the level of psychophysical development, readiness to master the program material.
3. The desire, capabilities and needs of the student, his family members to achieve the agreed educational result.
4. The professionalism of teachers and narrow specialists of the educational organization, the availability of special material and technical means and resources.
5. The presence in the region of correctional institutions of the desired direction.

The implementation of IEM is ensured by choosing or creating an adapted educational program that should preserve the right of a child with disabilities and his parents to choose the optimal pace of learning to achieve a personally significant result, as well as preserve an individual component that corresponds to the real indicators of the psychophysical and emotional development of the student, his aspirations interests.

Development of an individual educational route for a child with disabilities

In connection with the requirements of the Federal State Educational Standard for HVD, when organizing an inclusive educational space, competencies for designing adapted educational programs become relevant, development of an individual educational route for a child with disabilities. At the same time, one of the most significant is reflexive competence as a condition for the development of all participants in educational interaction, as well as a means that determines the formation of inclusive competence.

If we talk about the organizational and practical component, then the design of the IEM provides for the implementation of the following stages:

1. Carrying out a comprehensive psychological, medical and pedagogical diagnosis of schoolchildren with psychophysical deficiencies and special educational needs caused by them, in order to identify the current level of development and the nearest learning zone. Expert activities are authorized to be carried out only by PMPK (psychological-medical-pedagogical commissions), which, based on the results of the survey, with the consent of the parents, can issue a conclusion of the established form, which contributes to the selection of the optimal educational strategy.
2. Setting an individual educational goal, taking into account the physical and mental state of the student, his aspirations, educational needs and interests.
3. The choice of options (pedagogical and correctional methods), the implementation of which will ensure the achievement of the educational goal.
4. Design of the outer and inner sheet individual educational route of a student with disabilities.
5. Development or selection of correctional and developmental program content based on flexible, traditional and innovative pedagogical technologies, taking into account the peculiarities of the psychophysical development of students with special educational needs.
6. Awareness and correlation by specialists and the family of individual needs and opportunities with external requirements.

Many experts in the field of education consider the process of IEM modeling as an open joint reflexive action of all adults accompanying the child in the educational process. In light of this, an individual educational route is intended to be a means for the most effective assimilation of the educational program being mastered by the child. A team of adults consisting of teachers, specialists and parents determines the specific difficulties in the education of the child and builds a personal optimal educational trajectory in such a way as to create the best conditions for the student to successfully master the program content.

In the new educational strategy, an individual route is a "map of the child's movement" and his specific steps in accordance with this map. The development of IOM as an open joint reflexive action is a harmonization of the interests and tasks of all participants in accompanying a child with disabilities and the construction of a system of joint actions included in corrective, developmental, rehabilitation and other activities. Building an individual educational route for a child with disabilities includes seven stages, each of which should be considered in more detail.

