In order for a child with Down syndrome to study successfully, you need to understand two things - society needs him just like any other person, so he needs to be taught everything that an ordinary child can do. Secondly, these children not only can, but also love to learn, the maximum result can be obtained only with maximum attention. If the result is insufficient, then not enough effort has been applied. Teaching children with Down syndrome is not an easy, but very rewarding task, the achievements of this child bring a lot of joy to both him and his parents. Society should contribute to the formation of personality despite the peculiarities of development, both intellectual and physical.

Peculiarities

Before learning, it is necessary to determine what the child can do. As a rule, skills and development are evaluated according to the following criteria:

1. How the child communicates and how developed his social skills (mutual understanding, mutual assistance, behavior in a team).
2. How he serves himself - eats, dresses and undresses, washes.
3. Gross motor development - how a child walks, runs, crawls, jumps, bends over, rolls over from his back to his stomach.
4. Development fine motor skills- is the ability to control small objects, transfer them from hand to hand, perform tasks that require coordination of vision and hand movements. Fine motor skills include, for example, grasping an object with the thumb and forefinger “tweezer grip”, as well as drawing, buttoning.
5. Speech development - not only vocabulary is taken into account, but also the ability to express one's thoughts, clarity of pronunciation, fluency of conversation, emotional intonations.
6. Understanding the language - attentiveness to what was said, the ability to follow instructions, the speed of reaction to a request, the reaction to loud, quiet, simple and complex phrases both in terms of the number of words and the complexity of the sentence structure (for example, understanding a complex and simple sentence, using synonyms, antonyms , expressions in a figurative sense). Understanding the emotionality of the appeal - jokes, strict conversation.

Children with the syndrome are quite ordinary, but, of course, there are features that make it more difficult for them to master educational material:

• Down syndrome leads to the fact that fine and large motor skills can be difficult, these physical data must be developed through exercises;
• since the main part of the information is perceived through hearing and vision, problems with these sense organs that are observed in children are also a factor that slows down learning, in case of problems, appropriate treatment should be carried out and during the treatment procedures these features should be taken into account in the curriculum;
• speech may be equipped with insufficient vocabulary, pronunciation is not clear enough, there may be problems with the logical expression of one's thoughts, but this is solved simply by intensifying learning, in which the speech areas of the brain develop faster, this problem requires close attention, but it has a psychological orientation, and not physiological (speech muscles are strengthened in the process of work);
• the child often needs to be repeated several times, and in short phrases, because auditory memory short-term type is poorly developed, mental retardation is possible, which, however, is made up with the help of purposeful work;
• despite the fact that children are diligent, it is difficult for them to concentrate on one thing for a long time;
• new skills and concepts need to be repeated many times, especially if they are not interesting, therefore it is advisable to do the training in a playful, but clear form, so that the essence of the concept that needs to be learned is not lost during the gameplay; or simply to interest the child, because training can be carried out in a dull, or in interesting form, as with ordinary children, the result depends very much on the creativity and efforts of the teacher, there is no need to manipulate mental retardation, you need to work creatively with the child;
• you need to work on figurative and logical thinking, since generalizations, substantiation of statements, the ability to find evidence for a particular fact in children are usually difficult;
• pay attention to such seemingly details as the arrangement of objects or actions in a certain sequence, according to rules or patterns;
• despite the fact that children are well versed in visual aids, non-verbal tasks (which must be shown without verbal accompaniment) associated with counting, classifying things, are quite difficult to early age for all children, but especially for children with Down syndrome;
• due to the great efforts that children have to make even for seemingly simple tasks, they quickly get tired, their attention is scattered.

fine motor skills

With the help of fine motor skills, a child can fasten buttons, draw, do actions that help to serve themselves in everyday life. Therefore, it is very important to develop it.

Children with Down syndrome often have reduced muscle tone, so hand movements are compensated by movement of the shoulder and forearm, the muscles and in which are stronger. But the wrist gradually becomes stronger, the child learns to use the palm. Fingers are gradually developed, they can be trained using the technique - the brush is placed on the table, the edge of the palm down. The work is done with the thumb, index and middle fingers. Strengthening the wrist is carried out with the help of circular movements and movements up and down and to the sides.

