The act of the loss of an individual map of the development of the child. Map of the psychological development of a child with disabilities. Individual development map of the child

INDIVIDUAL MAP OF PRESCHOOL CHILD DEVELOPMENT

SurnameZavarzin_______________________________________

NameStepan_____________________________________________

SurnameIvanovich _______________________________________

Date of Birth_21.07.2008.________________________________

Name of parents:

motherZavarzina Natalya Ivanovna____________________________

fatherZavarzin Ivan Semyonovich ______________________________

Information about the educational institution:Municipal Autonomous Preschool educational institution"Kindergarten of the combined type No. 41" Beryozka ", Balakovo, Saratov region

Individual development map of the child

Surname name: Zavarzin Stepan

Date of birth: 07/21/2008

Information about educational institutions attended by the child:

OS name MADOU kindergarten № 41

Date of receipt 08.08.2011

Date of deduction May 29, 2015

1. GENERAL INFORMATION

Last name: Stepan Zavarzin

Group number 7 preparatory to school

	Early age (2-3 years)		Jr preschool age (3-4 years)		Middle preschool age (4-5 years)		senior preschool age (5-6 years old)		senior preschool age (6 - 7 years old)
Height (cm)
Weight, kg)
Health group
Family (full, incomplete)									complete, two children
The degree of adaptation to the conditions of the preschool educational institution ( filled in the cell corresponding to the age of admission to the preschool educational institution)
Leading hand

Physical development(filled out by the physical education instructor)

Group _№7 preparatory for school

Physical culture instructor S.A. Kukushkina

Diagnostic parameters	2014-2015 beginning of the year			2014-2015 end of the year
	result			result
			Doesn't follow the breath			high level
			Push force not worked out			high level
			Does not track flight path			high level
medicine ball throw			No power in the throw			high level
Flexibility			not formed			average level
Equilibrium			Weak static balance			Above average
Endurance			Interest in physical culture is not formed			engages with interest
			inadequate			high level
			physical qualities in the formation stage			physical qualities are formed
			improve physical qualities: flexibility, balance, strength qualities			keep building flexibility

3. Mental development

Surname name Zavarzin Styopa

Educators: Denisova N.D., Rastrepina L.V.

Teacher-psychologist: Ivannikova N.V.

Diagnostic parameters	2014 - 2015beginning of the year		2014 - 2015 end of the year
	development	Development Options	development	Development Options
MENTAL PROCESSES:
Thinking:
Visual and effective		prevails		prevails
Visual-figurative		age appropriate		age appropriate
Boolean		In the process of formation		age appropriate
Attention:		scattered		dominated by involuntary attention
Memory
auditory		prevails Remembers quickly		age appropriate
visual				formed
Imagination
Speech		inhibited
PERSONAL QUALITIES
Self-esteem		adequate		adequate
Volitional quality		Trying to get things done		Able to finish what he started with everyone
Temperament		phlegmatic person		phlegmatic person
with adults		Maintains contact
With peers		Does not interact with all children		Tries to be friends
status in group		Often quarrels		trying to be a leader
General conclusion		At the stage of formation memory, thinking, communicative qualities		The development of mental processes corresponds to age
		Develop mental processes: memory, thinking: teach interaction skills with other children		Mental processes are formed. the child comes into contact with children and adults

Conventions: low level 1b), below average (2b), average (3b), above average (4b), high (5b)

4. SUMMARY INFORMATION ON THE CHILD'S ACHIEVEMENT OF THE PLANNED RESULTS OF MASTERING OOP TO EDUCATIONAL FIELDS

Surname, Name of the child: Stepan Zavarzin

Group number 7 preparatory to school

Educators: Denisova N.D. Rastrepina L.V.

