Guseva M.R., Dmitriev V.G., Plaksina L. Education and upbringing of preschool children with visual impairments

This program is designed for training, development of a child with visual impairment from 3 years of age.

The basics of organizing an educational complex (nursery - kindergarten - elementary school) is to provide optimal conditions for the systematic, comprehensive, continuous education and training of children of early, preschool and younger school age- periods of maturation of the visual system of the child.

The program consists of two parts - the kindergarten program and the elementary school program.

The kindergarten program has two directions - general developmental, correctional and includes the following aspects:

Speech development:

is carried out in all types of activities of children and is a necessary part of the correctional and educational work of a kindergarten for children with visual impairment; provided for substantively practical lessons on the development of speech and object perception, on teaching the analysis of objects and functional actions with them.

Formation of elementary mathematical representations:

order of introduction of topics in educational process: "Quantity and count", "Magnitude", "Shape", "Orientation in space and time" are aimed at

the formation of interrelated elementary mathematical ideas about the quantity and number, the size and shape of objects, the position of objects in space, about time, as well as the assimilation of methods of quantitative comparison, the establishment of one-to-one correspondence, comparison of the results of counting and measurement.

Acquaintance with the environment:

contributes to the formation in children of real ideas about the world around us and human life.

Art:

aimed at mastering children's sensory standards; classes in visual activity and design are closely related to such sections as play, familiarization with the outside world and the development of visual perception, manual labor and the formation of elementary mathematical representations.

Physical education includes a number of corrective tasks:

Relevant age characteristics level of development of basic movements, physical qualities, orientation in space, coordination of movements;

Overcoming the shortcomings that arise against the background of visual pathology when mastering movements;

Activation and exercise of visual functions;

Labor training:

the formation of a positive attitude towards the work of adults, the desire to provide them with all possible assistance, respect and interest in the results of labor, the development of personal qualities, self-service, household work, labor in nature, manual labor.

A game:

conducting special propaedeutic classes on teaching the game; a special task in the development of the game is to overcome verbalism and enrich the sensory basis of the game.

Correctional work V kindergarten

Development of visual perception:

1st year of study (3 – 4 years)

Develop visual response to objects the world around, notice their shape, color, form actions with objects, cultivate interest in the world around them; to form in children the visual abilities of examining objects: to distinguish and name the shape of geometric shapes (circle, square, triangle, oval) and correlate them with the shape of planar images and three-dimensional geometric bodies (ball, cube, cone, etc.), correlate, find their shape in real three-dimensional objects; to consolidate children's knowledge about the sensory properties and qualities of objects in conditions various kinds activities using mosaics, objects, shapes, colors in the process of depicting simple objects; correlate the relevant sensory qualities with the real object; to form in children an idea of ​​the surrounding realities; teach children how to examine the sense of touch, hearing, smell, taste. For the development of vision and the implementation of the relationship between classes on the development of visual perception and vision treatment, conduct visual exercises to activate and stimulate visual functions, develop visual abilities, color discrimination, eye movement, fixation, localization, convergence and accommodation.

2nd year of study (4 – 5 years)

To consolidate in children the ability to analyze the main features of objects: shape, color, size and spatial position. To form ways of visual perception of objects of the surrounding reality, to distinguish and name the shape of geometric shapes (circle, square, rectangle, triangle). Develop skills of orientation in space. Learn to name the location of objects in space.

3rd year of study (5 - 6 years)

To consolidate the skills of visual examination and the ability to analyze, classify objects according to their main features. Learn to use optics (lenses, magnifier, binoculars) when looking. Visually distinguish and name a group of objects with homogeneous features (shape, color, size and spatial position). Learn to distinguish the basic shades of color, saturation, contrast of colors, lightness. Recognize the color of real objects in the animal and flora. Create color panels, paintings according to a model, verbal description, scheme. Learn to distinguish geometric figures and voluminous figures. To teach how to use their shape as a reference for analyzing the basic shape of real objects.

To teach visual analysis of the shape and size of objects, to select objects by decreasing and increasing size. Highlight and verbally designate the size of real objects, establish the relationship between objects in size. To learn to see the location of objects in the picture, to name the located objects closer, further. Learn to understand the obscuration of the subject of one by another. Exercise to stimulate and activate the vision of children in accordance with the requirements of medical and rehabilitation work on hygiene of vision. Teaching orientation in space. To teach the analysis of the complex shape of an object by inscribing sensory standards for analyzing the structure of the shape of objects.

