Lekoteka as a structural element of preschool education. Lekoteka as a new form of socialization, early assistance and education of children with disabilities and children with disabilities

Library

PREVENTION OF SOCIAL ORPHANITY

SPECIAL CHILD IN THE FAMILY: HELP AND SUPPORT

Russian LEKOTEKA

Service of psychological support and special psychological and pedagogical assistance for families raising children with severe disabilities and developmental problems

TOOLKIT

National Fund to Protect Children from Abuse

Moscow 2006

Series editor M.O. Egorova

Decoration by E.M. Dobrovinsky

K.M.N. A.M. Kazmin, V.N. Yarygin,

E.A. Petrusenko, A.I. Chugunova,

ph.D. L.V. Kazmina, N.M. Caldararu,

L.V. Yarygina

Р76 Russian lekoteka: Methodological guide. - M .: National Defense Fund

children from abuse, 2006. - 138 p. - (A special child in the family: help and support).

This manual is the second, revised and supplemented, version of the book "Russian Lekoteka", published in 2001 within the framework of the program "Aid to Orphans in Russia".

The new material presents the Russian lekothek as a service for accompanying and psychological and pedagogical assistance to a family raising a child with severe disabilities and developmental problems.

The manual is based on six years of experience. Including within the framework of such projects as "Russian lekoteka", "Russian lekoteka in the children's home", "Information space of the Russian lekoteka", "Russian lekoteka as a regional model of early assistance service for orphans of children's homes".

The book describes the components of the service, the structure of the library and the organization of its activities. In particular, we are talking about approaches to staffing, forms of documentation have been developed. An algorithm for working with a family and a child is presented, the features of a lekotheque in a child's home are given. There is evidence of the further introduction of the library into the activities of institutions and specialists working with families and children with special needs and needing special assistance.

Library "Prevention of social orphanhood"

The National Fund for the Protection of Children from Abuse launches the Prevention of Social Orphanhood Library.

The need to create a library is due to the fact that over the past decade in Russia there are more and more orphans, homeless and neglected children. This is the result of an increase in the number of disadvantaged families, including the lack of assistance in overcoming the difficulties that such families are unable to cope with without the support of the state and society. Unfortunately, the majority of government programs are still aimed primarily at overcoming the consequences of the current situation, and not at preventing the social disadvantage of the family.

The experience of work in the prevention of social orphanhood, which is carried out by the foundation within the framework of the “Program of Assistance to Orphans in Russia” (ARC program), will be presented in the books and methodological aids of the library. It will include the works of leading experts in this field, describing in detail the work with a dysfunctional family. The library will describe technologies for accompanying a child with special needs, the experience of social and psychological support for boarding school graduates, and you can also get acquainted with a systematic analysis of the origins of the social disadvantage of the family.

Within the library, five series are planned:

A dysfunctional family: overcoming the crisis.

Risk group child: technologies of assistance.

Orphan child: family life and socialization.

A special child in the family: help and support.

Russian experience: innovations in practice.

In the series "Dysfunctional Family: Overcoming the Crisis", it is planned to publish books on effective methods and technologies for helping families at risk. Analysis and description of work with a family where there is a risk of orphanhood will help specialists of the child social protection system provide timely and effective assistance to such families in overcoming crisis phenomena.

In the series "A child at risk: technologies for providing assistance", books will be presented that tell about the experience of organizing the leisure of children and adolescents in difficult life situations, technologies for accompanying and pedagogical support for children and adolescents at risk, new forms of working with them in a comprehensive school are described. and extracurricular institutions.

The books of the series "Orphan Child: Family Life and Socialization" will tell about various forms of family life of orphans: adoption, guardianship, foster family. In the same series, books will be published on the socialization of orphans after they leave the boarding school.

The editions of the “Special Child in the Family: Help and Support” series will acquaint readers with the experience of creating an integrative environment in the educational space of a disabled child, its comprehensive support in the educational process, as well as methods of helping children with various developmental disabilities living in families.

The books of the series "Russian experience: innovations in practice" will present a unique experience of creating municipal, regional models for the prevention of social orphanhood, describe the existing models of interagency interaction aimed at its prevention, tell about the mechanisms of forming public opinion on this issue.

The library plans to publish scientific monographs, scientific and methodological manuals, books for specialists (psychologists, social workers involved in helping orphans and children deprived of parental care), parents and everyone who is not indifferent to the fate of children.

Foreword

The book is devoted to an important and urgent problem - the socialization of young children with so-called special needs. Working with such babies is a very difficult matter. 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 with other adults who are responsible for the care and upbringing. Without this interaction, it is almost impossible to achieve success.

Recently, in Russia, institutions involved in the rehabilitation and psychological and pedagogical support of families raising children with disabilities or severe developmental problems are trying to actively use the foreign experience of early assistance in their practice. Our - Russian - experience shows that their application requires serious preparation. It consists not only in training personnel, but also in creating conditions for the possibility of working with new methods.

For more than five years, the authors of this publication have been developing and applying the Lekoteka method of early assistance when working with families with children with special needs. In addition, the adaptation of this method to the conditions of children's homes has begun, where most of the pupils also need similar assistance.

In 2001, the ROO Sodruzhestvo "Consolation", within the framework of the Program "Aid to Orphans in Russia", developed a model of the "Russian lekoteka". This material is the second, revised and supplemented, version of the book "Russian Lekoteka", published in 2001.

Today, five years later, Rossiyskaya Lekoteka is a service of psychological support and special pedagogical assistance for families raising children with severe disabilities and developmental problems. The main ones here are techniques based on psychological influence. They contribute to the solution of psychogenic problems of the child and his family members, and also provide individually oriented ways and programs for teaching children with disabilities.

