Lekoteka as a new form of socialization, early assistance and education of children with disabilities and children with disabilities. "Russian lekoteka as a model of early assistance service for children orphans of children's homes" work program on the topic Russian Rehabilitation Center Childhood

Lekoteka (from the Swedish word leco - toy, from Greek theke – repository, collection, collection) is a system of psychological and pedagogical support for children with special needs.

To maximize the potential, to form a decent life prospect for each orphanage pupil, his education, upbringing and socialization, the project “Russian Lekoteka as a model of early assistance service for orphans of orphanages” has been implemented in Orphanage No. 19 since December 2012.

The main purpose of the lekoteka- creating favorable conditions for the development of the child’s personality.

Objectives of the lekotek:

1. Clinical, psychological and pedagogical examination of children.

2. Selection of adequate means of communication with the child.

3. Help in the personal and social development of the child.

4. Selection of optimal ways to teach a child.

5. Conducting individual developmental and psychological correction classes according to an individual plan.

6. Formation of prerequisites for the successful placement of a child in a family.

A game session is the main form of work of a teacher in a lekotek with a child. The game session is aimed at solving the main tasks of the individually oriented program.

Stages of implementation of the Lekoteka project in orphanages:

Preparatory stage:

Introducing the staff of the orphanage (teaching and medical staff) to the Lekoteka project;

Selection and training of orphanage specialists for the Lekoteka project;

- preparation of equipment and organization of the environment for the implementation of the Lekoteka project.

Implementation stage:

Selection of children for the target group;

Development by Lekotek specialists of individually oriented child development programs;

Conducting individual play sessions with children;

Video recording of game sessions for the purpose of further correction of psychological and pedagogical influence, etc.

Results of project activities:

Strengthening trusting relationships with adults;

Awakening interest in joint activities;

High emotional involvement of the child in communication with adults;

Increased speech activity;

Activation of cognitive interest;

Unlocking emotional and intellectual potential;

Harmoniously complements, deepens and expands the activities of the institution.

Description of the presentation by individual slides:

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Lekoteka as a new form of socialization and education of children with disabilities

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Outline of the outline Theoretical foundations of the content of the Lekoteka The history of the creation of the Lekoteka The concept of the model of the Russian Lekoteka Functions of the Lekoteka, goals and objectives of the Lekoteka, principles of operation of the Lekoteka The main forms of work in the Lekoteka The route of accompanying a child in the Lekoteka. Activities of the rehabilitation council. Relationship with other institutions on issues of medical, psychological and pedagogical support for disabled children and their families.

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What is lekoteka? LEKOTEKA is a system of psychological and pedagogical support for families raising children with developmental problems. The word "lekotek" comes from the Swedish "leko", which means "toy", and the Greek "tek" - "collection", "collection". The literal translation is “a collection of toys.”

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"Lekoteka" is a new form of preschool education for children with serious health problems. This is a service for psychological support and special pedagogical assistance to parents raising children with severe disabilities and developmental problems. In other words, these are weekly free individual lessons for children with a speech therapist, speech pathologist, or psychologist. Lekotheks make it easier for children with disabilities to enter society, helping them adapt faster and easier to family and social life. The starting point of cooperation with parents is to help them understand the essence of the child’s deviations and the dynamics of their development, in identifying and understanding the child’s strengths and weaknesses.

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humanistic ideas (A. Maslow, K. Rogers). The theoretical basis of the content of Lekoteka’s work is the cultural-historical concept of mental development (L.S. Vygotsky), the theory of functional systems (P.K. Anokhin), and the activity approach (A.N. Leontiev, M.I. Lisina)

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The problem of the socio-psychological development of a child with special needs, raised in a family environment and not attending kindergarten, is quite relevant today. There is a significant group of children who, due to their lack of experience in a preschool educational institution, subsequently experience certain difficulties in socialization. Children in this category need a special individual-oriented approach, including support for their personal development, the formation of psychological prerequisites for educational activities, optimization of parent-child interaction, and the creation of a developmental environment.

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The first Lekoteka was founded in 1963 at the University Hospital of Stockholm on the initiative of parents and teachers, with the goal of mitigating the traumatic impact of hospitalization on children through play.

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The first American Lekotek (later transformed into the National Lekotek Center) was opened in 1980. Now there is a whole network of these unique training and resource centers that serve thousands of children with developmental problems. In the United States, there are lekotek in almost all localities. Parents of children from zero to three years old with profound developmental problems go there. In US Lekoteks, it is expected that all family members who wish to participate in gaming activities will be involved.

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The first Lekoteka in Russia was opened in St. Petersburg in the 80s of the 20th century at the Institute of Early Intervention; the experience of the Lekoteka of the Early Help Service of the Center for Integrative Education and the Consultative and Practical Center for the Rehabilitation of Children with Visual Pathology is known.

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The Russian Lekoteka model was developed and implemented in Moscow in 2001. with financial support from the United States Agency for International Development (USAID) within the framework of the “Help to Orphans in Russia” program, implemented jointly with Holt International Children Services (Holt) and Charities Aid Foundation (CAF). In 2002, the Russian Lekoteka was introduced in Children's Home No. 9 in Moscow. According to the capital's social sector complex, there are currently 109 Lekoteks operating in Moscow.

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Model “Russian Lekoteka” Developed by: Regional public organization Commonwealth “Consolation”, employees of the Center for Psychological, Medical and Social Support “Lekoteka” (since 2004, previously - “Psychological, Medical and Social Center of the Northern Administrative District of Moscow”, director Valery Nikolaevich Yarygin), employees of the Moscow City Psychological and Pedagogical University (MGPPU, Department of Clinical Psychology of Early Childhood, Faculty of Clinical and Special Psychology, Head of the Department, Candidate of Medical Sciences, Professor Alexander Mikhailovich Kazmin). The first Lekoteka of Moscow arose as a result of the project “Russian Lekoteka”, the result of the project was the developed model described in the book “Russian Lekoteka” (authors V.N. Yarygin, A.M. Kazmin and others), which became a psychological and pedagogical bestseller for newly opened lekoteks in the country. Gaming and technical tools that are important for the development of a child are the main content of the lekotek.

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RUSSIAN LEKOTEKA is a system of psychological and pedagogical support for families raising children with developmental problems. The activities of Lekoteka are based on a humanistic approach to education and are aimed at: * supporting the efforts of parents to develop the child’s personality; * establishing effective communication between the child and other family members; *formation of prerequisites for learning; *harmonization of parent-child relationships. The purpose of creating Lekotek is to provide psychological and pedagogical support for children from 2 months to 7 years with developmental disorders for socialization, creating the prerequisites for educational activities, supporting the development of children’s personality and providing psychological and pedagogical assistance to parents (legal representatives). If in the original version of the “Russian Lekoteka” model (2000) the emphasis was placed on gaming and technical means important for the development of the child, today Lekoteka in Russia is considered as a service of psychological support and special pedagogical assistance to families raising children with severe disabilities and problems development.