4th year of study (6 - 7 years)

To expand children's ideas about objects and phenomena of the surrounding reality, to develop the speed and completeness of visual examination, to form visual-motor skills to examine objects, pictures systematically and purposefully, to highlight the main features, to teach how to use optical means (loupes, lenses, binoculars) when examining objects. Learn to create patterns, subject images, complex geometric shapes from geometric shapes (two triangles - a rhombus; a triangle and a square - a pentagon, etc.). Know the basic colors and shades, correctly use color standards in the description, classification of groups of objects. Distinguish between the color of a moving object and multiple objects. Create patterns, color compositions on flannelgraph, magnetic board, mosaic. Name near and far, high and low, thick and thin, wide and narrow objects in the process of observation. Develop the eye in children. Exercise children in comparing images according to the principle of similarity and difference, group objects according to individual characteristics. To teach children the knowledge of the world around them with the help of all the senses. To teach children to distinguish various signs and properties of objects, training the visual functions of discrimination, localization, fixation, convergence, accommodation, tracking. Learn orientation in space. To form in children the ability to verbally designate spatial positions on the micro and macro planes. Learn to draw up path diagrams and read the spatial positions of objects on the diagram. Strengthen the ability to navigate the street with the help of auditory, visual, olfactory, tactile senses

Correction of speech disorders

Corrective work of a speech therapist is aimed at the development of speech, cognitive activity and activation of the motor sphere of the child. That. in the system of special classes, a comprehensive multilateral approach is carried out to correct the development of children by the forces of a speech therapist, typhlopedagogue, which ensures the activation of the intact analyzers of motor activity, the development of proprioceptive sensitivity in children with impaired sensory sphere.

The development of touch and fine motor skills

The purpose of correctional classes is the formation of skills and abilities of tactile perception of objects and phenomena of the surrounding world, as well as teaching them the methods of performing subject-practical actions with the help of safe analyzers. Along with the development of direct touch in remedial classes, it is necessary to introduce some methods of indirect, i.e. instrumental, touch.

Orientation in space

Visual impairment that occurs at an early age negatively affects the process of formation of spatial orientation in children. Orientation in space on a limited sensory basis requires

special training of children in the active use of impaired vision and all intact analyzers (hearing, smell, etc.). To solve this problem, didactic games and exercises in which children learn to identify and analyze various spatial features and relationships, to obtain information about the surrounding space involving the entire sensory sphere.

Social orientation

Subject representations:

• Exercise children in highlighting the signs and properties of objects (shape, color, size, spatial position).
• Select and group items according to these characteristics, as well as according to their purpose. To teach to distinguish, name the qualities, properties of objects and materials perceived by touch, taste, hearing.
• Develop polysensory, bi-sensory perception of objects.
• Learn to use household items in the group room.

Involvement of the child in the work of adults:

• Raise interest in the work of adults, drawing their attention to the work of an assistant teacher, cook, driver, father, mother, etc.
• Cultivate a desire to help them.
• To teach understanding of the importance of the work of adults in kindergarten and to cultivate a careful attitude to the results of the work of adults.

Outdoor observations:

• for people, their behavior, on the street;
• monitoring the movement of vehicles;
• observation at the bus stop.

To the child about himself:

• exercise children in naming their first name, last name;
• learn to smile beautifully, speak sweet words;
• teach beautiful manners of communication with others.

Corrective rhythm

Health correction and physical development through the use of special means and methods that increase functionality, strengthen the musculoskeletal system, cardiovascular and respiratory system, visual-motor orientation.

"Created to help typhlopedagogues, defectologists, educators of preschool educational institutions of a compensating type.
The disk contains an expanded thematic planning for all age groups of preschool children with visual impairment. When developing planning, the author of this electronic manual was guided by the following regulatory documents:
- Programs for special (correctional) educational institutions of the IV type (for children with visual impairments). Kindergarten programs. Correctional work in kindergarten (under the editorship of L. I. Plaksina);
- From birth to school. Approximate basic general educational program preschool education(under the editorship of N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva).
The disc materials are systematized by sections: "Junior group", "Middle group", " Senior group", "Preparatory group". The sections consist of the following parts: development of visual perception; orientation in space; social orientation. Each part is aimed at early correction and compensation of secondary deviations in the development of children with visual impairment.
The materials presented in the manual correspond to modern correctional and developmental technologies and will allow teachers to carry out the comprehensive development and education of preschoolers in accordance with the FGT, to prepare them for schooling. The materials of the disk do not contradict the Federal State Educational Standard of Preschool Education.