You need to learn how to grip with the palm of your hand, with a pinch, at the same time with your thumb and forefinger (tweezers), and also do similar exercises, for example, touching the thumb of the same hand alternately with your fingers. There may be problems - the palmar grip may be obtained without the participation of the thumb, the grip may be of insufficient strength, the pincer grip may be carried out with the thumb and middle, and not the index fingers. In these cases, it is necessary to carry out a correction, trying to interest the child in the learning process as follows:

• play finger games;
• sculpt from plasticine, clay, flour, plastic;
• draw with a pencil, paints, chalk, you can make pictures by drawing a finger on the sand or dipping it into the paint, it is important to change the ways of drawing, since each of them develops the brush better in a certain way;
• in between classes, you can do a finger massage, which will increase the mobility of the hands, improve blood circulation, and maintain muscle tone.

If fine motor skills of the hands are developed, the child will be able to develop better, mental retardation will gradually disappear.

Games and activities

Features of Down syndrome physical development should be taken into account in learning and games. The following games and activities will help improve fine motor skills:

1. The patty game is for the little ones. When playing with a child, mom (or dad) communicates with the child, which helps not only physical, but also early psychological development.
2. Tearing newspapers and harder paper, cardboard, when the hands get stronger. This exercise can be given from half a year, but you need to make sure that the baby does not eat paper. You also need to teach the child to distinguish which objects can be torn and which cannot. For example, books cannot be torn, they must be leafed through.
3. paging book pages. This exercise is best mastered from one year. It is desirable that there are large colorful pictures. You can start teaching the child - in addition to pictures, you can give publications with capital letters, later - encyclopedias in which pictures illustrate educational information, with the help of visual perception, not only beautiful, but also useful information mental retardation is eliminated. Flipping through the pages, the child learns to capture small and thin objects.
4. The use of beads, buttons in training - sorting by color, size, stringing, at an older age, more complex creativity is possible, for example, needlework in the form of making jewelry, beadwork.
5. cubes, geometric figures, towers of rings, figurines that can be nested in each other.
6. Transferring cereals from container to container, sorting two or three types of cereals that need to be pre-mixed. No need to overdo it with the amount of cereal, the lesson should not be tedious.
7. You can draw on the sand, poured on a tray. Simple shapes can be made more complex complex drawings. In addition, you can make pictures in relief, use multi-colored sand. Various shapes can be made from wet sand and drawings can be applied to them with a finger or a stick.
8. For the development of fine motor skills, you can screw the lids on jars, bottles. Girls can play in the kitchen, where real or toy products will be stored in jars. With boys (and girls as well) you can play a designer with large parts, where you need to tighten the screws and nuts.
9. It is important to teach the child to fasten and unbutton clothes and shoes. He must independently cope with the zipper, buttons, lacing. You also need to dress and undress toy dolls, it is advisable to have one doll with several sets of clothes that can be cut, sewn and decorated with the help of a child.
10. Modeling with the help of static efforts develops the muscles of the fingers well. And it is not necessary to sculpt figures from plasticine, you can stick dumplings, and the baby will, to the best of his ability, help by kneading the dough, and then rolling it out, even sculpting the dumplings themselves. Such an activity is liked not only by girls, but also by boys, because the result is edible and efforts are replenished not only with praise, but also with a completely material meal.
11. Drawing can take place in different planes - on a flat table, an inclined easel or a vertical wall. You can give the child a brush and paint the fence, or do other useful work, the volumes of which are significant. After all, if the result should be serious, then the work will continue longer, and in the case of Down syndrome, the amount of effort applied is directly proportional to the progress of physical and psychological development. Long work will also contribute to the possibility of easy communication with the baby, and useful work will develop responsibility. There is no need to be afraid to give the child an adult job - the main thing is that the lesson is safe and takes place under the supervision of adults.
12. Mosaics and puzzles are important in development, but it is important that they are so accessible that a child can put them together without the help of an adult. After all, the presence of complex drawings can lead to the fact that the child will indifferently watch how mom or dad folds the drawing, parents can just get tired of messing around with monotonous and useless work for half a day. If the lesson is difficult, it can be stretched for several days, as a result, a beautifully folded puzzle picture can be put in a frame and the child will be able to look at the result of his efforts.
13. Cut out shapes with scissors, snowflakes, from which you can make applications. You can also cut out patterns from which you can sew clothes for dolls or even for the child himself.