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Lekoteka is a structural and functional unit that can carry out its activities both autonomously and as part of educational institutions: preschool; educational institutions for children in need of psychological, pedagogical and medical and social assistance; special education institutions; orphanages and boarding schools; children's homes; rehabilitation centers and other organizations providing psychological and pedagogical assistance to children with disabilities (from 2 months to 11 years) and special educational needs (V. N. Yarygin, A. M. Kazmin, L. V. Kazmina, E. A Petrusenko, A. I. Chugunova, N. M. Kaldararu Russian Lekoteka: real help for children with special needs)

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Lekoteka in Russia today is a service of psychological support and special pedagogical assistance to families raising children with severe disabilities and developmental problems. The main thing in lekoteka is: - techniques of psychological influence that help solve psychogenic problems of the child and his family members; - individually oriented methods and programs for teaching children with developmental disabilities; Material resources are the background of support, but they are important for improving the quality of assistance. The target group of lekoteka is children with developmental disorders or severe psychogenic disorders. The type and nature of child development disorders can be different: motor, mental, sensory, communicative, emotional, behavioral or combined. The target group also includes family members of disabled children and children with limited health capabilities, their substitutes or teachers, nannies. Lekotek specialists implement individually oriented correctional and developmental programs and provide psychological support to families, mainly during play activities.

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Functions of Lekoteka: psychological and pedagogical support for families; training parents in effective ways to communicate with a child, methods of his upbringing and development; correction of parent-child interaction; psychocorrection and psychoprophylaxis; developing in a child the skills necessary to enter kindergarten; creating favorable conditions for the development of child independence (O. Yu. Piskun, senior lecturer at the Department of General and Special Psychology, Institute of Childhood, Novosibirsk State Pedagogical University)

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The purpose of the lekotek: to create favorable conditions for the development of the child’s personality; psychological support for parents of a child with developmental disabilities; assistance in solving psychological problems that prevent children from enrolling in preschool educational institutions, assistance in adaptation to the family and other social groups.

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General objectives of the lekotek: clinical, psychological and pedagogical examination of children and parent-child interaction; providing parents with information on the development and upbringing of the child, the results of a clinical, psychological and pedagogical examination, the characteristics of the identified disorder and the child’s resources; involvement of relatives in the processes of examining and stimulating the development of children, as well as psychoprophylaxis and psychocorrection; training parents and educators, specialists from educational institutions and teachers in the use of lekotek means, methods of play interaction with children with developmental disorders;

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Private tasks of Lekoteka: providing correctional and pedagogical assistance to the child through the use of play therapy methods and techniques; normalization of parent-child relationships; training parents in methods of playful interaction with children; ensuring continuity in accompanying children in educational institutions; carrying out psychoprophylactic and psychocorrectional work with family members of a child from two months to eight years with developmental disorders; etc. (depending on working conditions).

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Principles of psychological and pedagogical support for children with developmental problems Stimulation and support of play activities Non-directiveness in play interaction with the child Respect for the child’s play and for the child himself Optimal organization of the play environment Adequacy of games and toys to the level and characteristics of the child’s development

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Principles of psychological and pedagogical support for children with developmental problems Stimulation and support of play activities The first thing that adults raising a child with special needs should take into account is the vital necessity of play for young children as the main source of knowledge, skills and good mood. Realizing the importance of play, it is necessary not only to specifically create play situations and provide the child with toys, but also to be ready to play out any current situation. The play actions of an adult should be expressive, soft, and adequate to the child’s capabilities. Non-directiveness in play interaction with a child Recognizing voluntariness as the main condition for a child’s involvement in play and its further development, an adult is required to refrain from any forms of imposition and coercion into play activities. It is advisable to adhere to the roles of an organizer of the gaming environment, a demonstrator, an observer, an active and empathic listener, an interlocutor, an invited partner, and, if necessary, a generator of ideas.

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Respectful attitude towards the child’s play and towards the child himself The child may choose a “stupid”, “primitive” game from the parents’ point of view. But this is the child’s choice, to which he has the right. A child is unlikely to play something that does not make any sense to him. In this situation, an adult should try to support this game, become a participant in it only after establishing a partnership, show the possibilities of its modification (if the game is really too poor and monotonous). It is necessary to be extremely sensitive to the child's signals indicating his attitude towards play and toys. Criticism of the child’s actions and unreasonable interruption of children’s play are especially unacceptable. Indifference to his play is no less dangerous for a child’s development.

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Adequacy of games and toys to the level and characteristics of the child’s development Each child is born with his own inclinations. Genetic causes, diseases and environment determine the direction of his individual development. The characteristics of the baby's temperament, strengths and weaknesses of the psyche appear gradually in the process of his interaction with the environment. The ability to notice and realize the characteristic features of a child’s behavior can help adults refrain from involuntarily and formally pushing him into uninteresting games (due to their complexity, paralysis of low attractiveness). A specialist’s opinion may be useful at the stage of assessing the child’s functional competence and the initial selection of the necessary toys. After this, it is advisable to conduct a play experiment, during which important information can be obtained about the child’s play needs, his play style, play skills and play stereotypes of parents. Based on the information obtained, it is possible to design adequate play activities and a reasonable choice of toys.

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Optimal organization of a play environment The need to equip a play environment for a child seems obvious. However, in some families this is not given due attention, even if there is enough space to create a children's corner. In such cases, the child’s toys, which can also be purchased thoughtlessly, are evenly distributed throughout the apartment; There may be no equipment necessary for the child to play in paralyzed positions (lying, sitting, standing). The reason for this state of affairs is most often the parents’ lack of understanding of the importance of the events that occur during children’s play for the child’s development. It is impossible to come up with a universal optimal environment for a child with special needs. Home play space equipment should be carefully planned depending on the nature of the impairment and developmental difficulties. The entire play environment must be organized, which makes it easier for the child to adapt to it and accustoms him to order. Lekoteka specialists are called upon to provide parents with qualified advisory assistance in these matters. The necessary elements of equipment for a child's play environment should, as a rule, be purchased and manufactured by the parents themselves. Only if this is not possible for any reason or the child has special needs, some equipment can be provided for temporary use by the Lekoteka.