Date: September-May

DIAGNOSIS OF ACHIEVEMENT OF THE PLANNED THE RESULTS OF THE DEVELOPMENT OF OOP TO (EDUCATIONAL ACHIEVEMENTS)
EDUCATIONAL AREA				2014-2015 beginning of the year		2014-2015 end of the year
				(1-5 points)		(1-5 points
Speech development	Lexical grammar				Difficulty making up stories		composes a related story from the picture
					does not determine the place of sound in a word		has a rich vocabulary
	active dictionary,				Weak vocabulary		chooses synonyms
	Connected speech				in a hurry, not coherently expressing his thoughts		loves to tell stories
	Preparation for teaching literacy (preparatory group)				The ability to distinguish by ear and in the works of all sounds is not sufficiently formed mother tongue		can do sound analysis of the word
	Perception of art literature				loves to listen and tell stories		reciting poetry with expression
cognitive development	The world	Introduction to social the world			confused in the name of the enterprises of the city		consolidated knowledge of the hometown
		Introduction to the subject. the world			Does not classify items		has ideas about generalizing words
		Introduction to the natural world			has little idea of ​​wildflowers		understood the classification of plants
		Moral patriot. bring up			treat elders with respect		formed ideas about the patriotism of our people in the Second World War
	FEMP	Quantity and account			Does not own direct and reverse counting,		likes to solve and solve problems
		Orientation in space and time			find it difficult to determine the position of an object in space		defines parts of the day, days of the week, seasons.
		Shape, size			compare objects by size		distinguishes and names geometric figures
	Pozn-exp. activity	sensory development			confuses color shades
		Logical thinking, d / games			likes to make up stories		age appropriate
Social and communicative development	Socialization				the child is not in contact with all the children		trying to be a leader
					independently maintains order in the group		help is happy
					follow the basic rules of behavior in kindergarten		knows and observes elementary rules in nature
Artistic and aesthetic development	Visual activity		Drawing		paints objects not neatly, work on painting technique		distinguishes between genres of fine art
			modeling		owns modeling techniques, but does not make efforts to do so		loves to sculpt
			Application		Poor use of scissors		likes to create images by design
			Applied art		prefers natural material		creates crafts from natural materials
	Modeling Features				happy to build from any constructor		developed creative imagination
	Music				develop an ear for music		knows and names musical instruments
Physical development					teach them to organize outdoor games on their own
OZOZH					pay attention to the peculiarities of his health and body (I need to wear glasses)		familiar with TB in the gym
conclusions					Attention is not developed, the ability to determine the place of sound in a word is not formed, not sociable		Attention is more stable, speech is formed, trying to make friends with children
					Continue to shape speech development		development according to age
Signature of teachers

Legend: low level 1b), below average (2b), average (3b), above average (4b), high (5b)

5. Map of the formation of prerequisites for learning activities at the stage of completion preschool education

Surname, Name of the child: Stepan Zavarzin

Group number 7 preparatory to school

Educators: Denisova N.D. Rastrepina L.V.

	2014-2015 beginning of the year		2014-2015 end of the year
	(1-5 points)		(1-5 points)
Health and physical activity		follow the basic food rules		observes the rules of hygiene
Targets
Touch		not oriented on a sheet in a cage		skills are formed according to age
intellectual		under formation
Regulatory		doesn't keep in touch with everyone		communicates equally with peers
Creative		shy		happy to play leading roles on holidays
Communicative		Not always good at negotiating		maintains contact with adults
The ability to build a speech statement		finds it difficult to choose words for definitions		corresponds to the age norm
Understanding yourself and the world around you		Knows family members, lacks knowledge about hometown, symbolism		Loves his city, knows the address, his pedigree
		the child is not sociable, interest in fiction, poor vocabulary		knowledge and skills are formed
		develop an eye, the ability to orientate on a sheet in a cage, form speech, teach builds relationships with children		ready for school

Legend: low level 1b), below average (2b), average (3b), above average (4b), high

6.Individual educational route of the child

for the first half of the 2014-2015 academic year

Surname, Name of the child: Stepan Zavarzin

Group number 7 preparatory group for school

educators : Denisova N.D.. Rastrepina L.V..

Relevance: has an average level of development in the educational field: "Speech development", "Artistic and aesthetic development", communicative qualities are not formed

Target: To increase the level of mastering the program in the educational field "Speech development", "Artistic and aesthetic development", status in the group

Tasks:

Build an interest in fiction

Develop and enrich the phonemic and lexical and grammatical structure of speech Develop productive activities (drawing, modeling, application)