Detailed description

Electronic manual"Detailed thematic planning for the program edited by L. I. Plaksina" series "DOW compensating type"was created to help typhlopedagogues, defectologists, educators of preschool educational institutions of a compensating type.

The disk contains detailed thematic planning for all age groups of preschool children with visual impairment. Correction of violations of visual perception and secondary deviations in development (verbalism of knowledge about the surrounding world, difficulties in mastering basic movements and orientation in space, speech disorders, etc.) in children with visual pathology cannot be carried out only in general education classes. Children with impaired visual system need special corrective help of a typhlopedagogue.

џ Programs for special (correctional) educational institutions IV type (for children with visual impairment). Kindergarten programs. Correctional work in kindergarten (under the editorship of L. I. Plaksina);

џ From birth to school. Approximate main general education program preschool education (under the editorship of N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva).

primary goal correctional program - preparing children for the perception of the material that is presented in general education classes, for independent participation in other activities (in the game, in elementary labor, in the treatment of vision on devices).

Each of the age groups of children has its own correctional tasks and ways to solve them, which is reflected in the structure of the proposed electronic manual. The materials of the disk are systematized by sections:

- "Younger group"

– "middle group"

– "Senior group",

– "Preparatory Group"

Sections consist of the following parts:

- development of visual perception;

- orientation in space;

– social orientation.

Each part is aimed at early correction and compensation of secondary deviations in the development of children with visual impairment.

The materials of the manual correspond to modern correctional and developmental technologies and will allow teachers to carry out the integrated development and education of preschoolers in accordance with the FGT, to prepare them for schooling. The materials of the disk do not contradict the Federal State Educational Standard of Preschool Education.

The thematic planning presented on the disc is indicative only. Teachers-defectologists and preschool teachers has the right, at its discretion, to change the topics or titles of topics, the content of the work.

The CD was created on the basis of printed manuals of the Uchitel publishing house using software tools. The electronic form of the manual makes it possible to work more intensively and efficiently with the proposed material, using all the advantages of a computer (editing, combining, searching, printing, etc.).

Literature

1. Detailed thematic planning for the program edited by L. I. Plaksina. Junior group / ed.-comp. E. A. Chevychelova. - Volgograd: Teacher, 2012. - 69 p.

2. Detailed thematic planning for the program edited by L. I. Plaksina. Middle group / ed.-comp. E. A. Chevychelova. - Volgograd: Teacher, 2012. - 67 p.

3. Detailed thematic planning for the program edited by L. I. Plaksina. Senior group / ed.-comp. E. A. Chevychelova. - Volgograd: Teacher, 2013. - 94 p.

The Uchitel Publishing House expresses its gratitude to E. A. Chevychelova, the author of the proposed CD, for the materials provided.

Municipal budgetary preschool

educational institution of the city of Kostroma

"Kindergarten No. 41"

Kindergarten No. 41 of the city of Kostroma is attended by children aged 3-7 years with visual impairment, mainly children with visual diagnoses: strabismus, amblyopia, astigmatism of varying degrees, etc.

There are 6 groups in the preschool institution:

1 group of early age it is attended by 23 children, including 8 visually impaired children 1 disabled child

5 groups of compensating directivity for children with visual impairments, the average size of the groups is 13 people, total strength children 62 children, including 7 visually impaired

Children with visual impairment in a preschool institution receive intensive complex treatment, combined with a rationally constructed pedagogical process, providing for correctional and developmental work, taking into account the violation of the visual analyzer.

Information about teaching staff

Software

• The main general educational program "The program of education and training in kindergarten" edited by M.A. Vasilyeva, V.V. stamp,

T.S. Komarova, Moscow 2004;

• Specialized program for children with visual impairment "Correctional work in kindergarten" edited by L.I. Plaksina, 1997

PARTIAL PROGRAMS:

• “Our home is nature”, N. Ryzhova;

• “Know thyself”, S.S. Frolova, E.E. Tsvetkova;

• "Environmental education", N. Nikolaeva;

• "Young Kostromich" - regional program, leader G.V. Vlasov

In a preschool institution, all conditions have been created for the most complete disclosure and realization of the potential of each child, as well as for improving or stabilizing the results of the treatment of ocular pathology:

- there is an ophthalmologist's office;

-equipped room for musical activities and for physical education

(with colorful sports equipment to enhance visual function and motor activity;

- Equipped classrooms for teachers - defectologists.