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Consultation (K) Consultation is a meeting of a Lekoteka specialist with parents (educators), during which constructive cooperation between specialists and parents is realized. Diagnostic game session (DIS) A diagnostic game session is a joint game between parents (educators) and the child in a specially equipped room. The specialist monitors what is happening; ideally, the DIS is recorded on videotape. The results of the observation are recorded on formalized forms. Based on the results of the DIS, a seasonal family support plan is drawn up. Therapeutic play session (TGS) During a therapeutic play session (usually 40 minutes), play interaction between a specialist and a child occurs in the presence, and sometimes with the participation of parents (educators). Before the start of TIS and after its completion, specialists briefly (5 minutes) talk with parents (educators). After the TIS, the specialist fills out a protocol. Group parent training (GPT) Participants participate in group parent training voluntarily. Usually these are trainings on communication, play, assertiveness, art methods, special techniques, toy making and others. In some cases, parents are invited to participate in the training based on the results of the DIS.

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Electronic library The electronic library was created by the efforts of specialists in the Lekoteka. It includes about 150 sources on various problems in defectology. At the request of the family, taking into account the complex structure of the child’s disorder, specialists select a methodological block for parents in order to implement continuous correctional and pedagogical interventions not only in Lekotek, but also at home. Video library The video library was created by the efforts of specialists in the Lekoteka. It consists of feature films, documentaries and educational films reflecting the experience of raising and working with children with disabilities. Video library materials are provided to parents for viewing in order to remove the problem of the uniqueness of personal difficulties. This resource also allows parents to learn different ways of communication and playful interaction with their child, depending on the type of disability. After watching a film or reading a book, a discussion is held about the possibility of using methods and techniques for the development of a child. Developmental activities of an integrated nature are conducted in the presence of parents, brothers and sisters, friends and acquaintances with normative development, which provides the opportunity to integrate children with developmental disabilities in a safe environment for them.

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Forms and content of the work of the Russian Lekoteka The work of specialists with families is carried out in various forms, which are selected depending on the needs of the family and provide systematic seasonal activities based on the Lekoteka program. The typical sequence of interaction with a family who has applied for help to a lekotek is as follows: initial consultation → issuing questionnaires to parents for examining the family and child at home or filling out some questionnaires with the participation of a psychologist → invitation to an initial diagnostic session → conducting an initial diagnostic session →

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Forms and content of the work of the Russian lekotek Drawing up a conclusion by a specialist (it is desirable to analyze the results of the examination of a new family at a consultation of lekotek specialists) → repeated consultation of parents: introducing them to the results of the examination, discussing the proposed plan of work with the family, concluding a cooperation agreement → Current individual and group sessions ( additional diagnostic procedures are possible here) → control examination at the end of the school year → discussion with relatives about summer activities.

Article fragment

The socialization of children with disabilities is an important and pressing problem of psychological and pedagogical support. Working with such children and their families is very difficult. This is due not only to the nature of the pathology and the age of the child, but also to the need for close cooperation with the family or other adults responsible for care and education. Without this interaction, success is almost impossible to achieve. Recently, in Russia, institutions involved in rehabilitation and psychological and pedagogical support for families raising children with disabilities or severe developmental problems have been trying to actively use foreign experience. Its use requires serious preparation. It consists not only in training staff, but also in creating conditions for working using new methods. In 2001, the ROO “Commonwealth “Consolation” and the State Educational Establishment TsPMSS “Lekoteka” of the Secondary Educational Institution of Preschool Education in the city of Moscow, within the framework of the program “Help to Orphans of Russia”, developed a model "Russian Lekoteka". Currently, the “Russian Lekoteka” is a service of psychological support and special pedagogical assistance for families raising children with severe disabilities and developmental problems.

Concept of the Russian Lekoteka model

Lekoteka is a structural unit that can carry out its activities both independently and as part of educational institutions: preschool; educational institutions for children in need of psychological, pedagogical and medical and social assistance; special education institutions; orphanages and boarding schools; children's homes; rehabilitation centers and other organizations providing psychological and pedagogical assistance to children with disabilities (from 2 months to 7 years) and with special educational needs.

Lekoteka's clients are children with developmental disorders or severe psychogenic disorders, as well as members of their families or educators. The type and nature of child developmental disorders can be different: motor, mental, sensory, communicative, emotional, behavioral or combined. An important factor is at least a minimal educational prospect for the child, the possibility of some kind of training. Lekotek specialists implement individually oriented correctional development programs and carry out work on psychological support for the family, mainly in the process of play activities.

Forms and content of the work of the Russian lekotek

The work of specialists with families is carried out in various forms, which are selected depending on the needs of the family and provide systematic seasonal activities based on the Lekoteka program.

The typical sequence of interaction with a family who has applied for help at a lekotheka is as follows: initial consultation → giving parents questionnaires to examine the family and child at home or filling out some questionnaires with the participation of a psychologist → invitation to an initial diagnostic session → conducting an initial diagnostic session → drawing up a conclusion by a specialist ( it is desirable to analyze the results of the examination of a new family at a council of specialists from the lekotek) → repeated consultation of parents: introducing them to the results of the examination, discussing the proposed plan of work with the family, concluding a cooperation agreement → ongoing individual and group sessions (additional diagnostic procedures are possible here) → control examination at the end of the school year → discussion with relatives about summer activities.

Initial consultation

Primary consultation is the initial stage of the lekotek’s work with the family of a child with developmental disabilities, during which the specialist gets to know the parents and the child.

When contacting the service, parents undergo an initial interview, which is very important for building their relationship with the specialist.

An atmosphere of goodwill, interest, attention, and emotional warmth allows them not only to freely talk about their problems during a consultation, but also becomes the basis for further therapeutic relationships. The specialist must be ready to meet any feelings of the parents, including aggression towards the child. Parents may be suspicious, express dissatisfaction with the specialist, and express doubts about the effectiveness of any help for them and the baby. In this situation, it is worth remaining calm and discussing with the parents the condition and prospects for the child’s development, the possibilities of his social adaptation, and the types of help that the family can receive in the hospital. The conversation should take place in a constructive, calm manner. It is very important to clarify parents’ ideas about the causes of the baby’s illness. There are many myths about illnesses, and they can cause parents fear, guilt and hopelessness. For example, it is widely believed that the diagnosis of a genetic defect means exclusively the “vegetative” existence of a child in the future. Such children are said to be aggressive, uncontrollable and likely to physically harm their brothers or sisters. We had to work with parents who believed that hypoxia during childbirth or sexual relations during pregnancy could cause the child’s illness. This naturally made them feel guilty. We often have to deal with the situation: parents, having seen an older child in a clinic or in a hospital with a diagnosis “like their baby” and severe developmental delay, come to the conclusion that the same thing awaits their child in the future. Therefore, it is important to explain to relatives that in each case the disease progresses individually.