Techniques

Down Syndrome Among different methods upbringing and education, we can distinguish the following:

1. Maria Montessori's method of learning through games. According to this technique, the child should be given the freedom to choose between different types activities, and each of these types should have an equal value for learning. The main idea is to create an environment in which the child will independently want to do what adults require of him. The duration of the lesson, the educational material is adjusted based on the wishes of the baby. Collective games should prepare the child for independence, that is, they should have a practical orientation. Mental retardation cannot be the cause of isolation, but is a reason for persistent learning, which comes through understanding the characteristics of the child.
2. Glenn Doman method. The characteristic of the method is that classes should take place as early as possible, that is, from the moment of birth. Active learning of mathematics, language and reading - from one year, when the child is psychologically ready for classes of a higher level of complexity.
3. Cecile Lupan method. The main idea is to interest the child, classes should bring joy. It is necessary to help the child to master new activities that he himself seeks to learn. Maintain curiosity with a new interesting information. The child himself must learn to expand the horizons of his activities, this will help to nullify mental retardation.
4. The Nikitins' technique is freedom of creativity, light clothing, comfortable atmosphere in the study room or in the apartment. Improving health should help improve learning outcomes, so sports training and hardening of the body are needed. Toys should have an educational background - for example, the image of cubes and numbers should be even if the child has not yet begun to study them. Parents should take part in games, be friends and support outside the educational process.
5. Zaitsev's technique - the use of materials made by the author of the technique - cubes, tables, musical records, under which you can sing along with the words from the table. The basis of the methodology and its most popular part is teaching early reading, training should affect the further literacy of writing. With the help of intellectual activities and teaching reading skills, mental retardation is eliminated.

The methods of teaching children with Down syndrome and the rehabilitation of children with disabilities are similar to each other - these are special exercises, communication with animals, which can be combined with the skills of caring for them. These methods are unconventional, but quite effective, since their main task is to make invisible the significant efforts of the child aimed at his development through interest. This is hippotherapy - riding, communicating and caring for horses; canistherapy - living in a house with a child of a well-mannered, friendly and playful dog; dolphin therapy - swimming with dolphins. Collective classes are important so that stronger children psychologically pull behind them those who are backward in learning.

A correctional and developmental lesson with children on the topic "Vegetables" consisting of separate blocks (didactic games, dynamic pauses, constructive activities, breathing exercises.) Each of which has its own tasks.

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Preview:

Target:

Fix the idea of ​​vegetables.

To form an interest in joint activities with the educator.

Tasks: To teach children to coordinate movements with the text, to understand and follow verbal instructions.

Enrichment of positive emotional experience.

1. Dynamic pause

Educator:

Timochka, show me where your hands are? Let's play!

Hello eyes!(points to eyes)

Hello ears!(shows ears)

Hello cheeks!(touches cheeks with hands))

Hello nose!(shows nose)

Hello sponges!(shows a kiss))

Hello Timochka!(pats the head)

Tasks:

To fix the idea of ​​\u200b\u200ba vegetable.

Learn to recognize, distinguish and show vegetables.

Development of cognitive interest.

Learn to understand and follow verbal instructions.

Educator: (shows a hare)

2. Didactic game: "Wonderful basket"

Educator: (shows a hare)

A bunny jumped up to us and brought a basket.

Timochka! Look, what a beautiful basket, Let's see what's in it.(pulls out vegetables and names them)this is a carrot, this is a tomato, this is a cucumber, this is a cabbage.

Tim, find a carrot. (cucumber, tomato, cabbage)

Another bunny brought pictures of vegetables.

I will show the picture, and you will find the same vegetable.

3. Didactic game: "Feed the Bunny"

Tima, take a carrot and feed the bunny.

Educator:

Tima, let's play with our fingers!

Tasks:

Develop fine motor skills of hands and fingers.

Develop hand-eye coordination.

4. Finger game "Vegetables"

At our Timochka(folds hands in a basket)

Vegetables in a basket.