Engage in fine arts

Build communication skills, develop memory

Implementation of an individual route

Time spending		The result of the work	Note
daily	D / and “Find out who is talking”, “Guess what's in the bag” (“Magic bag”), “Guess what I'm doing”, “Tell me what it sounds”, “How the bell rings”, “Guess and tell who's screaming." Conversations on the topics of the week and consolidation of the material covered. Reading fairy tales by Pushkin A.S. , Zhukovsky V.A. and other writers.	There is a positive trend in development. In the middle of the year it has a level of development above average. He became more interested in works of art, developed and enriched the lexical-grammatical and phonemic structure, began to accurately and evenly paint over objects.
2 times per week	Experimenting with water, sand and snow, natural and household materials.
Daily optional	Games: “Who will complete the sentence correctly”, “Choose the right picture”, “Guess the riddles”, “Close the chain”,
2 times per week	Modeling objects using pinching techniques (cat ears), pulling. Game exercise "Feel and blind", "We cut straight". To fix the techniques of cutting symmetrical objects from paper folded in half. Exercise in smooth turns of the hand when drawing rounded lines, curls in different directions.
daily	Outdoor games ("Hunter and Hares", "Cunning Fox", "Traps") In games, give leading roles, work out the power of throwing a stuffed ball
	Board games(small designer).
daily	Didactic, outdoor games of choice In role-playing games, give leading roles.
Educational psychologist	Did. Attention games, relaxation, fairy tale therapy, attention exercises	The level of development of attention, concentration and switching has increased. The child copes with tasks of a mathematical nature, logical tasks.
Teacher speech therapist	Did. Exercise "Caterpillar", "Whose house?" memorizing tongue twisters to the sound "Sh"	Sounds are set, speech development is normal

School readiness level

.(For preschool age groups)

Important! At the end of the article, a video seminar is presented on the topic "Organization of the work of the psychological and pedagogical service"

Sample map of the individual development of the child
Download in.docx

IN modern conditions requiring constant improvement in the quality of education, individualization of education, the possibility of assessing the individual preparation of a student, becomes important.

This is a system of psychological and pedagogical influences of a teacher on a student, aimed at identifying the level of motivation and increasing the effectiveness of training. It makes it easier for the student to study, to be less tired, to achieve better results in accordance with his abilities.

New career opportunities

Try for free! For passing - a diploma of professional retraining. Training materials are presented in the format of visual notes with video lectures by experts, accompanied by the necessary templates and examples.

This system involves improving the quality of education of each student due to: reliance on the personal and cognitive resources of students, i.e.:

• updating them in the classroom;
• creating conditions for the development of cognitive interest or personal qualities;
• minimizing the consequences of cognitive and personal limitations of students.

Individual student development map

Personal and cognitive limitations are qualities that can prevent a student from learning at the level of his abilities, blocking his desire for a high educational result.
Individualization of learning involves the knowledge of teachers of the individual and cognitive style (IPS) of students.

IPS manifests itself in the following aspects:

• the form in which the student operates with information (the language of cognitive processes - images, symbols, words);
• "way" by which information is processed (logic, intuition, associative links);
• information processing speed;
• time and conditions for the implementation of full-fledged cognitive activity;
• the method and effectiveness of managing the process of cognitive activity;
• distribution of productive and reproductive types of cognitive activity;
• conditions and ways to overcome failures and achieve goals;
• conditions and factors influencing the increase or decrease in cognitive activity.

Individualization is carried out along three main lines: educational interaction, organization of students' study time and forms of educational tasks. Individualization of learning is necessary at all stages of the lesson - during a survey for verification homework explaining new material.

It is necessary to distinguish between individualization and differentiation of learning. The latter determines the difficulty or ease, the level of accessibility of the task. different forms tasks during differentiation are aimed at changing the level of difficulty, during individualization - at increasing the efficiency of completing educational tasks.

An individual map of the development of a student child is compiled according to the following scheme:

1. An employee of the psychological service diagnoses the personal and cognitive characteristics of students, organizes informational meetings with children, parents, class teachers. Based on the information received, a map of the individual development of the child is drawn up in the prescribed form.

2. An employee of the psychological service and class teachers jointly prepare for the council, develop recommendations for the class and individual students.

3. At the consultation, subject teachers get acquainted with the recommendations for the class and individual students.

4. In the event of learning and behavioral difficulties in the classroom for individual students, subject teachers refer to the recommendations presented in the student's individual card.

If there is insufficient information in the individual development map of the student child, subject teachers make a request to the teacher-psychologist with a request:

• find out the cause of these difficulties;
• develop recommendations for optimizing learning and learning interaction;
• invite parents for joint counseling in order to coordinate actions;
• find literature to improve the effectiveness of teaching in this class;
• help to establish effective communication with the student.

5. Klassruk and an educational psychologist monitor how subject teachers organize an individual approach in the classroom.

It is convenient for subject teachers to use not an individual student card, but class cards.

How a map of the individual development of a child is compiled can be seen in the samples presented.