Sometimes it makes sense to introduce parents to several families raising a child with the same diagnosis. In general, discussing a child's illness helps reduce anxiety, feelings of isolation and misunderstanding.

Often spouses raising a disabled child are afraid of the birth of a second child, because they are convinced that he will have the same defect. And in this case, it is necessary to discuss the problem, explain that they can have a healthy child.

During the first meeting with parents, it is important to instill in them the hope that they can accept the situation as it is and the child as he was born. We need to help the spouses see their psychological problems associated with the baby’s illness, and let them understand that they need to move on with their lives. To do this, the specialist turns to the strengths of the family and marital relationships, to the internal resources of each relative. He explains to parents that only with their participation at all stages of working with the child can they be provided with effective help. Thus, by delineating responsibility, the specialist establishes partnerships with them, which become a platform for teaching parents the skills to help their child and effectively interact with him.

Technology of primary consultation

The first meeting with the family can take place without the child or with his participation. It is good if both parents are present. Most often, the mother of the child, mother and father, mother and grandmother (or grandfather) come to the lekoteka.

First consultation for parents without a child

A specialist (usually a psychologist) first invites the mother to fill out a registration sheet, a questionnaire, collects anamnestic information, then listens to the adult family members who come, using active and empathic listening techniques, maintaining a friendly and respectful attitude, as well as neutrality. This is followed by a discussion of topics of interest to parents. After this, they are introduced to the structure, forms of work of the lekotek, internal rules, and the process of including families in the program.

First consultation between parents and child

In this case, the appointment is carried out by two specialists. One acts according to the above plan, the other watches the child’s play and tries to communicate with him. At the end of such a consultation, specialists discuss the child’s behavior with the parents and fill out an initial examination protocol.

If the consultation is conducted by only one specialist, then the presence of two adult members of the child’s family is necessary.

Children of any age need some time to get comfortable in a new situation. It makes no sense to start playing with the child as soon as the family enters the office. While the baby is being examined, you can meet the parents and complete the necessary documentation (initial admission registration sheet). Ten to twenty minutes is enough to get basic information about the baby’s problems, find out what worries the parents, and a brief history of the child’s development. In this case, active and empathic listening techniques are also used. While the specialist talks with one of the parents, the second adult family member plays with the child. When the child gets comfortable, the specialist begins to observe his behavior, paying attention to the specifics of orienting activity and affective reactions, the characteristics of motor development and response to sensory stimuli, speech competence, the specifics of play behavior, as well as the nature of the interaction of the mother (or the person replacing her ) with baby. All these parameters are analyzed not only from the point of view of their quality, but also from the point of view of their compliance with the child’s age, as well as the underlying disease (if it is known to the specialist). If necessary, observation is accompanied by the inclusion of a specialist in play with the child. Sometimes the initial consultation strategy can be structured differently. If the child is immediately active and calm, the psychologist observes his independent play, the child’s interaction with his parents and their joint activity. For diagnostic purposes, the specialist begins to communicate with the baby. When he gets tired of playing, the psychologist can obtain from one of the adults the necessary information about the history of the development of the disease, about the problems that the parents face. At this time, the child is occupied by a second adult.

Child and family examination

When working with a family and a child, there are several key moments during which the main content of the specialist’s work is examination.

The most important of them can be called the initial examination. The specialist’s goal is to obtain the most complete picture of the child’s problems, his strengths and weaknesses; understand the peculiarities of communication between parents and baby, their views and the specifics of the family situation. Based on this information, a decision is made on psychological support for the family within the Lekoteka program and an individual work plan is drawn up, taking into account the individual needs of the child and parents.

What does the initial examination include? The lekotek has assessment protocols: “Assessment of child development”, “Assessment of parent’s behavior”, “Psychological problems of the child and parent”, in which the specialist records the results of his observations.

Observing behavior is the main method of obtaining information. It is universal for working with infants, early and preschool age children. Observation and analysis of a child’s spontaneous behavior makes it possible to establish not only deficits, but also developmental resources and areas of competence of the little person. Based specifically on the resources and strengths of the child, the specialist will look for ways to help, plan individual and group work. For the convenience of subsequent processing, all diagnostic observations are recorded, if possible, on a video camera. Video observations are of great importance for assessing the dynamics of a child’s development, can often be valuable illustrative material for conversations with parents, and facilitate the work of specialists at a consultation.

Examination of a child using video surveillance in a lekotek

For children who can move independently, a standard form of observation is used in a specially organized, fixed environment - a playroom, conditionally divided into several areas: musical, motor, cognitive, household, social and individual. Game materials are selected in such a way that they arouse curiosity in children and awaken emotions.

The first diagnostic play session is carried out after meeting the family. A mother or both parents and a child are invited to the games room. The total examination time is 45 minutes. For the first 25 minutes, the baby is left to his own devices, he can choose toys and do whatever he wants with them (except destruction). Parents, following the instructions given by the specialist, will be passive observers, joining only to fulfill some request of their child. The second part of this time (20 minutes) is reserved for playing together. You can often hear the question: “How to play?” This is hardly a question of actual ignorance, but rather: “What would you like to see?” The specialist asks the parents to play as they usually do at home.

Everything that happens in the gaming room is recorded using video recording through glass that is translucent in one direction. This eliminates the direct influence of a stranger on the child’s behavior.

As a result of observing the child’s free play and his joint play with one of the parents, one can see the child’s main interests, his capabilities, and determine what difficulties he faces.

If the baby cannot move independently, such an observation scheme is inappropriate. The specialist should take care of the most comfortable conditions for examining the child. In this situation, it may be useful to videotape free or shared parent-child play on a mat or table. The results of the examination are recorded in the “Child Development Assessment” protocol.

Observation of parent-child interaction

Numerous studies confirm that the interaction of parents with a child is one of the main factors determining the development of a child’s personality, especially in the first years of life, therefore the clients of lekotek are not only children, but also their parents. Harmonization of parent-child and other intra-family relationships is one of the most important areas of work for specialists in this program.

The parameters of interaction between parents and a “problem” child are exactly the same as in families with ordinary children. Here it is also important for adults to understand the signals that the baby gives and, due to its characteristics, makes them less intense and shorter lasting. The attitude of parents to the child’s achievements, even the smallest ones, is of great importance. Other significant parameters are the parents’ initiative in the game, timely response to the child’s initiative, his actions, encouraging the child’s independent activity, their emotional involvement, and enjoying communication with the child.

In order to understand how parents interact with their baby, video surveillance of their play is used. Then the video recordings are analyzed. When planning a diagnostic play session, it is necessary to tell parents in advance about the course, conditions and purposes of the examination. There is an opinion that this kind of procedure is artificial and cannot give a real picture of the relationship. Nevertheless, watching them play together in the hall allows you to see the characteristic style of behavior of adults in relation to their baby and note problem areas.