Here's a fat zucchini

Laid down sideways.(bends little finger)

carrot, (bends up ring finger)

He laid Tim deftly,

Tomato, cucumber. (bends middle and index fingers)

Here is our Tim. Well done!(shows thumb)

Educator: (puts a train mask on the child's head)

And now, Tim has turned into a train!(leads to mirror)

- Look at what a beautiful real engine you are! -Let's go!

Task: To form a positive emotional experience

Develop coordination of movements.

Learn to pronounce sound

5. Mobile game: "Locomotive"

The steam locomotive roared(child and adult go in a group doing

And he brought wagons. circular motions elbows, accompanying

Choh! Choh! Choo! Choo!sound simulation)

I'll rock you far: Tu-tu-u-u...

Educator:

Tim, look, we have arrived at the clearing. What a beautiful flower!

Let's sniff!

Task: Develop the ability to take a long breath and a long breath.

6. Breathing exercises: “Smell the flower”, “Blow off the bug”

(in breathe in through your nose and out through your mouth

Here comes the butterfly! Let's blow it off the flower!

(blows butterflies with lips)

Educator: (points to a bunny)

7. Constructive activity: “folding a house out of sticks”

Tasks: Develop hand coordination, eye.

Build constructive skills.

Cultivate a sense of empathy.

Educator: (points to a bunny)

The bunny is sitting and sad! He doesn't have a house.

Tima, let's build Bunny a house out of sticks.

Well done!

Tasks: To form a positive-emotional mood.

Strengthen the ability to correlate movements with words

8. Mobile-musical game "On the forest lawn"

On the forest lawn.(jumping on two but gah)

Bunnies jumped.

Here are the bunnies.

Runaway bunnies.

The bunnies sat in a circle.(child squats down

They dig a spine with a paw.and hands "rowing" on the floor)

Here are the bunnies.

Runaway bunnies.

Here is a fox running.(hides, covering with palms

Red sister. face)

Looking for where the bunnies are.

Runaway bunnies.

These games and activities for children with Down Syndrome help develop thinking, cognitive and educational skills.

Children usually experience significant delay and difficulty in learning to speak, although they understand much more than they can express. If you are parenting, encourage his development and communication skills. Choose games, activities that best suit the age and developmental level, do not forget to reward his efforts with praise and hugs.

Educational games corresponding to the development by months

listen to me

Teach your baby to recognize speech sounds early in life by playing. Hold him in front of you, supporting his head, and slowly create sounds like "a-ah", "o-oh", "p-pa", "m-ma". Make exaggerated lip movements. You will be delighted with his copying efforts.

There are sound cards with letters that can be used from 9 months old to teach him to listen, distinguish words, copy lip movements.

say it out loud

Visual learning is leading for people with Down syndrome. Memorizing verbal information is more difficult. Help him recognize the names of familiar objects by using simple gestures along with words, says Buckley, co-author of the book " Speech and Language Development for Children with Down Syndrome (0-5 years old).

For example, put your hand to your ear when the phone rings and say "phone" or pretend to drink from a bottle or cup while saying "drink".

Together with you

Draw attention to an object: a rattle, a favorite toy, a picture, and ask them to look at it. Gradually increase the time, his attention, when you talk about the subject.

Activities that encourage joint attention, where the child and caregiver watch and listen together, help children learn the language faster, improve attention.

One at a time

In his book " Early Communication Skills for Children with Down Syndrome" Libby Cumin says that all communication depends on the listener and the speaker. Rolling the ball back and forth is an easy way to practice this skill.

When you roll the ball, say "turn mothers", when pushing him back, say his name (" turn Jack"). As soon as he says the name, ask him to point to himself and say "I" or his own name.

Age 2 – 3 years

I want to!

Learning the meaning of signs and symbols helps to communicate before the development of language skills. In its practical guide, This Sign Means Ice Cream, the Early Literacy Center recommends showing your toddler a real object or activity, along with an appropriate image.

Take pictures of objects or activities your child likes, he can "ask" what he wants by pointing or handing you a picture. Always encourage him to say this word.

Rainbow learning

Play this funny game for learning colors: Gather a lot of things of the same color from around the house - a red shirt, a blanket, a cup - and place them in a red bag or laundry basket. “Visual activity based on real world objects makes it easier to understand the overall concept,” says Dr. Kumin.