• Last name, first name: Semyonov Sasha.
• Type nervous system: weak.
• left.
• Activity pace: at the beginning of the school day - a sharp maximum jump, in the middle of the first half of the day - a sharp decline in the pace of activity, by the end of the first half of the day - a slight rise, by the beginning of the second half of the day - a decrease, by the end of the day the pace of activity increases.
• due to sharp jumps in the pace of activity, fatigue sets in quickly, the time of greatest efficiency is the first half of the day, sometimes self-preparation.
• auditory, kinesthetic.
• Motivation for learning: average.

1. The ability to follow instructions is a very low level.
2. Mathematical abilities (the ability to perform mathematical operations, identify patterns and, based on them, predict) - low level.
3. Verbal thinking (revealing connections between concepts, finding similar concepts, analysis and synthesis of concepts, language structure) is below the norm.

1. Position in the class is neglected.
2. The level of anxiety at school increases in situations where Sasha experiences a strong sense of loneliness, when he lacks the warmth and support of adults.

1. To equalize the pace of activity, it is necessary to avoid high loads at the beginning of the school day. However, this is the most successful time for control work. It is necessary to teach work according to the instructions: ask the boy to repeat, draw up an algorithm or work plan. Useful additional classes on the development of thinking. Motivation for learning can be increased by appealing to the boy's maturity, as well as demonstrating confidence in his success.
2. It is necessary to show interest in Sasha's success and celebrate his achievements both in school and in other areas not related to it, especially in the presence of parents. In cases of emotional breakdowns, switch attention, for example, ask the boy to wash the blackboard or go for chalk. It is useful at such moments to have an adult talk to him quietly or use humor.

1. The amount of homework. In connection with rapid fatigue, it is necessary to teach the boy to carefully plan his homework.
2. Oral items. It is useful for Sasha to use visual images when answering.
3. Written items. Due to weak internal control, the boy needs external adult control.
4. Taboo (strictly prohibited). It is impossible to ignore any behavior of Sasha, it is important to understand what exactly he wants to say with this behavior.
5. "Storm harbingers" are behavioral signs of a subsequent emotional outburst. In situations of strong emotional arousal, he can scream loudly, fight, refuse to fulfill any requests, and swear.

Sample 1
Download in.docx

Individual development map of a student child: sample

• Last name, first name: Ivanov Grisha.
• Type of nervous system: average.
• Dominant hemisphere of the brain: right.
• Activity pace: at the beginning of the school day - the maximum sharp jump, by the middle of the first half of the day there is a sharp decline in the pace, which lasts until the end of the day.
• Fatigue and performance working capacity is maintained in the first half of the day.
• Leading representational system: visual.
• Motivation for learning: average.

The level of formation of cognitive processes:

1. Ability to follow instructions is below par.
2. Mathematical abilities (the ability to perform mathematical operations, identify patterns and, based on them, predict) are below the norm.

Personal and communicative features:

1. The level of anxiety at school is normal, but it can increase in situations of presenting oneself in front of the class and is expressed in aggressive behavior towards classmates.

1. It is necessary to teach work according to the instructions: ask the boy to repeat, draw up an algorithm or work plan. Additional classes on the development of thinking are advisable. It is useful to increase learning motivation by demonstrating the boy's success to the class and encouraging his peers to approve of his educational success.
2. Support Grisha's undertakings, celebrate successes in front of the class, make him responsible for completing any task and support manifestations of the masculine principle.

1. The amount of homework. Able to fulfill its full scope, but individually (without the help of friends) and with careful supervision of an adult.
2. Oral items. When preparing them, it is necessary to speak out loud to an adult (teacher) several times.
3. Written items. It is necessary to teach the boy to plan the execution of tasks, to encourage what is done right.
4. Taboo (strictly prohibited). Ignore vulgar jokes about girls (it is important to show Grisha how he looks at this moment from the outside).

Sample 2
Download in.docx

Map of the individual development of the child: sample

• Last name, first name: Petrov Vasya.
• Type of nervous system: medium weak.
• Dominant hemisphere of the brain: ambidextrous (left-right).
• Activity pace: the maximum jump at the beginning of the school day is replaced by a decline in the pace of activity until the middle of the second half of the day, then there is a slight rise and then a final decline in the pace of activity.
• Fatigue and performance despite the sharp ups and downs in the rate of severe fatigue during the day is not observed.
• Leading representational system: auditory.
• Motivation for learning: very high.