Sometimes a specialist watches the video with the parents, giving them the opportunity to see themselves and the child’s reaction to their behavior from the outside. Often they themselves may notice that they are overprotective of the baby, introduce many unreasonable restrictions, and do not give the opportunity to take the initiative in the game.

Among the main problems in the behavior of parents that a specialist can see during a joint play session, overprotection is especially often observed. Adults simply don’t believe in the baby’s strength. For example, a mother is in a hurry to build a tower out of blocks or tie a shoelace herself, because it’s hard for her to see how difficult it is for a child to cope with such a simple task for ordinary children. She may compare her baby with other children, and this only increases the feeling of anxiety, shame, guilt, which, in turn, aggravates excessive guardianship. Such a reaction from the mother increases the child’s anxiety and uncertainty, suppresses his initiative and the opportunity to realize his own development resources. Thus, a vicious circle develops that further limits children's opportunities. Parents' disbelief forces them to control children's play, to impose their own rules, which suppresses the child's initiative, his ability to explore the world, and develops passivity. Parents' excessive demands are usually due to the fact that they do not want to change their expectations regarding the baby's development. For example, during a play session, a mother invites a girl with severe developmental delay and motor difficulties to throw the ball into a basketball net, which causes anxiety, restlessness, and protest reactions in the child. It is important for any baby to please his mother and justify her hopes. And when this is impossible, anxiety arises, which further limits his capabilities.

Parents of disabled children are characterized by a focus on developmental activities with the child, “lessons,” and tasks that exclude spontaneous, lively play and emotional contact with children. The emotional coldness of relatives may be associated with depression or the need to suppress one’s own feelings for fear of facing pain, grief, or loss. Limiting physical contact and warmth gives children a feeling of defenselessness, anxiety, and uncertainty. We often see how adults try to compensate for this by imposing excessive verbal contact on children. There is a myth among parents: you need to talk as much as possible and ask questions to a child with speech delay in order to provoke his speech. Often mothers and fathers speak in complex sentences, using words that are incomprehensible to the baby, and ask too complex questions - for example, those requiring him to know the names of flowers, animals, objects. In response, the child experiences a feeling of anxiety, which blocks the development of speech function. He protests or withdraws, ignores the requests of his parents, which we, specialists, often observe in the playroom during diagnostic sessions.

In addition, adults may overly restrict the baby or, conversely, not impose restrictions at all, believing that the child is sick and this will increase his suffering. This style of behavior can lead to the formation of low self-esteem in the child, decreased initiative and cognitive activity, feelings of anxiety, and a lack of self-control, which further limits development opportunities. During a diagnostic play session, such a child is insensitive to the adult’s signals, ignores him, refuses to play or switches to another, and is aggressive. For example, upon entering the playroom, the child became interested in kitchen utensils. He may pick it up or, as is the case with autistic behavior, simply look in its direction. But parents, ignoring or not noticing what the baby’s attention is focused on, take out the railroad and offer to play with it. In response, the child may begin to scream, get angry, and behave aggressively.

The results of the examination of parent-child interaction are recorded in the “Assessment of Parent Behavior” protocol, which includes several headings and involves filling them out with specific typical examples confirming the presence or absence of appropriate behavior. The protocol is completed by the specialist who will subsequently work with the family. Carrying out such a survey over time helps assess the effectiveness of work.

Example #1

Child L., girl, age at the time of examination 2 years 10 months. Diagnosis: blindness due to stage V retinopathy of prematurity, cerebral palsy: mild spastic diplegia.

Peculiarities of early development: holds head from 1 year, rolls over to the right side from 10 months, sits from 2 years, crawls from 1 year 8 months, stands from 11 months, does not walk independently. She underwent two operations to remove the lens, general anesthesia for 2.5 hours.

General movements: moves on all fours or with a parent by the hand, along the wall, sits down with difficulty.

Nonverbal communication: uses gestures, reaches out, vocalizes, smiles, shows interest in other children, makes requests, seeks emotional support from parents.

Speech: individual words: “mom”, “dad”, “uncle”, “me”. Fulfills simple requests: brings a toy, clothes.

Self-care skills: she doesn’t ask to go to the potty, but shows when she’s already “gone.” Holds a cup, but does not drink in sips, spills, holds a spoon.

Play activity: simple manipulation of objects predominates, throwing and collecting toys. An oral examination of objects is noted, examining large objects.

The mother considers her system of raising a child to be soft. If necessary, he uses strict treatment to influence the girl.

The father is present at the play session with the child. During observation, the father does not approach the child for quite a long time. He stands far from the girl until the child calls him.

During the session, the father is calm, in a good mood (smiles, laughs), and looks relaxed. While interacting with the girl, she speaks a lot, mainly accompanying the child’s activities with words and commands. For example, a child climbs out of a pipe, dad: “Move your arms and move forward, help with your legs, like that,” “Oh, what a path,” telling the child what objects are nearby. The girl and her dad approach the bike. She pushes the bicycle with her hands, dad: “It’s still a bicycle, you can carry it like that.” The bicycle falls, the girl touches the wheel with her hands, dad: “It fell over... the wheel.” The child takes a tennis ball in his hand, dad: “Here’s a ball,” the girl throws the ball, dad: “Throw it like that, there it is, yes.”

Dad is proactive and often actively offers the girl objects that are interesting to her. At the same time, the topics of the child and the parent do not always coincide: for example, a girl touches a large pyramid on the floor, dad is nearby: “Look, the phone.”

Attracts the child’s attention (not to himself, but to the toys) with friendly intonation, contact (takes the child by the shoulders) and verbal means (“Here, look, what a toy”, “Look, a tambourine”).

Reacts to the child’s initiatives (requests for help, expression of interest in a toy) most often verbally and through actions. For example: a child approaches the slide and begins to vocalize, says “dad,” extends his hand to dad (asks for help), dad: “Go ahead, since you’ve already skated without me, I’ll wait here,” stands right in front of the slide: “That’s it.” you can do it,” helps her sit on a bike, gives the girl a ride on the tube, but when the child begins to vocalize, fidget, and express dissatisfaction, dad stops helping. Among the strategies of social control during the session, a soft response was observed: the child throws balls in different directions, the father calmly: “Who will collect? Let's put the balls together. Can you put the balls in the basket?”, “That’s it? (She played.) Well, let’s put it in its place,” and positive reinforcement: “That’s it,” “Well done,” as well as directives: the girl takes the rings off the pyramid, dad: “Put it side by side, put it side by side,” “Knock on the drum.” .