Correction and development environment

In the process of regime moments, ophthalmo-hygienic requirements are fulfilled:

Proper lighting in groups and defectologists' offices - at least 500 lux

Additional lighting in the form of illuminated boards;

The presence of ophthalmic simulators in the gym, in the offices of speech pathologists, groups; work on stands (children with strabismus)

The created subject developing environment promotes health, development of visual abilities of children attending our kindergarten.

Ophthalmo - hygiene requirements:

Correctional work is built as a multi-level system, consisting of two interrelated areas: correctional-pedagogical work and medical-rehabilitation process.

In turn, correctional - pedagogical work consists of specially organized activities of teachers - defectologists, a speech therapist, a teacher - psychologist and the organization of correctional exercises by educators, an instructor in physical education, a music director.

providing a holistic, comprehensive, differentiated, regulated process of managing the entire course of psychophysical development and restoring vision based on the stimulation of all the potential capabilities of children with visual impairments.

Teachers - defectologists (typhlopedagogues), together with a teacher - psychologist and other specialists, developed individual cards for accompanying children with handicapped health, disabled children, where recommendations are given by kindergarten specialists (typhlopedagogues, speech therapist, psychologist), continuity notebooks are kept in the work of educators with specialists

Teachers - defectologists and specialists of preschool educational institutions conduct special correctional classes on the development of visual perception, rhythm, social adaptation and spatial orientation, correction of speech disorders, taking into account the individual characteristics of each child with visual impairment, his visual pathology

Correctional and pedagogical work:

Educators in groups organize corrective exercises in various classes (in mathematics, drawing, speech development, physical education, manual labor, etc.), in games, and household activities.

Teachers have information about the state of the visual function of each child, about the results of an examination by an ophthalmologist, about the prescribed treatment. Knowing the visual abilities of children, teachers purposefully influence the development of vision, create conditions in the process of raising and educating children to consolidate the results of medical and rehabilitation work.

Medical and rehabilitation work

Children in our preschool receive intensive special complex treatment. In the ophthalmological office, an ophthalmologist G.V. Izvolova conducts an appointment, daily treatment is carried out by an orthoptist sister. In their work they use devices:

Amblyotrener - for training vision with strabismus;

Synaptophore - for the diagnosis and treatment of strabismus;

TAK-6, "Brook" - for training accommodation and oculomotor functions;

BTVR - 2 Biviziotrener - to improve visual acuity in amblyopia;

BZR "Rainbow" - to restore binocular vision;

TBO "Light pen" - for training eye-hand coordination;

PSR "Mosaic" - for the pattern of stimulating exercises;

Laser device "Speckle" - for stimulation of the retina in amblyopia and other ophthalmic equipment.

Office of an ophthalmologist

The optimal combination of corrective-developing and therapeutic-rehabilitation measures creates favorable conditions for the versatile development of children with visual impairment, increases the efficiency of overcoming vision pathology and helps prepare children for schooling.

According to the results of graduation in 2011, out of 13 children in the group preparatory to school (3 disabled), 8 children were released with visual acuity of 1.0 - 8 children, 0.9 - 3 children, 0.8 and below - 2 children, disability was removed from one child.

This program is designed primarily for preschoolers and first grade students. However, its material can also be used in subsequent classes, in particular, when working on the development of touch in students who lost their sight at school age and came to a school for children with visual impairments from a public school. The proposed program will help in organizing classes with pupils of preschool groups at schools for children with visual impairments, blind and visually impaired students primary school. The teacher himself can dose the time for studying the sections of the program, depending on the successful mastery of the skills of tactile perception by children or the techniques of a specific subject-practical activity.

The program of education and training of preschool children L.I. Plaksina

The basis for organizing an educational complex (nursery - kindergarten - elementary school) is to provide optimal conditions for the systematic, integrated, continuous education and training of children of early, preschool and primary school age - the periods of maturation of the child's visual system.