If the child is at word level, name the color as you pull out the object. When he learns to process a two-word phrase, color and object name.

Lesson on the development of the cognitive sphere of children with Down syndrome 7 years old.

Target: creation of a trusting environment, the formation of positive motivation, communication skills, the development of cognitive processes.

Time: 1 academic hour.

Material: leaf paper A4 size, colored pencils , forms for assignments, pencil, paints, sticks, Gyenes blocks, stencil and turnip picture, wet or kinetic sand .

1. Exercise - greeting "Sun".

Target: creation positive attitude to work.

Technique: it is proposed to repeat the words and movements after the teacher-psychologist.

Instruction:

In the morning the sun rises higher, higher (hands up high).

At night the sun will set lower, lower (hands down).

Well, well, the sun lives (we make lanterns with handles),

And we live happily with the sun (clap our hands).

2. Exercise "Drawing - a turnip."

Target: set up to work together.

Material: paints, a sheet of A4 paper, a stencil and a picture of a turnip.

Technique: it is proposed to depict a vegetable using the technique “Imprint with foam rubber seals”.

Instruction: look what a beautiful turnip. What color is it? Yellow. What's this? Vegetable. Let's draw a turnip. Take a turnip stencil, put it on a piece of paper. Now take the foam rubber, dip it into the paint and make prints from top to bottom on a sheet of paper with a stencil.

2. Exercise "Wonderful basket".

Target: vocabulary enrichment.

Material: vegetables, pictures, basket.

Technique: the teacher-psychologist shows a picture of a vegetable, and the student finds the corresponding vegetable among the dummies.

Instruction: look what a beautiful basket, let's see what's in it - it's a carrot, it's a tomato, it's a cucumber, it's a cabbage. Find carrots (cucumber, tomato, cabbage). I will show the picture, and you will find the vegetables.

3. Exercise "Vegetables".

Target: the formation of imitative abilities through finger games.

Technique: the student repeats the movements of the teacher-psychologist.

Instruction: a teacher-psychologist reads a poem, accompanying with hand movements.

At our Timochka(folds hands in a basket)

Vegetables in a basket.

Here's a fat zucchini

Laid down sideways.(bends little finger)

carrot, (bends up ring finger)

He laid Tim deftly,

Tomato, cucumber. (bends middle and index fingers)

Here is our Tim. Well done!(shows thumb)

4. Exercise "Across the forest lawn."

Target: relieving muscle tension.

Technique: the student listens to the rhyme and repeats the movements of the teacher-psychologist.

Instruction: the teacher-psychologist reads the poem and shows the movements. Repeat after me.

On the forest lawn.(jumping on two but gah)

Bunnies jumped.

Here are the bunnies.

Runaway bunnies.

The bunnies sat in a circle.(child squats down

They dig a spine with a paw.and hands "rowing" on the floor)

Here are the bunnies.

Runaway bunnies.

Here is a fox running.(hides, covering with palms

Red sister.face)

Looking for where the bunnies are.

Runaway bunnies.

5. Exercise "House" (folding from sticks).

Target: development of spatial thinking.

Material: sticks.

Technique: a teacher-psychologist offers a bunny to build a house out of sticks. First, the teacher-psychologist lays out, then the student.

Instruction: look, hAichik sits and is sad! He doesn't have a house.Dlet's build a bunny house out of sticks.See how I do it? Repeat! Well done!

6. Exercise "Spread out by color."

Target: development of color perception.

Material: Gyenes blocks.

Technique: the teacher-psychologist offers to decompose the figures by color, laying out the first row. The task of the student is to lay out the second row in accordance with the color of the first.

Instruction: Look, I'm posting colored figures. The first figure, what color? Find a piece of the same color and place it under it. The second figure, what color? etc.

7. Exercise "Sculpt vegetables" (wet or kinetic sand).

Target: development of fine motor skills, consolidation of acquired knowledge.

Material: wet or kinetic sand.

Technique: The pedagogue-psychologist offers to mold different vegetables according to the model.

The teacher-psychologist shows, and the student repeats.

Instruction: let's make a cucumber. Watch me do it, repeat after me.Well done! Let's make other vegetables.