The level of formation of cognitive processes:

1. Ability to follow instructions is normal.
2. Mathematical abilities (the ability to perform mathematical operations, identify patterns and, based on them, predict) are normal.
3. Verbal thinking (revealing links between concepts, finding similar concepts, analysis and synthesis of concepts, language structure) is normal.

Personal and communicative features:

1. The position in the team is popular.
2. The level of anxiety at school increases in situations in which Vasya needs to defend his dignity and the right to his own opinion, as well as when answering at the blackboard in front of the class in the lesson.

1. The cognitive sphere does not require additional influences.
2. It is useful in the classroom, if possible, to give the boy creative tasks, the result of which must be presented in front of the class. You can involve him in class activities related to drawing or decorating the office, that is, give tasks where he can show his creative abilities.

1. The amount of homework. Able to perform full volume after a long active rest.
2. Oral items. The boy needs to practice before public oral responses, for example, to reproduce the material covered in the presence of other people (teachers, classmates).
3. Written items. Give them the opportunity to complete tasks in their own way.
4. Taboo (strictly prohibited). Say in front of classmates: "You, Vasya, as always, well done, you did the best!"
5. "Storm harbingers" are behavioral signs of a subsequent emotional outburst. Not observed.

Sample 3
Download in.docx

Group map of individual development: psychological profile of class 9 "B"

1. Type of nervous system (NS) and performance

The class is dominated by medium-weak (35%) and weak (35%) types of NS. A significant part of the class (47%) is able to withstand the load only in the first half of the day. To prevent premature fatigue of students with a medium-weak type of NS, do not allow unexpected changes in the daily routine. It is necessary to clearly comply with regime moments, to inform in advance about changes in the daily routine.
Pupils with a weak type of NS (35%) are characterized by rapid fatigue and a decrease in working capacity during the whole period. For such students, a positive relationship with the teacher is very important. Negative evaluation can cause a psychosomatic response to learning difficulties. For the prevention of rapid exhaustion and psychosomatic manifestations, it is advisable to ask students at the beginning of the lesson, school day, week. Create a calm environment, if possible, avoid overexcitation. If possible, encourage, emotionally support during control activities.

Pupils with an average type of NS (7%) are able to work productively only one part of the day (first or second half), then there is a decrease in working capacity to a minimum.
With a uniform distribution of the load during the day, 20% of students are able to maintain working capacity throughout the entire school day.

It should be borne in mind that in 20% of students, working capacity decreases by the middle of the first half of the day; in 7%, the first half of the day is effective, and severe fatigue occurs by the middle of the day.

2. Cognitive sphere

Type of representative system (RS).
The leading information perception system (64% of students) is analytical. This category of students is characterized by proving, arguing, convincing, arguing, discussing. Material is assimilated more effectively if it is logical, has an evidence base, and is argued.

Kinesthetic type - 42%. This category of students is characterized by the desire for motor activity in the lesson (turning a pen, leafing through a notebook, sorting out a stand, etc.). It must be allowed within acceptable limits. They learn the material more effectively when they do something: they build, draw, draw, etc.
Auditory (perception of information in the form of signs) and visual (perception of information in the form of visual images) MS are leading in 28 and 7% of students, respectively. With auditory MS, it is effective to repeat aloud, reading aloud, pronouncing words, discussing a topic, etc. In visual MS, it is effective to use visual materials (diagrams, tables, pictures, films, etc.) in learning.

72% of students are able to clearly follow the instructions and act according to the instructions of the teacher (textbook); 28% - experience difficulties when performing tasks according to the instructions.

Verbal thinking is normal in 85% of students. Low level - 16%. For the development of verbal thinking, it is effective to use diagrams, graphs; to solve problems, it is advisable to apply algorithms, pronounce the conditions of the task.

3. Social sphere

Characteristic features are demonstrativeness, the desire for showiness, unusualness, competition in self-expression and drawing attention to oneself.
The strength of the class is high creative potential and the desire to realize it.
- good intuition. Students clearly divide adults into sincere and insincere. Sometimes it is better to say something to them sharply and openly than to talk about morality. The class responds vividly to adult examples from their own lives or others. life examples. It is useful to conduct disputes and discussions in a team.

The emotional background of the class is characterized by instability, a high level of sensitivity, and sharp emotional reactions to situations that are perceived as unfair.
There are many leaders in the class competing for influence, which leads to frequent changes in social roles and restructuring of relationships.

The authority for this team is a consistent, clear, fair, balanced adult who is not infected by violent emotions transmitted from the class. Summary map of individual 9th ​​grade for a subject teacher.