The program proposed by L.I. Plaksina consists of two parts:

kindergarten program:

Speech development:

is carried out in all types of activities of children and is a necessary part of the correctional and educational work of a kindergarten for children with visual impairment; subject practical classes are provided for the development of speech and subject perception, for teaching the analysis of objects and functional actions with them;

Formation of elementary mathematical representations:

main themes:

"Number and Count"

"value",

"Orientation in space and time"

the formation of interrelated elementary mathematical ideas about the quantity and number, the size and shape of objects, the position of objects in space, about time, as well as the assimilation of methods of quantitative comparison - the establishment of one-to-one correspondence, comparison of the results of counting and measurement;

Acquaintance with the environment:

contributes to the formation in children of real ideas about the world around us and human life;

Art:

aimed at mastering children's sensory standards; classes in visual activity and design are closely related to the game, familiarization with the outside world and the development of visual perception, manual labor and the formation of elementary mathematical representations;

Physical education: includes a number of corrective tasks:

Achievement of the level of development of basic movements, physical qualities, orientation in space, coordination of movements corresponding to age characteristics;

Correction of health and physical development through the use of special means and methods that increase functionality, strengthen the musculoskeletal system, cardiovascular and respiratory systems, visual-motor orientation;

Overcoming the shortcomings that arise against the background of visual pathology when mastering movements;

Activation and exercise of visual functions;

Labor training:

the formation of a positive attitude towards the work of adults, the desire to provide them with all possible assistance, respect and interest in the results of labor, the development of personal qualities, self-service, household work, labor in nature, manual labor;

A game:

conducting special propaedeutic classes on teaching the game; a special task in the development of the game is to overcome verbalism and enrich the sensory basis of the game.

correctional work in kindergarten:

Development of visual perception:

1st year of study. To develop a visual reaction to objects of the world around us, to notice their shape, color, to form actions with objects, to cultivate interest in the world around us; to form in children the visual abilities of examining objects: to distinguish and name the shape of geometric shapes (circle, square, triangle, oval) and correlate them with the shape of planar images and three-dimensional geometric bodies (ball, cube, cone, etc.), correlate, find their shape in real three-dimensional objects; to consolidate children's knowledge about the sensory properties and qualities of objects in the conditions of various types of activities using a mosaic, objects, shapes, colors in the process of depicting simple objects; correlate the relevant sensory qualities with the real object; to form in children an idea of ​​the surrounding realities; teach children how to examine the sense of touch, hearing, smell, taste. For the development of vision and the implementation of the relationship between classes on the development of visual perception and vision treatment, conduct visual exercises to activate and stimulate visual functions, develop visual abilities, color discrimination, eye movement, fixation, localization, convergence and accommodation.

2nd year of study. To consolidate in children the ability to analyze the main features of objects: shape, color, size and spatial position. To form ways of visual perception of objects of the surrounding reality, to distinguish and name the shape of geometric shapes (circle, square, rectangle, triangle). Develop skills of orientation in space. Learn to name the location of objects in space.

3rd year of study. To consolidate the skills of visual examination and the ability to analyze, classify objects according to their main features. Learn to use optics (lenses, magnifier, binoculars) when looking. Visually distinguish and name a group of objects with homogeneous features (shape, color, size and spatial position). Learn to distinguish the basic shades of color, saturation, contrast of colors, lightness. Learn the color of real objects in the animal and plant world. Create color panels, paintings according to a model, verbal description, scheme. Learn to distinguish between geometric shapes and three-dimensional figures. To teach how to use their shape as a reference for analyzing the basic shape of real objects.

To teach visual analysis of the shape and size of objects, to select objects by decreasing and increasing size. Highlight and verbally designate the size of real objects, establish the relationship between objects in size. To learn to see the location of objects in the picture, to name the located objects closer, further. Learn to understand the obscuration of the subject of one by another. Exercise to stimulate and activate the vision of children in accordance with the requirements of medical and rehabilitation work on hygiene of vision. Teaching orientation in space. To teach the analysis of the complex shape of an object by inscribing sensory standards for analyzing the structure of the shape of objects.

4th year of study. To expand children's ideas about objects and phenomena of the surrounding reality, to develop the speed and completeness of visual examination, to form visual-motor skills to examine objects, pictures systematically and purposefully, to highlight the main features, to learn to use optical means (loupes, lenses, binoculars) when examining objects. Learn to create patterns, subject images, complex geometric shapes from geometric shapes (two triangles - a rhombus; a triangle and a square - a pentagon, etc.). Know the basic colors and shades, correctly use color standards in the description, classification of groups of objects. Distinguish between the color of a moving object and multiple objects. Create patterns, color compositions on flannelgraph, magnetic board, mosaic. Name near and far, high and low, thick and thin, wide and narrow objects in the process of observation. Develop the eye in children. Exercise children in comparing images according to the principle of similarity and difference, group objects according to individual characteristics. To teach children the knowledge of the world around them with the help of all the senses. To teach children to distinguish various signs and properties of objects, training the visual functions of discrimination, localization, fixation, convergence, accommodation, tracking. Learn orientation in space. To form in children the ability to verbally designate spatial positions on the micro and macro planes. Learn to draw up path diagrams and read the spatial positions of objects on the diagram. Strengthen the ability to navigate the street with the help of auditory, visual, olfactory, tactile senses