Target: completion of the lesson.

Material: ball.

Technique: a teacher-psychologist and a student throw a ball to each other. The task of the student is to catch and throw the ball.

Instruction: let's play with the ball - I will throw the ball, saying: "I throw high, I throw far", and you catch it and vice versa.

We work in a group with children with Down's syndrome at the Chance Center for Children's Children's Hospital, which was formed in January 2013. We, as a teacher of "special" children, have many questions: how to educate, correct development, disturbed by an anomaly, teach? The experience of group work with such children is insufficiently covered; individual work is carried out to a greater extent. We collect information bit by bit. We accumulate experience by trial and error. The children we adopted never attended a pre-school institution, never spent a long time in a team of their peers, and even more so without parents, so adaptation was difficult. Children experienced fears of strangers and new situations of communication. The children did not have self-service skills (only two out of 6 people could eat on their own), no one could get dressed and undressed, almost all the children went in diapers. The children were speechless.

During the year of work, we have achieved a lot: the children have fully adapted to preschool, they are happy to make contacts with children and adults who surround them, emotionally respond to individual and group lessons. All the children learned to eat on their own, ask to go to the toilet. The children's active and passive vocabulary increased, they began to pronounce individual words and phrases, and, if necessary, use sign language. In work, we use the words “say”, “repeat” less, because then the children may refuse to communicate at all. It is much more effective to create conditions in which the child himself wants to say something. In our work with our children, we help to actively use gestures. For example: when telling the fairy tales "Teremok", "Kolobok", when using pictures, we try to show figures of characters in parallel or table theater, or puppets - gloves of the theater Bi-ba-bo and designate them with gestures that exist in the language for the deaf and dumb.

It is very important to note that our children get sick a lot and seriously, after which the work of the educator and the skills that the baby learns in the learning process are lost, and we start our classes and training almost from scratch.

We, the educators, react adequately if the child gets up in the middle of the lesson and starts running around the group room. This can mean overwork, confusion, fear. We pronounce the situation for the worried child and all children: "Max is worried, he is tired." Therefore, we try to help the child, facilitate tasks or change the type of activity.

One of the most important, in our opinion, elements of the educational process is the unity of requirements and perseverance of all adults who surround children - parents, educators, all specialists. Constant interaction with parents brought results. At the very beginning of our work, we talked with the parents of each child and found out that many children are weather dependent, prone to mood swings, and have chronic diseases. After analyzing all the information, we found methods and approaches to each child. Now our work with parents is based on daily individual consultations. We talk about our "accomplishments" and "failures" during the day, find ways to overcome them together and rejoice in successes together. There is no single recipe for achieving results with our children, so we built our work with parents that way.

When developing this lesson we took into account the age and characteristics of the children (my guys do not have verbal communication skills). It is important to understand that the developmental age of children with Down syndrome is different from biological age. We chose the exercises that were offered to children for group classes, taking into account the actual development of the children of our group, taking into account the peculiarities in certain areas: fine, general motor skills, cognitive-speech development, artistic-aesthetic and socio-personal development. In order for the group session to be effective, I combined "very easy" and "rather difficult" tasks in one session. This approach takes into account individual characteristics each child and his zone of proximal development. Planning and all work is based on the results of the diagnosis of children. In our work, we use the following programs: "Small Steps" by M. Petersi and R. Trilon, "An Exemplary Program of Correctional and Developmental Work for Children with OHP from 3 to 7 Years" by N.V. Beggarly.

At present, there is no doubt that children with Down syndrome go through all the same stages of development as ordinary children, therefore general principles classes were developed on the basis of ideas about the development of children preschool age taking into account the peculiarities of the cognitive development of children with Down syndrome. The principles of constructing the lesson were based on: the objectivity of thinking of preschoolers, the need to use them sensory experience, reliance on visual-effective thinking, as the basis for a further transition to visual-figurative and logical thinking, using the child's own motivation, learning in a playful way, and individual approach to each child, taking into account his characteristics.

Lesson analysis:

The tasks that we set for cognitive-speech development, artistic-aesthetic and social-personal development were fulfilled during the lesson. I used the following methods: verbal, visual, playful and practical. I consider the presence of a surprise moment to be an important part of the lesson. Taking into account the peculiarities of our children, I can note that they were active, assiduous, and emotionally positive.