At this session, the father used such effective pedagogical strategies as offering accessible toys, demonstrating desirable behavior (showing how to play with musical toys), including speech (the child has a phone in his hands, dad: “Say: grandma, hello! Say : grandma, I’m playing here”), the use of non-verbal means that clarify the meaning of the statement (dad offers to remove the rings from the pyramid, he lifts the ring with one finger, says: “Knock on the box,” points to the “box” with an index gesture), questions (“Where does the phone have buttons?”), expansion of the child’s statements (girl: “Auntie,” dad: “Who’s that there? Auntie”; the child touches the specialist’s slippers, says “Bo,” dad: “Auntie’s shoes”).

The help offered by the parent is most often observed in the form of verbal instructions, dividing the task into stages (“And you go up the steps”, “Here, now put your hands forward and go”), gesture prompts (points with a gesture, raises the ring of the pyramid), repeated demonstration and actions for the child with his hands (knocks on the drum with the girl’s hands; puts the child on a bicycle, puts the phone in the child’s hand).

According to the results of this observation, the problem is maintaining the child’s own play, giving the child initiative in choosing toys and actions with them, maintaining a dialogue between the child and the parent, following the girl’s attention and maintaining its theme. Types of assistance such as acting for the child and directives are too often observed in the session.

Example No. 2

Child M., girl, age at the time of examination – 2 years 6 months.

According to genetic examination data, a girl with karyotype 46XX del 15(qll.2) was diagnosed with Lrader-Willi syndrome, a syndromic form of obesity, delayed psycho-speech development, and convulsive syndrome.

Peculiarities of early development: delayed, supports head from 4 months, sits up from 1 year 2 months, crawls from 1 year 7 months, supports from 1 year 2 months.

Motor development of the child: muscle tone is reduced. General mobility is limited due to excess weight. Actions with two hands: holds large objects, brings hands together, transferring from hand to hand is difficult.

Communication: sociable. Understanding non-verbal messages – demonstration of an object, figurative gestures, intonation. Reasons for contacting – attracting attention, greeting rituals, request (demand), protest, answering a question, managing the partner’s behavior. Means used - eye contact, coordinated attention, tactile contact, pointing gesture, reaching for an object, offering an object, leading to an object, vocalizations, words - “mom”, “dad”, gestures - “yes”, “no”, “toilet” ", "eat", "move away."

Development of self-service skills: eats and drinks independently, knows how to undress independently.

Play activities: functional play, “make-believe” (with plot elements), role-taking – sometimes, rarely. Concentration and goal-directed activity: “hide and seek”, taking out and putting objects in a box.

Additional information: the child is very friendly, sociable, and is worried about greed and stubbornness.

The mother’s age at the time of the child’s birth was 30 years old, secondary education, housewife. The principles of education according to the mother are strict.

During the diagnostic play session, the mother is in a good mood and actively takes part in the play situation. Shows a warm attitude towards the child and is quite relaxed. Interested in the child's activities. Mom constantly notes where the girl’s attention is directed. Even if they disagree on the topic of the game, the woman comments on the child’s actions (makes it clear that she sees what she is doing now). Offers the necessary assistance at the request and with the consent of the baby. Shows concern for the child’s comfort (“Do you want to eat, are you hungry?”, “Sit down, sit”), tenderness (the girl cannot get up from a small stroller, her mother helps her get up, strokes her daughter).

Shows respect for the child. If the proposed game does not interest the girl, the mother gently switches her attention to what her daughter is interested in. In most cases, the woman does not interrupt the child's non-hazardous and socially acceptable activities. Does not object to repeated, repeated, organized play in its own way, and notes its peculiarity verbally. For example: a child turns the kettle over so that the lid opens, but not all the way, it is attached. The girl tries to open the lid with her finger, turns the kettle over again, and looks carefully at the lid. Mom: “The lid doesn’t open all the way. It’s just like this, it doesn’t open all the way.” At the same time, the mother smiles and looks at the specialist, as if noting with pleasure that her daughter noticed such a detail. The mother uses indirectly negative statements towards the child (“Well, finally, I thought we were going to die of thirst,” “Well, hello to you”).

Sometimes a woman suggests games that the child is not interested in. However, it does not force or interfere with his other activities. There is no obvious conflict between the mother’s initiatives and the child’s desires during the play session. The mother often offers accessible games and draws attention to objects by engaging in joint play with her daughter (playing the phone, drinking tea). Quite often he calls his daughter various variations of her name. Uses impersonal addresses and friendly intonation. It also attracts the child’s attention verbally to toys that are not in his field of attention (“Let’s go look at the dishes,” “Let’s build a tower, you’re the cube, I’m the cube,” etc.). When playing, he is in a frontal position in relation to his daughter, in which it is easy to make eye contact. Reacts to the child’s actions that are interesting to her. At the same time, she uses symbolic gestures and questions (the girl hangs up the phone, the mother: “Who did you call?”; “Should I give you a kettle?”).

The main forms of social control are directive comments (“Sing me a song,” “Feed the doll,” “Get a cup, get a cup”) and positive reinforcement (praise, encouragement, applause). A calm, demanding response is also observed (the girl reaches her hand towards the toy, accompanying this with vocalization, the mother asks the child to say the word: “How should I ask?”).

Mom uses various techniques aimed at stimulating development: she selects games that are accessible to the child according to the child’s level of development and interests, demonstrates desirable behavior with toys, uses gestures and other means to clarify her statements. However, much of what she says is inaccessible to the child; the girl does not react to her mother’s words accordingly. To help, the woman uses step-by-step verbal instructions, as well as questions. Provides the daughter with the opportunity to orient herself in a new environment, gently offers toys, leaving pauses for the child to independently choose a game, but not always. He constantly comments on the girl’s activities, often looking ahead, describing actions that have not yet been completed, and gives instructions. Quite rarely uses verbal mapping of objects that are in the focus of the child’s attention. Often demonstrates desired behavior with toys. Maintains a dialogue with the child, closing several cycles of communication in him.

Mom used a variety of communication strategies. During the session, it was possible to observe a fairly favorable version of interaction with the child.

But at the same time, in her speech behavior there are many interpretations that precede the child’s actions, and a tendency towards the predominance of directive strategies of social control. Observations should be continued to determine the possibility of the child showing his own initiative, to clarify how often and under what conditions this is possible. When working with a mother, you should pay attention to accompanying her words with clarifying gestures and actions so that the child understands requests and the current situation (using the global communication method). The mother needs to more often use mapping of objects and situations that are in the focus of the child’s attention.

Home surveillance

While a child is in a hospital, a specialist can rarely observe how daily household and hygienic procedures that are diagnostically informative for him and very important for the baby are carried out: feeding, dressing, undressing, changing clothes, toileting. Very often, the child’s behavior in these areas is a problem for parents. Adults say that “the baby behaves completely differently at home.”