Correction of speech disorders. Corrective work of a speech therapist is aimed at the development of speech, cognitive activity and activation of the motor sphere of the child. That. in system special classes, a comprehensive multilateral approach is carried out to correct the development of children by the forces of a speech therapist, typhlopedagogue, which ensures the activation of the activity of intact analyzers of motor activity, development of proprioceptive sensitivity in children with impaired sensory sphere.

The development of touch and fine motor skills. The purpose of correctional classes is the formation of skills and abilities of tactile perception of objects and phenomena of the surrounding world, as well as teaching them the methods of performing subject-practical actions with the help of safe analyzers. Along with the development of direct touch in remedial classes, it is necessary to introduce some methods of indirect, i.e. instrumental, touch.

Orientation in space. Visual impairment that occurs at an early age negatively affects the process of formation of spatial orientation in children. Orientation in space on a limited sensory basis requires

special training of children in the active use of impaired vision and all intact analyzers (hearing, smell, etc.). Didactic games and exercises are aimed at solving this problem, in which children learn to identify and analyze various spatial features and relationships, to obtain information about the surrounding space with the involvement of the entire sensory sphere.

Social orientation.

Subject representations:

Exercise children in highlighting the signs and properties of objects (shape, color, size, spatial position). Select and group items according to these characteristics, as well as according to their purpose. To teach to distinguish, name the qualities, properties of objects and materials perceived by touch, taste, hearing. Develop polysensory, bi-sensory perception of objects. Learn to use household items

group room.

Involvement of the child in the work of adults:

Raise interest in the work of adults, drawing their attention to the work of an assistant teacher, cook, driver, father, mother, etc. Raise a desire to help them. To teach understanding of the importance of the work of adults in kindergarten and to cultivate a careful attitude to the results of the work of adults.

Outdoor observations:

Behind people, their behavior, on the street; monitoring the movement of vehicles; observation at the bus stop.

To the child about himself:

Exercise children in naming their first name, last name; learn to smile beautifully, speak affectionate words; teach beautiful manners of communication with others.

Rhythm. Physiotherapy.

These programs become the starting point for the analysis and accumulation of own experience of typhlopedagogues, educators, and also help to determine ways to improve the correctional and pedagogical process, taking into account the working conditions of a special preschool institution.

Alternative programs "Rainbow", "Childhood" have also been developed.

Vision is the most powerful source of knowledge about the world around us, about the phenomena occurring around.

Children with impaired visual function experience some discomfort, uncertainty, irritability, impaired posture, difficulty orienting in space, which leads to hypodynamia and complexes, so the child's eyes deserve special attention and careful treatment. It is especially relevant today to talk about the overloads experienced by the eyes of a child sitting at a computer and TV.

Correctional work with children with visual impairment begins far beyond the preschool, namely in the family. Proper upbringing and attitude of parents towards children great importance for their comprehensive development. Parents need to find the right approach to their child so as not to deprive him of independence and not harm him with their hyper-custody, surround him with attention, care, love, not forgetting that the child is a member of the family, and not its center, so as not to grow up an owner and an egoist. Parents need to understand that in order to maintain residual vision, they should observe the regimen of the day, nutrition, rest, limit the time spent watching TV, playing on the computer. All these conditions are created in the preschool educational institution, individual consultations of various specialists are held with parents: a speech therapist, a psychologist, an ophthalmologist, educators with high professional training and vast experience work with parents every day. Interaction with parents of visually impaired children is one of the most important tasks in correctional work, established full-fledged contact with parents leads to more successful results for pupils.

Preschool age is the period of maturation of the visual system of the child, the formation of all mental processes and personal qualities of children. An exemplary general educational program “Origins”, the Center for Preschool Childhood named after A.V. Zaporozhets, under the scientific editorship of L.A. Paramonova, as well as under the program of special correctional educational institutions for children with visual impairment, under the scientific editorship of L.I. Plaksina. The programs are created in accordance with federal state requirements, on the basis of general didactic and typhlopedagogical principles that ensure the comprehensive development of a child with visual impairment and successful preparation for school.