Techniques used during the lesson:

1. Children sit opposite the teacher in such a way that it is easy for them to hear the instructions and see the gestures used.

2. The instruction we give to children corresponds to their level of understanding of speech. It should be short and clear, often we give it step by step, we speak slowly, reinforcing our words with gestures. Instead of a verbal instruction, we use a demonstration based on the imitative abilities of children.

3. Given the slow conduction of impulses characteristic of children with Down syndrome, we pause, giving the children the opportunity to figure out what is required of him.

4. The activity that we offer children is subject. Reliance, not only on visual and auditory, but also tactile analyzers improves the perception of the material. Children have the opportunity to examine and touch the material they are working with in order to more accurately correlate it with our verbal instructions and create a more complete and accurate image. Replacing toys with pictures is possible if children really understand exactly what is shown on them.

5. The lesson includes tasks from different sections of the training. All tasks have a clear beginning and end and dynamically replace each other.

6. The help provided to the child in the performance of the task is strictly dosed. If the child does not cope with the task on his own, you can give him a little help with “advice”, concentrating his attention on the action that is needed now or important detail. If this is not enough, you can help him to complete right action, acting with his hands or doing part of the task instead of him. Either way, the task must be completed.

7. If a child fails to complete a task, refuses to complete it, or needs significant assistance in completing it, this usually means that the task is not appropriate for the child's developmental level. In this case, we return to previous skills or break the present task into steps to work out the “weak link”.

8. An increase in the complexity of tasks occurs as the material is actually mastered. The step with which the tasks become more complicated should not be noticeable to the child, for him it is just new game.

9. We use the child's own motivation. He must like the game material. The task is structured in such a way that the child needs the skill being worked out as a means to achieve his own goal.

10. It is not always possible to connect the child's motivation directly with the task (especially in the early stages), then he performs tasks largely for the praise of an adult. We praise the child for a job well done. If something does not work out for the child, we will praise him for trying to complete the task, but in any case, it is necessary to help him complete it. We avoid negative assessment of the child's actions and the appearance of a feeling of "not success" in him.

11. After our classes, we use the help of parents in developing concepts and skills, as well as in transferring the skills being worked out into everyday and game situations. To do this, we issue appropriate recommendations to parents and discuss with them how they can work with their child at home.

The problems faced by educators of "special" children are actually not so special. Any child needs warm and close relationships that give the feeling that the world for him is a warm home in which he will always find a place. Only relying on "love without rules" can a child comprehend and master the "rules", finding his own place in the world. There is no longer any doubt that children with Down syndrome are able to learn a lot, that their needs are no different from those of any normally developing children, but no government agency can replace parental love and participation. No doctor can change the number of chromosomes in each cell of a child, and no matter how hard you try, the “special” child will never be like everyone else. But it is important for us that they be the same as all children, “despite everything” and “despite everything”.

Cognitive - speech development:

1. Give children knowledge about the season "spring". Encourage children to establish the elementary dependence of the state of nature on the change of seasons.

2. Develop an understanding of simple sentences and short texts, perform simple instructions.

3. To improve the sensory experience of children during the tactile examination of objects.

4. Improve the skill of capturing small objects with a pointing type of grasping and holding them for a while, then sorting, taking into account the color.

5. Continue to coordinate the movements of the hands, exercise the ability to hold the fingers in a certain position.

6. Creating an emotionally positive mood to increase children's motivation to communicate.

Artistic - aesthetic development:

1. Introduce children to a musical instrument, learn to make sounds, transmit rhythm.

2.Teach children the technique of finger drawing, creating an image by using a dot as a means of expression.

Social - personal development:

1. Form communication skills, teach children to interact during the joint performance of actions during the lesson.

Equipment:

1. Sun (picture)

2. Metallophone

3. Laces (for each child)

4.Multi-colored beads of primary colors

5. Containers with sand (for each child)

6. Baskets for beads

8. Wet wipes

9. Finger paints

10. Blanks for postcards with a painted stem and mimosa leaves

11. A sprig of mimosa in a vase

12. Bunny and bear masks

13.Disk with a recording of birds singing

14. Photos of mothers of children

GCD progress:

Children sit at tables.