Authorized users can download the map in higher resolution at the end of the article.

Organization of the work of the psychological and pedagogical service

Olga Donichenko, director of the district center of WFP escort

Attached files

• Summary map of individual psychological parameters.doc

Irina Zemskova
Map of the individual development of the child

Municipal budgetary preschool educational institution

Kirillovsky kindergarten №36

Map of an individual route

child development

Last name, first name

Date of Birth

Home address

2016-2017 G.

Family professionals and child

Group educators: Zemskova Irina Sergeevna,

Musical director

Nurse

Kindergarten manager

General information about child

The child entered kindergarten in September 2014. Prior to that, he attended kindergarten ....

Family characteristics

Family Composition Complete

Family type Prosperous

Place of work

Father:

Place of work

Other family members:

Family relationship Full name Age Place of study

Who is in charge of education child: parents

The nature of the relationship between parents and the child is cooperation (relationships of mutual respect, shared experience of joy and sorrow)

Results of complex diagnostics child

Family (observations of experts).The family is prosperous, parents are morally stable, they have a culture of education. There is a relationship of mutual respect between parents and children.

Child: Alexei

Pedagogical diagnostics of educators groups:

* speech developed with defects, memory is low, interest in the new is not always;

* average level of abilities for creative transformation of images, improvisations;

* development sensory abilities are weak;

* low learning ability;

*weakly developed motor skills;

*waits for constant help from an adult,

* not always independent.

(according to the characteristics, thinking and memory suffer)

Musical director

Possesses weak musical data. He does not have a clean intonation, weakly developed sense of rhythm. Lyosha is emotionally responsive, shows interest in musical activities, a desire to get involved in it. Actively completes all tasks assigned.

Psychological diagnostics

Alyosha is a sociable, friendly, positive boy who easily makes contact with peers and teachers. Development intelligence does not match the age norm: attention is arbitrary, understanding of the instructions of an adult is not immediately, weakly the child's active speech is developed, there are speech defects, poor vocabulary. Low awareness in the areas of the surrounding world, does not know how to establish cause-and-effect relationships, analyze, highlight the main thing.

The boy is weak developed imagination, poor use of facial expressions, gestures, speech.

cognitive activity average: likes to draw, dislikes doing logic tasks, telling picture. Good coordination of movements, large and fine motor skills.

In Alyosha's behavior, he strives to adhere to the rules and social norms. He worries about how adults will appreciate him, tries to live up to their expectations.

Special work needs to be done to further development abilities of the child, combining the efforts of the music director, educators, parents.

Individual program child development

Relevance: the level of development of the program for speech development below average.

Target individual route:

contribute to the formation of grammatically correct speech, its activation and enrichment.

Tasks individual route:

1. Communication development, grammatically correct dialogic and monologue speech;

2. active vocabulary enrichment child;

3. development of speech creativity;

4. development sound and intonation culture of speech, phonemic hearing;

5. acquaintance with book culture, children's literature; listening comprehension of texts of various genres of children's literature;

6. formation of sound analytic-synthetic activity as a prerequisite for learning to read and write.

7. realization of independent creative activity;

The work of group educators with a child

date Individual work Independent work Work with parents

September-

Exercises for development phonemic awareness and development articulatory apparatus: "Orchestra",

"What does it sound like?",

"Find a Pair",

"Quiet - Loud",

"Memorize the words",

"Telephone",

"Name the first sound of the word",

"Broken TV"

pronunciation

patter,

articulation gymnastics Create conditions for playing with other children "Orchestra", "What does it sound like?"

(musical instruments, bag or box)

(file cabinet number 4, №5)

Dictionary enrichment.

Selected lexical material:

Words denoting objects;

Words denoting the qualities and properties of objects;

Words denoting various actions

A game « Painting - basket» ,

"We eat, we fly, we swim",

"What do you see around?",

"Tell me what?",

"High Low",

"Find the exact word",

"Say one word",

"Who's Who",

.

Create conditions for games with didactic material in the speech corner

(place didactic material for the game "Say one word" And "Find the exact word") Recommend games to enrich vocabulary

"Let's look in the kitchen for words"

February Exercises for fine motor skills development.

Self-massage of the hands and fingers, tying shoelaces, fastening buttons and locks, identifying objects by touch, modeling from plasticine,

Rolling a pencil with edges between fingers Create conditions for development of fine motor skills

(mittens with buttons, ribbed pencils, plasticine, lacing, etc.) Recommend self-massage at home with a massage ball.