For initial orientation, observation of the child’s behavior at home is necessary. It takes about three hours to record all the moments of interest to a specialist during home monitoring. It is very valuable if you can make a video recording at the same time. The results are recorded in the protocols: “Assessment of child development” and “Assessment of parental behavior”.

Other examination methods

During the initial examination in a hospital and at home, in addition to observing the game, other methods can be used to obtain a more complete picture of the family and the child’s capabilities.

Thus, the information obtained through observation is supplemented by the parents’ stories about the child’s favorite activities and skills in a particular area. The baby’s functional capabilities are explored by offering him a series of tasks in a playful way at the first or subsequent individual sessions. For orientation in the level of his achievements, it is useful to use the KID (Kent Infant Development Scale), CDI (Child Development Inventory) questionnaires, and parent diary entries. To determine the characteristics of temperament and identify atypical behavior of a child, you can use the TABS (Temperament and Atypical Behavior Scale) questionnaire. To study the parental position - questionnaires by Zakharova, Varg Stolin, drawing methods, parental essays.

Read the full text of the article in the SDO magazine.

RUSSIAN LEKOTEKA

Research conducted by the Institute of Correctional Pedagogy of the Russian Academy of Education showed that in the 90s. in Russia are characterized by a transition to a new period of evolution by the state’s attitude towards persons with developmental disabilities, and the special education system is characterized by a transition to a qualitatively new stage of development in accordance with a new understanding by society and the state of the rights of children with the status of disabled people.

The high effectiveness of psychological, medical and pedagogical assistance to young children with developmental disabilities has been proven by world practice. In most developed countries, habilitation has separated from the field of medicine and moved into the field of education. Such an organizational move was associated with the development of international law in the field of child protection and the displacement of medical methods of habilitation by psychological and pedagogical ones.

In Russia, certain habilitation methods are already being introduced into healthcare and educational institutions in St. Petersburg, Moscow, Arkhangelsk and some other cities. Particular importance is attached to the development and use of optimal forms of psychological and pedagogical work, one of which is LEKOTEKA.

Its activities are aimed at:

Creating favorable conditions for the development of the child;

Psychological support for the family of a child with developmental disabilities;

Promoting the solution of psychological problems that prevent children from entering a preschool educational institution, to help them adapt to the family and other social groups.

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Individual play sessions are held with the child, which have a time frame, but in general the structure of the play session and its content can vary depending on the needs of each child.

Subgroup lesson. Groups are formed depending on the goals set for classes with a psychologist, speech pathologist, speech therapist, as well as music classes.

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Due to the enormous importance of harmonious parent-child relationships in the development of a child, the lekotek provides counseling to parents, as well as their psychological and pedagogical education.

Rules for admitting children to Lekoteka

To admit children to Lekoteka you must have a certificateMPPC(medical-psychological-pedagogical commission) at the address: st. Marshal Rokossovsky Boulevard, building 1, kindergarten No. 000, by making an appointment by phone: 8-(499)

The MPPC provides the followingdocumentation:

· Passport of one of the parents with registration

· Birth certificate (copy and original)

· Certificate of disability, if issued (copy and original)

· Certificates from the clinic:

1. Psychoneurologist or neurologist

2. Speech therapist

3. ENT

4. Oculist

5. Dentist

Our Lekoteka address: ,

phone: 8-(499), 8-(499)

mail:*****@***ru

ENROLLMENT OF CHILDREN IN LEKOTEKU

Children with disabilities, including disabled children, are admitted to Lekoteka only with the consent of their parents (legal representatives) based on the decision of the psychological, medical and pedagogical commission. The MPK issues parents (legal representatives) a voucher to send the child to the main group of the Lekoteka structural unit.

If during a child’s visit to the main group of the Lekoteka structural unit, contraindications are identified, then he is sent for an extraordinary examination to the psychological, medical and pedagogical commission to decide on the issue of transfer to prolonged counseling or expulsion.

The Lekoteka structural unit accepts children from 2 to 7 years old with disabilities:

· The main group includes children with identified developmental disorders of varying degrees of severity and complexity, including disabled children who do not attend state educational institutions, in order to implement an individually oriented educational route for the child and his family

· Children with identified developmental disorders of varying severity and complexity, including disabled children attending state educational institutions, can be accepted for prolonged counseling if they are not able to receive psychological and pedagogical assistance in the institution and on the basis of a decision of the district education department, as well as children with disabilities who are unable to regularly visit Lekoteka for health reasons or family reasons

Children with extremely severe and progressive damage to the central nervous system (severe cases of epileptic syndrome with untreatable frequent seizures, chronic encephalitis, decompensated hydrocephalus, genetic degenerative diseases of the brain) are not eligible for admission to the main group of the Lekotek structural unit.

The commission for the lekotek can be completed here:st. Moldagulova, 20a, kindergarten No. 000

Where to find lekotek

Compensatory kindergarten No. 000. Open highway, bldg. 1. Tel.: (4, (4

GU SAO Lekoteka psycho-medical-social center for assistance to children. St. Chasovaya, 5A +7(4, (4, *****@***ru, http://www. *****

Lekoteka on the basis of an elementary school - compensatory kindergarten No. 1 microdistrict).

VAO, Novogireevo, kindergarten No. 000, group for children with developmental disorders, including those with cerebral palsy, st. Molostov,

Correctional kindergarten No. 000 for children with mental retardation, Svobodny Prospekt,. Director,

Compensatory kindergarten No. 000 for children with musculoskeletal disorders

Psychological, medical and social center "Rostok",

Compensatory kindergarten No. 000, st. Khabarovskaya, 12, Zelenograd, building 1511.

Help on
Contact number: .

THE GOVERNMENT OF MOSCOW

MOSCOW DEPARTMENT OF EDUCATION

ORDER
dated 01.01.01 N 497

ON APPROVAL OF SAMPLE REGULATIONS ABOUT THE ORGANIZATION
ACTIVITIES OF THE STATE EDUCATIONAL LECTURE
INSTITUTION IMPLEMENTING GENERAL EDUCATION PROGRAMS
PRESCHOOL EDUCATION

In accordance with clause 1.5 of the Moscow Government Decree dated January 1, 2001 N 104-PP “On the development of the preschool education system in the city of Moscow” I order:
1. Approve the Approximate Regulations on the organization of activities of the lekotek of a state educational institution that implements general educational programs of preschool education (appendix).
2. The heads of district education departments should recommend that the heads of state educational institutions implementing general education programs for preschool education open lekoteks as structural divisions of state educational institutions.
3. The Moscow City Psychological and Pedagogical University () and the state educational institution Center for Education “Teaching Technologies” (-Sokolova) organize advanced training courses for specialists of lekotek.
4. The state educational institution Center for Education “Teaching Technologies” (-Sokolova) to prepare a specification for equipping lekotek.
5. The state educational institution Center for Education “Teaching Technologies” (-Sokolova) to conduct seminars for methodologists of district scientific and methodological centers, specialists of district education departments and heads of preschool educational institutions “Organization of the functioning of lekotek”.
6. The Deputy Head of the Department of Education of the City of Moscow to introduce into the staffing schedules of state educational institutions implementing general education programs of preschool education, additional staffing units for organizing the work of lekotek.
7. Entrust control over the implementation of the order to the heads of district education departments and the head of the Department of Preschool and General Education of the Moscow Department of Education.