Educator: Guys, look what a cheerful sun, but do you know why it laughs? Because spring has come. It shines brightly, it is warm, the sun warms everything around. It became warm, the birds sang their songs, let's listen. (Listen to the birds singing in the recording). And these are icicles. It became warm and the icicles “wept” listen: Drip-drip-drip (I play the metallophone). Egor, show how icicles drip (the child knocks) with a hammer, depicting the sound of a drop). And now Matvey ... (all children depict the ringing of a drop in turn). And this is a stream running (I run a metallophone with a hammer). (All children show how a stream runs)

And now we will play the game "Streams".

(Held finger game"brook".)

Educator: We have such a cord - this is a stream, it will run between your fingers, like this.

The teacher skips the rope - a stream with a snake between the fingers of the children's hands, raised vertically with their palms up.

- Guys, Nastya doll came to visit us. (Interactive doll greets children). Hello Nastya, tell us a poem.

Nastya: Drops are ringing outside the window, primroses have bloomed,

Ducks, geese, and cranes arrived from the south in April.

Educator: Guys, our Nastya is very sad, she lost her beads. Let's help her find them. You each have a container of sand on the table. We lower our hands into the sand, look for beads in it and put it on a tray. Now Egor will string green beads on his string, Ilya - red, Polina - yellow, Danila - blue. Here are some beautiful beads that all the guys got. I'll help Nastya put them on. (I put beads on the doll).

(Nastya thanks the children).

Educator: And now we will dry our hands with wet wipes. Guys, in spring it becomes warm, and all nature wakes up: hares begin to change their white coat to gray, the bear comes out of the den. Let's play the game "The gray bunny is sitting."

(The teacher conducts the game "The gray hare is sitting", the second teacher plays the role of a bear)

A gray hare sits and wiggles its ears, like this, like this, and wiggles its ears.

(Children move their hands, raising them to their heads)

It’s cold for a bunny to sit, you need to warm up your paws, clap, clap, clap, clap, you need to warm your paws.

(From the word "clap" to the end of the phrase, the children clap their hands)

Bunny is cold to stand, the bunny needs to jump, lope, lope, lope, lope, the bunny needs to jump.

(From the words "skok-skok" to the end of the phrase, the children bounce on both legs in place)

The bear scared the bunny, the bunny jumped ... and rode away.

(Children run away, and the bear catches them)

We sit on chairs.

- Guys, our mothers have a holiday in the spring. Look, we have pictures of mothers hanging on the board. Yegor, show us your mother. (All children show their mother in the photo). Today we will draw postcards for the mothers for the holiday.

See which flower is on the table in a vase. This is a mimosa. Here's the foot he's on. It's called "stalk". And these are leaves. Stems and leaves are green. Now let's sniff it. Ah, how it smells! I have a stem and leaves drawn on a sheet, and we will draw flowers with you. Roll up your sleeves and take a close look. I dip the tip of my finger in yellow paint and put it on a piece of paper where the stem is. My finger seems to be swinging on a swing (a little forward, a little back). I remove my finger, look, it's dirty, what should I do? (wipe wet wipe). Let's practice. Imagine that the paint is standing next to you. Dip your finger in the paint, apply to the palm (slightly back and forth). Let's try again. Dip in paint and apply.

“Now let’s get to work.” Draw carefully. When done, dry your fingers with a tissue.

- Oh, what beautiful flowers you got it! And now everyone will hang a postcard next to the photo of their mother. (Children each attach their postcard to a photo of their mother). And I'll give my postcard to Nastenka. Guys, Nastya really liked how you were doing today - we played the game “Brook”, “The gray hare is sitting”, collected beads for the doll, drew postcards for the holiday for moms. Well done! (The doll says goodbye to the children).

Educator: All the guys have worked hard today, our lesson is over.

Authors: Kraeva Oksana Sergeevna, educator, Lymar Tatyana Vladimirovna, educator, Municipal educational institution for children in need of psychological, pedagogical and medical and social assistance, Center for Diagnostics and Counseling "Chance" (MOU PPMS TsDK "Chance"), Serpukhov, Moscow Region.