Stages of developing an individual educational route for a child with disabilities	Activity content
Installation-reflexive. Allows you to identify the necessary understanding of all participants in educational activities about the direction of IEM, the organizational and content conditions for its implementation, the degree of involvement of each adult in correctional and developmental activities.	The first stage includes questions to determine the meaning of the activity: Who is this IOM for and what is its purpose? what results are expected? what organizational conditions are necessary? what content will be implemented? How will the process be controlled? How will the quality of the educational process be assessed? How best to keep track of the relevance of previously set tasks? Answers to determine the meaning of the activity are given by all partners in the creation and implementation of an individual educational route. At this stage, the participants in the joint activity on modeling the IEM carry out a perspective reflection, which makes it possible to determine the image of the future and the proposed steps for its implementation. In addition, such activities reveal the possibilities and limitations of each participant in understanding the prospects for educational activities with a child with disabilities.
Organizational.	Second phase building an individual educational route for a child with disabilities provides for the definition of optimal types and forms of educational activities. Revealing the sequence of pedagogical actions, the list of priority organizational tasks and work efficiency, each participant in the joint activities for the implementation of IOM reflects on the implementation of organizational conditions and, in accordance with this, assumes that he has specific knowledge and skills in order to fulfill these conditions. Along with the answers of the partners in the organization of activities at this stage of modeling, the expected reactions of the child regarding the proposed types and forms of activity are prescribed. Building forecasts already at the modeling stage, teachers and narrow-profile specialists have the opportunity to assess the thoughtfulness of the organization of the proposed pedagogical activity.
Informative.	The third stage is based on an open reflexive action, a dialogue between the participants regarding the content of all activities, their pedagogical expediency, psychological conditioning for a given child. In addition, the participation of parents and teachers, specialists in the joint modeling of the content of pedagogical activity makes it possible to expand and deepen the knowledge of parents not only about the forms of activities carried out with their child, but also about their content. In the future, this will allow them to be included in the joint implementation of an educational program adapted for their child. Such a perspective reflection encourages parents of children with disabilities to pay more attention to pedagogical proposals, study them on the eve of implementation, make their own proposals, and receive the necessary consultations.
Reflective.	This stage is aimed at identifying the quality of the implementation of the educational program, the success of its assimilation by the child. Through ongoing reflection, all implementing partners individual educational route of a student with disabilities reveal what behavioral and emotional reactions, manifestations are observed in the child at different moments of the IEM implementation, whether it is necessary to make adjustments to the approved pedagogical strategy. Coordinated work in the direction allows the participants of joint activities for the implementation of IEM to conduct a qualitative analysis of the implementation of the program, discussing the vision of the results both from the side of teachers and specialists, and from the side of parents.
Transforming.	It provides for the possibility of changing the organization and content of educational activities, improving the quality of educational, correctional and developmental processes in connection with the changes made. Maintaining an open dialogue with partners, considering new pedagogical proposals will make it possible to make the most accurate and local adjustments to the IEM. The need for a transforming stage may be associated with the lack of positive dynamics in the development of the child, the need to create psychological comfort for the child in an educational organization. The transformation of the IEM can also be associated with the creation of new elements of the subject-spatial environment, changing the type of communication with the student, expanding the circle of his communication, introducing new experience.
Expert-analytical.	At this stage of work on development of an individual educational route for a child with disabilities teachers become experts and carry out a reflexive action to analyze and evaluate the activities carried out and the achievements of the child, answering the following questions: how successful is the child? Do the expected results correspond to the actual manifestations of the learner? what effects were found? what are the results on the formal part of the educational program (all sections have been mastered, all planned activities have been implemented)? what are the results (effects) regarding the environment?
Reflective-projective	Based on setting goals for the future. All participants in the correctional group should think about what shortcomings were identified in the implementation of the IEM, what are the next steps in the development of the child in the current educational situation. Prospective reflection allows you to more accurately identify the tasks for building a scenario for the near future for correctional and educational activities with a child with disabilities.

When developing plan of an individual educational route for a student with disabilities the participants of the correctional group gradually fill in the forms corresponding to each stage in the form of tables, entering their answers and discussing the possible answers of the partners in the activity and the reaction of the child in accordance with this. In the mode of open dialogue, there is a discussion and discussion between all adults included in the educational support of the child. As a result of this, the construction of an optimal, pedagogically expedient and psychologically conditioned version of IOM takes place.

Features of designing and implementing an individual educational route for a child with disabilities at school

The practice of organizing and conducting educational work, which involves the implementation of a correctional component, is still new for many Russian schools, therefore, there is a high probability of incomplete interaction between the managers of the educational institution, members of the correctional group and parents, and the child ultimately suffers from this. To create conditions for effective joint activities, when drawing up individual educational route of a child with disabilities at school it is necessary to inform parents about the maximum permissible norms of the educational load, the main program content and additional correctional and developmental programs, the essence of psychological and pedagogical correction, the possibility and rules for making changes to the IEM, if shortcomings and difficulties are identified at the stage of its implementation.

To facilitate the process of implementing educational activities that take into account an individual component for each of the students with disabilities, the organization of training sessions for a five-day week, in the first shift, will help. According to clause 8.2 of the SanPiN for children with disabilities, lessons should begin no earlier than 8 am, while the time regime is determined according to the selected option of AOP, AOOP or an individual curriculum. Directly when drawing up the daily routine of children with pathologies of psychophysical development, it is important to remember their increased fatigue, possible emotional unpreparedness to stay in the environment of peers without parents for a long time.

Due to the fact that individual educational route of a student with disabilities can be drawn up within the framework of the educational space of a school or city, the distribution of the teaching load during the day may also differ. So, if there are various correctional services in the educational organization, extracurricular activities can organically complement lesson activities, since correctional and developmental classes with a speech therapist, teacher-defectologist and teacher-psychologist, as practice shows, are best done in the first half of the day. Classes with specialists should be planned in such a way that the child has the opportunity to consistently implement IEM without the risk of lagging behind in basic subjects. But if the student confidently masters the program content within the framework of the standard lesson schedule, extracurricular activities, including correctional work and additional education, are planned in the afternoon.