March, April Development verbal creativity

storytelling game;

Warped words;

"Continue the verse";

"Drawing in several hands"

"Retelling a fairy tale";

"Fairy Tales"

"Salad from fairy tales";

« Cards on the table»

"Beginning and the end" Create conditions for games

"Making Up Stories";

Game "Why?"

Why do children need kindergarten? Parents? Educators? Other employees? Poznaco

Mite Alyosha's mother with the recommendation

dacii G. Rodari, who offered receptions development verbal creativity of children.

May Exercises for the formation of grammatical skills.

Retelling the text on questions

"Fill in the blanks",

A game "One is many", "Fix Broken Toys", "Feed the Animal", "Who is the most observant",

"Finish the sentence",

"Let's Make Juice"

Place storylines in the speech corner Pictures for compiling a story and didactic material for games

"Feed the Animal", etc. Suggest to parents file cabinet games and exercises for the formation of word formation skills

(file cabinet №2)

Expected result of the work of educators with the child

As a result of the work carried out, there is an increase in general intellectual skills, enrichment of the active vocabulary child, development of speech creativity, mastering the communication skills of communicating with peers, development sound and intonation culture of speech, development of coherent speech.

Dynamics development(September October):

on initial stage monitoring indicators of phonemic hearing were at a low level, i.e., the sound pronunciation of 3-5 sounds was impaired. Speech, facial expressions and pantomime were inexpressive. Errors in distinguishing the sounds of the native language were noticed. After the individual classes with a teacher and the work of parents on the recommendations, indicators development phonemic hearing have improved, i.e. now the pronunciation of 2-3 sounds is impaired. Child has a fairly expressive speech, facial expressions and pantomime.

CHILD'S INDIVIDUAL DEVELOPMENT MAP

____________________________________________________

Surname, name of the child

___________________________________________________________________________________

Date of Birth

pupil of the municipal budgetary preschool

educational institution child development center - kindergarten No. 17 "Zvezdochka"

Bolshoi Kamen urban district

Designing an individual development map for a preschool child

in accordance with the requirements of GEF DO

The creation of an Individual Development Card for a Preschool Child (KIR) is very important today, since the Standard of Preschool Education puts forward the requirements for the individualization of the educational process. The wide variability of educational programs that has arisen in education makes it necessary to identify parameters general characteristics child during the transition from one level of education to another.

Map of the individual development of the child - a document that includes the main indicators of the development of a child attending a preschool educational institution in dynamics.Purpose of using the card - identification and generalization in one document of the individual physical, personal characteristics of the pupil, the assimilation of program material and, as a result, the design of an individual educational route (IEM) within the educational process of MBDOU No. 17 "Star". An individual development card is started once when a pupil enters a preschool educational institution and is filled out for each pupil throughout the entire period of visiting the kindergarten by specialists who conduct educational and correctional development work with the child. The map includes indicators of development at the beginning and end of the school year, recommendations of specialists in designing an individual educational route, which solves the problem of creating psychological and pedagogical support for the development of the child. The effectiveness of psychological and pedagogical support lies in the organization of close interaction between all participants in the educational process to create favorable conditions for the upbringing, correction and development of children in kindergarten. To achieve the main goal of psychological and pedagogical support, it is necessary to provide information exchange, a single information space, which we tried to do when designing the structure of an individual development map.

The data obtained as a result of pedagogical diagnostics should coordinate the further activities of teachers with preschoolers. Under the special control of educators and specialists should be children who have shown a low and high level of development in the development of any educational areas. To work with these children, it is logical to build an individual educational route for the child in order to correct the shortcomings or special abilities of the child identified in the process of pedagogical diagnostics that require individual approach to their development.

Pedagogical diagnostics is carried out by methods of observation, games or conversations. It is important that the examination takes place in an atmosphere of goodwill: the child should be encouraged, emotionally supported.

In addition, the results of all children are recorded in the Group Summary Table. An analysis of the results obtained will allow you to see the level of development of children in a particular group and develop correctional and developmental programs for the group as a whole.

To fill out the card, the teacher does not need to organize special situations. It is assumed that the teacher has already formed a certain image of the child, and when assessing, he uses the information that has accumulated over a certain period of observation. If the teacher doubts the assessment, then he needs to additionally monitor the child in certain types of free activities. The proposed forms for filling out by their educator are focused on the fact that, as a result, the map will provide information about the general picture of the development of all the children in the group and about the place of each child in it. That is, the teacher will be able to see whether the development of various areas of the initiative of a particular preschooler corresponds to the age standard

1. is filled out when the child enters kindergarten and is maintained until graduation from school.