Head of department

Application
to the order of the Department
education of the city of Moscow
dated 01.01.01 N 497

The main forms of work of Lekoteka

Consultation (K)

A consultation is a meeting between a Lekoteka specialist and parents (educators), during which constructive cooperation between specialists and parents is realized.

Diagnostic game session (DIS)

A diagnostic game session is a joint game between parents (educators) and a child in a specially equipped room. The specialist monitors what is happening; ideally, the DIS is recorded on videotape. The results of the observation are recorded on formalized forms. Based on the results of the DIS, a seasonal family support plan is drawn up.

Therapeutic play session (TGS)

During a therapeutic play session (usually 40 minutes), play interaction between the specialist and the child occurs in the presence, and sometimes with the participation of parents (educators). Before the start of TIS and after its completion, specialists briefly (5 minutes) talk with parents (educators). After the TIS, the specialist fills out a protocol.

Guest visits (GV)

The child, together with a specialist, attends a group with children from kindergarten. The teacher promotes productive communication between children, acting as a tutor. If a child has great difficulties in communicating with children, is afraid of a large number of children, or refuses to communicate with peers, then another method of guest visits is used, when a small group of children (2-3 people) from kindergarten for joint activities. This form of work promotes contact with peers, the formation of productive interactions, and arouses interest in joint and educational activities.

Ø Diagnostic session with a child (lasting 1 hour). In difficult cases, several diagnostic sessions are carried out: when a child is enrolled in Lekoteka and 1 session in the middle and at the end of the school year. During a comprehensive diagnostic examination, an individual educational route is drawn up.

Ø Individual gaming session . During the play session, play interaction between the specialist and the child occurs in the presence, and sometimes with the participation of parents (1 hour, 2-3 times a week). The basic principle of working with a child: following the child’s activity, working in the “topic” of the baby.

Ø Game session for a group of children (2-4 people, 1 hour, 1-2 times a week) Main goals: promoting the successful socialization of the child, promoting the child’s interaction with other children and parents.

Ø Guest visit . A small group of children from kindergarten is invited to Lekoteka for joint activities. This promotes the development of contacts with peers, arouses interest in joint gaming and educational activities (1-2 times a week).

Ø Consultations . Consultations for parents are held 2 times a month. During consultations, constructive cooperation between specialists and parents is realized.

Ø Home visits. Carried out with the consent or at the request of parents, with the aim of examining the family and child in various security situations in the natural environment.

Ø Organization of joint holidays.

Lekoteka specialists

	Job title
Barmenkova Tatyana Dmitrievna	Head of Lekoteka
Linik Anna Aleksandrovna	psychologist
Antonova Nadezhda Alexandrovna	Speech therapist, defectologist

Start training

Document: certificate of advanced training of the established form (sent by Russian Post).

Relevance of the program:

According to the order of the Government of the Russian Federation dated August 31, 2016 No. 1839-r “On approval of the Concept for the development of early intervention in the Russian Federation for the period until 2020” and dated December 17, 2016 No. 2723-r “On approval of the action plan for the implementation of the Concept for the development of early intervention in the Russian Federation for the period until 2020.” on the basis of the Federal Law of October 29, 2012 No. 273-FZ “On Education in the Russian Federation”, Federal State Educational Standard for Education (Order of the Ministry of Education and Science of October 17, 2013 No. 1155), variable forms of early assistance can be created on the basis of preschool educational organizations. For the effective operation of the lekotek, serious preparation is required, which consists of training staff and creating the necessary conditions. The relevance of the proposed program is obvious.

The problem of the socio-psychological development of a child with special needs, raised in a family environment and not attending kindergarten, is a priority today. There is a significant group of children who, due to their lack of experience in a preschool educational institution, subsequently experience certain difficulties in socialization.

Children in this category need a special individual-oriented approach, including support for their personal development, the formation of psychological prerequisites for educational activities, optimization of parent-child interaction, and the creation of a developmental environment

The purpose of the course is to improve students’ professional and general competencies in the field of organizing the educational process with young children, including those with disabilities and disabled children.

Immediate and long-term goals:

• fulfillment of social orders - assistance in solving problems that prevent children from entering preschool educational institutions and adapting to other social groups;
• variability of pedagogical practices taking into account regional, sociocultural trends based on the spiritual and moral principles of raising children;
• adaptability of the educational environment, ensuring maximum manifestation of the capabilities and abilities of children with disabilities and the adequacy of the process of their social integration;
• complexity of rehabilitation measures (pedagogical, psychological, medical and social);
• implementation of individual sociocultural and educational needs of pupils with disabilities and parents (legal representatives);
• development of cultural skills, self-service skills, frugality, discipline based on respect and tolerance in students;
• transition to scientifically based management of education quality;
• formation of a new generation of teaching staff - developers of educational projects and programs;
• directing pedagogical experience to achieve high quality and efficiency of the pedagogical process through the integration of experimental scientific research educational process.

Learning outcome:

The acquired knowledge and skills will help specialists competently organize interaction with families within their interdisciplinary team, build an individual route of help and support for the family, take into account the age and psychological needs of the child during a play session, regardless of the degree of impairment, build psychological and pedagogical support in accordance with abilities and capabilities children, in a learning environment adequate to their health in order to adapt to society and integrate into society.

This PC program is intended for specialists who will work with families raising children with various disabilities: educators, educational psychologists, speech pathologists, social educators, speech therapists, music directors of preschool organizations and heads of public organizations.

Form of study: 100% distance learning, training takes place online on the educational portal

Distance learning tools: electronic educational and methodological complexes, including electronic textbooks, teaching aids, educational videos and audio recordings.

Final certification form for the program: test testing.

1. Forms and content of the work of the Russian lekotek.

2. Interaction between lekotek specialists and parents.

3. System of correctional and educational work in the conditions of a lekotek.

4. The work of an art therapist in a lekotek.