On initial stage when a group of children is formed, parents are offered counseling on the topic “Peculiarities of the development of children with visual impairment”, “Some features of working with children”, parents get acquainted with the daily routine, etc. The next stage is individual consultations with an ophthalmologist, who explains to parents the features of their child's vision, the diagnosis and recommends the necessary medical prescriptions. This may be hardware treatment, a set of exercises and activities with the child, wearing adhesive tapes and glasses. At home, parents should adhere to these appointments.

More intensive corrective work is carried out in the preschool educational institution. Educators, an ophthalmologist, an orthoptist nurse, conduct daily hardware treatment, control the state of vision and visual stress.

A typhlopedagogue conducts individual work with children with low visual acuity, etc.

Only the joint work of doctors, a psychologist, a speech therapist, educators and parents will lead to a positive result in the correction of visual function, and hence the comprehensive development of the child.

Correctional work in kindergarten is built as a multi-level system that provides a holistic, complex, differentiated regulated process for managing the entire course of psychophysical development and restoring vision based on the inclusion of intact analyzers and potential abilities of children in the process.

Correctional work in a preschool institution consists in the relationship of correctional work with all educational areas of children's activity, the comprehensive impact of the content of techniques, methods, means of correction on children, the organization of providing optimal conditions for systematic, comprehensive, continuous education and training.

The main areas of correctional work in the preschool educational institution are:

1. Development of visual perception.

In natural life conditions, a child with normal vision is exposed to systematic and repeated visual stimulation. A significant reduction in vision significantly limits natural stimulation, as a result of which the child cannot acquire the same sensory-perceptual experience as a normally seeing child.

Visually impaired children are in a visually depleted environment, in which the genetic prerequisites for the development of perception lose their strength. Corrective work on the development of visual perception at this age contributes to a significant improvement in the sensory basis of cognitive development.

2. Development of touch and fine motor skills.

The low level of development of tactile sensitivity, motor skills of fingers and hands occurs because children with partial vision loss rely completely on visual orientation and do not realize the role of touch as a means of replacing the lack of visual information. Due to the absence or a sharp decrease in vision, children cannot spontaneously, by imitating others, master various subject-practical actions. Corrective exercises are aimed at developing the skills of the tactile world in children with visual impairment, as well as teaching them how to perform subject-practical actions.

From my own work experience, I can say that the educational field “Artistic Creativity” is the most interesting activity for children, for example, working with non-traditional material - modeling from salt dough (testoplasty) delights children. They sculpt with pleasure, feeling like creators and artists proudly show their works to their parents. Thus, it is possible to solve many correctional psychological and pedagogical tasks and immerse parents in a joint creative process.

3. Orientation in space.

For children with visual impairment, deficiencies in the development of movements and low motor activity are characteristic; compared to children with normal vision, visually impaired children have much less developed spatial representations, the possibilities of practical micro and macro orientation, and verbal designations of spatial positions. Violations of the oculomotor functions cause errors in the selection by children of the form of the magnitude of the spatial arrangement of objects. During corrective action children learn to identify and analyze various spatial features and relationships, to receive information about the surrounding space involving the entire sensory sphere. In practice, the use of health-saving technologies, socio-game methods and techniques, training exercises for the development of fine motor skills of fingers and hands, enable children with visual impairments to become more active, inquisitive in the process of playing and learning.

4. Social orientation.

Activities for social orientation are primarily aimed at solving the problems of socialization of children with visual impairment, the formation of skills of socially adaptive behavior. The success of socialization is determined by the ability to rationally use vision, to obtain the most complete ideas about the world around us, relying in the process of cognition and communication on information coming through safe analyzers (touch, hearing, gustatory, olfactory and temperature sensitivity), the ability to independently navigate in space, to use a certain stock of ideas about elementary social situations, the ability to interact with others.

For easier adaptation and socialization of children newly enrolled in kindergarten, I developed the project “The entry of a preschool child into the world social relations” in the process of implementing which, in a playful way, my pupils got acquainted with the elementary rules of behavior and communication with adults and peers.

The basic principles of organizing the correctional and pedagogical educational process in the preschool educational institution:

1. Accounting for the general and individual characteristics of the child.
2. A comprehensive medical-psychological-pedagogical approach to the diagnosis and corrective assistance to the child.
3. Adapting curricula and programs, increasing the duration of training, redistributing educational material and changing the pace of learning by children.
4. A differentiated approach to children, depending on the state of vision.
5. Ensuring the standard of general education.
6. The system of work on social adaptation and self-realization.
7. Creation of ophthalmic conditions.
8. Providing optimal conditions for medical and psychological rehabilitation of children.