2. In fillingcards All preschool teachers participate.

3. Diagnosis, health group,fitness group,physical development is indicated according to the data of the child's medical record.

4. Evaluation of the results of mastering the program of preschool education is indicated in accordance with the DOW scores diagnostics

(monitoring) on ​​a 5-point scale:

1 point - the child cannot fulfill all the parameters of the assessment, the help of an adult is not accepted;

2 points - the child, with the help of an adult, performs some assessment parameters;

3 points - the child fulfills all the parameters of the assessment with the partial help of an adult;

4 points - the child performs independently and with the partial help of an adult all the parameters of the assessment;

5 points - the child performs all the parameters of the assessment independently.

Normative development options you can calculate the average values ​​for each child or group-wide developmental parametermore than 3.8. The same parameters in the range of average valuesfrom 2.3 to 3.7 it could be consideredproblem indicators in the development of the child, as well as minor difficulties in organizing pedagogical process in Group. Averagesless than 2.2 will testify to themismatch of child development for age , as well as the need to adjust the pedagogical process in the group for this parameter / this educational area.

Criteria for assessing the level of development of the child : high (H), medium (C), low (H)

5. The average is displayed on the basis of all received data.

Legend:

n.g. - beginning of the year

c.g. - the end of the year

Date of admission to MBDOU No. 17 "Asterisk" __________________________________________________________________

Criteria for assessing the level of development of the child: high (H), medium (C), low (H)

Development indicators

2 Early group

20___-20___ academic year

1 Junior group

20___-20___ academic year

2 Junior group

20___-20___ academic year

Medium

group

20___-20___ academic year

Senior group

20___-20___ academic year

preparatory

group to school

20___-20___ academic year

autumn

spring

autumn

spring

autumn

spring

autumn

spring

autumn

spring

autumn

spring

The health status of the child

Doctor, head nurse

Diagnosis

Health group

Level of physical development

2. Evaluation of the results of mastering the program of preschool education

NGO "Physical Development"

Physical education instructor

Physical fitness

The quality of the basic movements

NGO "Social and communicative development"

caregiver

Game activity

Work

OZOH and OBZH

Communication with peers and adults

Development indicators

2 Early group

20___-20___ academic year

1 junior group

20___-20___ academic year

2 Junior group

20___-20___ academic year

Medium

group

20___-20___ academic year

Senior group

20___-20___ academic year

preparatory

group to school

20___-20___ academic year

autumn

spring

autumn

spring

autumn

spring

autumn

spring

autumn

spring

autumn

spring

NGO "Cognitive Development"

caregiver

FEMP

Development of cognitive research (project) activities

Introduction to socio-cultural values ​​(formation of a holistic picture of the world)

Introduction to the natural world

NGO "Speech Development"

caregiver

Speech development

Perception of fiction

Teacher speech therapist

sound pronunciation

grammatical structure of speech

lexicon

coherent speech

phonemic perception

Development indicators

2 Early group

20___-20___ academic year

1 junior group

20___-20___ academic year

2 Junior group

20___-20___ academic year

Medium

group

20___-20___ academic year

Senior group

20___-20___ academic year

preparatory

group to school

20___-20___ academic year

autumn

spring

autumn

spring

autumn

spring

autumn

spring

autumn

spring

autumn

spring

NGO "Artistic and aesthetic development"

caregiver

Drawing

modeling

Application

Structural modeling activity

Musical director

Development of musical abilities

Development of musical-rhythmic movements

personal development

Socialization of the child in the group

development of attention

development of perception

development of thinking

• memory development

• self-esteem

• development of fine motor skills

School readiness

Development indicators

2 Early group

20___-20___ academic year

1 junior group

20___-20___ academic year

2 Junior group

20___-20___ academic year

Medium

group

20___-20___ academic year

Senior group

20___-20___ academic year

preparatory

group to school

20___-20___ academic year

autumn

spring

autumn

spring

autumn

spring

autumn

spring

autumn

spring

autumn

spring

Additional education in the areas:

teachers additional education:

Speech development

Circle "Speech"

Artistic and aesthetic development

Vocal and choreographic studio "Our Stars"

Physical development

Classes in the pool "Dolphin"

Average

development