In order to increase the performance of children with disabilities, take risks for health indicators, in the middle of the lesson, teachers should conduct physical exercises that help relieve muscle and emotional stress, and for schoolchildren with visual impairments - eye gymnastics. It is important that during classes the duration of continuous visual load for visually impaired primary school students does not exceed 10 minutes, for primary and secondary students - 15 minutes. If there are children in the class using the Braille system, the teacher, in accordance with paragraph 8.8 of the SanPiN for children with disabilities, should organize the educational work in such a way as to alternate tactile perception of information with continuous visual work (session duration - 5 minutes, no more than two sessions per lesson) .

In modern schools, where the training of the children's contingent is organized with HIA on individual educational routes, sufficient intervals between lessons should be provided - at least 10 minutes. The duration of the big break, which is organized between the second and third lessons, is recommended to be set within the boundaries of 20-30 minutes, or instead, two breaks of 20 minutes each should be included in the schedule. The break between the lesson and extracurricular activities should be at least half an hour for all categories of students, except for children with moderate, severe, profound mental retardation and severe multiple developmental disorders. If possible, rest during breaks should be organized outdoors, with organized outdoor games or independent motor-active activities in the school yard or sports ground.

Thus, ensuring the implementation of individual educational routes for students at school is an attempt to solve the problem of personality development, its readiness to make a choice, determine the purpose and meaning of life through the content of education; This is an attempt to see the learning process from a student's perspective. As a result of working with individual educational routes, positive dynamics in the formation of cognitive abilities are noticeable: the level of general educational skills and abilities (logical and communicative), knowledge and skills of goal-setting, planning, analysis, reflection, self-assessment of educational and cognitive activity are increasing.

Publication date: 05/19/17

Report of the instructor in physical culture N.V. Vereshchagina

"An approximate individual educational route for the development of a child with disabilities in the NGO "Physical Development""

Dear colleagues, I would like to present you an exemplary Individual Educational Route (IEM) for the development of a child with disabilities in the NGO "Physical Development".

Considering that the main general educational program of a preschool organization (BEP DO) is focused on the average pupil, it is possible that the weaker ones may not learn it well enough, and the most capable of losing motivation to learn, the Federal State Standard for Preschool Education (FGOS DO) determines the planning of individual educational route (IOM) of a preschooler as a new approach to preschool education.

IOM is being developed:

- for children who have not mastered the basic educational program of preschool education

– for children with disabilities

– for children with a high level of physical development

Compiling an IEM implies the effective use of all pedagogical resources to achieve maximum results in the upbringing and development of a preschooler.

Target development and implementation of an educational route in the curriculum is the formation of factors in kindergarten that will be aimed at positive socialization and social and personal development of children with disabilities.

The procedure for developing an individual route of the NGO "Physical Development"

After monitoring the quality of mastering the BEP DO, the results are discussed at the pedagogical council. The Pedagogical Council recommends that children who have shown a low (high) result in mastering the OOP DO in the educational field "Physical Development" recommends considering the psychological, medical and pedagogical commission, which forms a list of children who need an individual educational trajectory.

In terms of physical development, the instructor, together with medical workers, educators, other specialists of the preschool educational institution, parents (legal representatives), develop an IOM (content component), then the developed method of its implementation is fixed in the calendar plan (technology for organizing the educational process).

IOM structure

The structure of the educational route should include such components as:

- target, which involves setting specific goals that meet new standards;

- technological, causing the use of certain pedagogical technologies, methods and techniques;

- diagnostic, defining a set of diagnostic tools;

- organizational - pedagogical, determining the conditions and ways to achieve the goals;

- productive, containing the final results of the child's development at the time of transition to schooling.

- Introduction, which explains the reason for compiling the individual educational route of the child, general information about the child at the time of the development of the IEM, the purpose, tasks, number of IEM sessions, the form of the IEM.

- Diagnostic data per child. Diagnostics of the child's development is the basis for building IEM. Along with diagnostics, in the process of implementing IEM, monitoring is carried out in work with preschoolers - this is control with periodic monitoring of the level of development of the child with mandatory feedback. Monitoring allows not only to register the state of development of the child at the moment, but also provides materials for comparison, analysis and correction of violations and deviations in development. The purpose of pedagogical monitoring is to summarize and analyze information about the state of general development for the purpose of assessing, planning a correctional and developmental process (development of IEM) and predicting the final result.

- Wellness route child includes an individual motor regimen, tempering procedures, physical activity and therapeutic and preventive measures for the child.