In accordance with the principles of organizing the correctional and pedagogical educational process, a model of social adaptation and rehabilitation of children with visual impairments is being built.

An important component of correctional work in the preschool educational institution is the system of motor activity of children. It is difficult for visually impaired children to orient themselves in space visually. To overcome this problem, it is necessary to use health-saving technologies, a whole range of outdoor games and exercises aimed at correcting spatial orientations. In immediate educational activities it is necessary to apply physical minutes for the eyes. to relieve visual fatigue.

A special role should be given to the physical development of preschool children with visual impairment.

In practice, correctional physical education takes place in the preschool educational institution twice a week, where a set of exercises is used to correct posture, flat feet, general coordination, etc. All this helps to improve physical qualities and improve the general health of children in preschool educational institutions.

Each child needs an individual approach, namely:

1. Visual aids and materials should take into account the degree of vision pathology.
2. Exercises and games should be appropriate for the age and diagnosis of children.
3. It is necessary to create favorable conditions for the development of each child.

All these points are taken into account by the methodology for conducting training sessions with visually impaired children:

1. Training sessions are held to train a sore eye, to consolidate the knowledge and skills provided for by the education program in a preschool institution. They are held twice a week in each age group, both in the morning and in the evening.
2. Duration of training sessions in accordance with the age of the group:

First junior group- 10-15 minutes.
Second youngest and middle group- 15-20 minutes.
Senior and preparatory group- 20-25 minutes.

3. The lesson is held in a free form, the children are seated at the table on their own.
4. Classes are held simultaneously with all children, but the tasks are individual.
5. The material of the training sessions should correspond to the knowledge and skills provided by the program of the preschool institution for each age group.
6. Allowances should be age-appropriate and given to children according to visual load.

From the age of two, visually impaired children should be taught various exercises for the eyes, turning these exercises into games, gradually the games will involuntarily become a need for the child to play them.

Recommended visual loads vary, depending on the diagnosis. Load for children with amblyopia and strabismus No. 1, convergent strabismus load No. 2, divergent strabismus load No. 3, etc. In kindergarten, all visual loads are training games: mosaics of different sizes, laces, contour objects, various labyrinths, liners , beads, as well as special simulators

Visual routes and gymnastics.

During the period when a child wears a patch (acclusion), visual perception is difficult, so doctors recommend showing games, illustrations at close range, with myopia, games and objects are given in a larger size. With farsightedness, on the contrary, smaller games are recommended.

In the process of educational activity, in order to avoid visual overload, it is necessary to conduct visual gymnastics, physical. minutes or work with mini simulators, massage of active points of the face, it can be done simultaneously with several children or individually. As adults, children are happy to make it on their own in the form of a game.

If a child likes to play with cars, you can choose the necessary game with the track simulator, which was developed by the candidate of pedagogical sciences, associate professor V.A. Kovalev.

From the simplest games, children should learn the concepts: “direction of movement”, “follow the object with their eyes”, “move objects in the direction of the arrows”, “turn”, “turn”, “reverse direction”, “return to the starting point”.

If a child likes rpg games, labyrinths, offer him a “video-azimuth” simulator, developed by the same author, along which any fairy-tale hero will pass in the direction of the arrows.

Using a light pointer, you can play “walking in the mountains” both individually and with a group of children, thereby we will achieve fixation of the gaze on the light spot and follow it with our eyes.

Using a mark on the window glass with a diameter of 3-5 mm, which is at eye level at a distance of 30-35 cm from the child, we find an object on the line of sight in the distance and look alternately at the distant object and at the mark.

Thus, we refocus our gaze, now at a point, now at a distant object, gaining visual acuity.

Knowing what's leading the children's activities preschool age is a game, filling the exercise with simulators with game actions, we can achieve the development of visual acuity, even for the smallest children, and therefore develop the cognitive abilities of children and help develop creative potential children with visual impairment.

Bibliography

1. Paramonova L.A. exemplary educational program “Origins”.
2. Plaksina L.I. program of special (correctional) educational institutions of the IV type (for children with visual impairment).
3. Kovalev V.A. Methods for the prevention of visual fatigue and the development of visual abilities.