- Child Employment Grid, which indicates the sequence of introducing the child into activities common with all children;

- A dynamic watchlist is maintained, where all changes are made. The purpose of such observation is the correction of the components of the educational process, the choice of optimal forms of its organization. Having an idea of ​​the desired result in the form of specific performance criteria, depending on the results of the interim examination, it is possible to make timely changes to the IEM for better implementation of the educational process and its effectiveness for a child with disabilities.

- Ways to assess the success of the pupil - it is recommended to assess the success of the route development every three months or at the end of any educational block or stage.

Effective implementation of IEM will ensure positive dynamics in the personal development of the child. Undoubtedly, such work will require professional competence and interest in the process and result of their work from the teacher.

Form for registration of the IEM for a preschooler of the NGO "Physical Development"

Individual educational route

Name of the child ________________________________________________________________________________________________

Date of Birth_____________________________________________________________________________________________

IEM start date _________________________________________________________________________________

Reason for registration: _________________________________________________________________________________

___________________________________________________________________________________________________________

Age at the beginning of correctional and developmental work: ___________________________________________________________

Purpose (IOM): opening new perspectives in the assimilation of the OPP preschool educational institution in the educational field "Physical development"

Objectives: to identify the special educational needs of the child; provide individual pedagogical assistance to the child; to assist in adaptation to the team of children; to promote the child's assimilation of the educational program of preschool education; to develop in the child an awareness of their capabilities; ensure positive changes in the physical development of the child, stimulate the disclosure of individual capabilities; provide methodological assistance to parents of children with / disabilities / /gifted children in the field of "Physical development"/; involvement of parents in the educational process

Number of lessons per week:_________________________________________________________________________________

Form of conduct: organized educational activities, individual lessons, game activities, joint activities of preschool teachers, parents, children; independent motor activity, conversations, presentations, maintaining a health portfolio

___________________________________________________________________________________________________________

Expected Result:________________________________________________________________________________________ ____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

Form of work with parents: consultations, workshop, interview, exchange of experience._________________________________

___________________________________________________________________________________________________________

Diagnosis of child development

The purpose of pedagogical monitoring is to summarize and analyze information about the state of general and physical development for the purpose of assessing, planning a correctional and developmental process (development of IEM) and predicting the final result.

Physical development

Assessment of psycho-physical qualities: speed of movement, strength, endurance, agility, flexibility

_________________________________________________________________________________________________________________________

Somatic development

Speech development

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Features of the development of cognitive processes

Memory___________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Attention_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

Perception_______________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Thinking_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Appendix 2

Calendar planning of an individual route

		Topic of the lesson, number of hours	Instructor activities (technologies, forms and methods used)	The activities of the educator	Opportunity to work with other professionals	Areas of work with parents

An approximate individual route for the development of a child with disabilities educational area "Physical development"

Name of the child _________________________

Date of Birth ________________________

IOM start date _____________________

Age at the beginning of IOM ________________

Disease: Astigmatism II Macrosomatic

Astigmatism is a visual defect associated with a violation of the shape of the lens, cornea or eye, as a result of which a person loses the ability to see clearly.

Macrosomatic (somatic type, referring to a large physique) is a type of body constitution that is distinguished by a wide bone structure and large reserves of subcutaneous fat.

Level of development: does not correspond to age

Problem: Low physical activity, reluctantly takes part in p / and - there is no dynamics.

Development of physical qualities	Mastering ATS	Individual work of the instructor, educators	Family work
A noticeable lag in the OFC indicators - Agility, speed, endurance. Does not know how to change directions of movement on a signal, lacks endurance, gets tired quickly, uncoordinated movements of arms and legs while walking and running	Slowness in the process of mastering and performing ATS (lagging behind the general pace of performing exercises, a separate demonstration of exercises and movements is necessary), impaired general motor skills, and balance functions. Put the dynamics traced in long jumps (jerk, landing), catches the ball without pressing it to the chest. Makes mistakes in the basic elements of physical exercise - gym climbing. wall (fears), advancing jump	Consolidation of the ability to walk and run, coordinating the movements of arms and legs, jump, moving forward pushing off with both legs at the same time, landing softly on half-bent legs. Develop dexterity change direction on a signal, climb the gym. stairs in a convenient way). The development of the eye - the ability to throw the bag in the horizon. goal. Create motivation for involvement in a mobile game, game exercises.	Don't skip classes. Stimulation of the child's motor activity with joint outdoor games, long walks in the park or forest; purchase of sports equipment for the child (ball, rope). Involve in joint activities, entertainment.