The section "Concept" describes the goals and objectives of "Lekoteka" - a structural and functional unit that can work both autonomously and as part of centers for children in need of psychological, pedagogical and medical and social assistance, compensatory kindergartens, orphanages and other organizations and institutions of this kind.

The ideology of "Lekoteka" is based on play, which is an active method of child development, his interaction with the physical and social environment. Play is seen as an integral part of learning and development. The manual describes the stages of development of play activity, formulates the principles of play support for the development of a child, discusses in detail the role of an adult child in play and the interaction of Lekoteka specialists with parents.

The book provides recommendations for the formation of staff and the distribution of functions of personnel in various organizational forms of "Lekoteka". Information on the organization of the service and methodological work is systematized, documentation is presented, which has already been successfully applied in practice.

The chapter "Form and content" sets out the stages of work with the family and the child - the goals and technology of primary counseling, methods and organization of examination of the child, the relationship between parents and children at home and in an institution. It also provides recommendations for individual game sessions and group sessions, for psychological support of the family. In addition, as a separate direction, training programs are described on technologies for accompanying the family of a child with developmental disorders by play methods - for specialists from other institutions, the organization of supervision and training programs for employees of "Lekoteka".

This manual presents for the first time the experience of creating the "Russian lekoteka" service in the conditions of a child's home (Moscow, Konakovo, Tver region). The steps for organizing the service are described. Practical examples proved the possibility and necessity of introducing early assistance methods into the activities of children's homes.

The appendices contain: a sample of the "Regulations on" Lekoteka "," Program "Lekoteka", forms of documentation and specification of the required equipment. All this can be a good help for those who decide to use this method in their practice.

Thus, the manual "Russian Lekoteka" presents the experience of psychological and pedagogical support of families with young children with special needs. The book is of great practical value. It contains recommendations for organizing activities in different conditions. The material is illustrated with many examples.

The model "Russian lekoteka" has passed the examination in the Ministry of Education of the Russian Federation, entered the program "Metropolitan Education-4" and has already begun to be applied in practice. The book is a guide for those who begin to implement early intervention techniques.

Professor, Doctor of Medical Sciences D.I. Zelinskaya

Acknowledgments

Writing this book would not have been possible without the invaluable help of our colleagues and partners. The authors are grateful to:

co-authors on the first version of the book "Russian lekoteka", whose materials influenced the development of the described lekoteka model, but were not included in this edition: I.E. Averina, N.A. Svetlova, candidate of psychological sciences N.Ya. Semago, P.I. Shaban, I.V. Sharaya, S.V. Wilson;

to the reviewers of the first version of the book: Doctor of Psychol. Sciences, Professor N.L. Belopolskaya, candidate of pedagogical sciences, professor O.E. Mushroom;

consultants of the first version of the book: T.A. Basilova, leading specialist of the department of social support for students and employees of the Federal Agency for Education of the Russian Federation B.V. Belyavsky, consultant of the department for upbringing and additional education of children of the Department for State Youth Policy, Upbringing and Social Protection of Children of the Ministry of Education and Science of the Russian Federation I.M. Kamanov;

consultants on toy libraries: employees of the toy library of the Institute of Correctional Pedagogy of the Russian Academy of Education, Moscow, the Institute of Early Intervention in St. Petersburg, the Early Assistance Service of the Center for Integrative Education of Preschool Educational Institution No. 41 in St. Petersburg, the Consultative and Practical Center for the Rehabilitation of Children with Visual Disorders
St. Petersburg;

director of GOU TsO "Teaching Technologies", Candidate of Pedagogical Sciences E.I. Bulin-Sokolova - for organizational and material and technical assistance in the areas of training specialists for lekothek in Moscow and implementation of information technologies in lekothek;

deputy Head of the Preschool and General Education Department of the Moscow Department of Education M.M. Tsapenko - for effective organizational assistance and fruitful cooperation in creating a network of lekotheques in Moscow;

head of the Department of Correction of Psychological, Pedagogical and Social Support of the Moscow Department of Education G.V. Golovchenko - for unconditional support for the implementation of the Russian library model in educational institutions of the city of Moscow.

Introduction

In many cities of Russia, in the last ten to fifteen years, technologies of psychological and pedagogical support of families raising children with disabilities or severe developmental problems have been actively introduced. This process is simultaneously taking place in the institutions of the state education system, health care, social protection of the population, as well as in non-state non-profit organizations. Professionals use a variety of approaches, methods and techniques based on age, type of impairment or developmental problems in children. In this book, the authors describe one such technology that they have developed over the past five years. It is focused on providing psychological and pedagogical assistance to families of children in the first months and years of life with various options for abnormal development. We are talking about the program "Russian Lekoteka".

The word "lekotek" ("Lekotek") comes from the Swedish "leko", which means "toy", and the Greek "tek" - "collection", "collection". The first lekoteka was founded in 1963 at a university clinic in Stockholm on the initiative of parents and teachers. The founders' goal was to mitigate the traumatic effects of hospitalization on children through play.

The first American library, which later became the National Center, was opened in Evanston, Illinois in 1980. Since then, the United States has created a whole network of lekotheques for children with developmental problems and their families. American lecotheques have become educational and resource centers, the purpose of which is to make it easier for children with disabilities to enter society, to help how

you can adapt more quickly and easily to the full spectrum of family and social life. In the US lecotheques, it is assumed that all family members who wish are involved in play activities.

In the conditions of Russia, we consider the library as a structural and functional unit that can work both autonomously and as part of centers for children in need of psychological, pedagogical and medical and social assistance. In addition, the device of a lekothek is also possible in compensatory kindergartens, in children's homes and other organizations and institutions that provide this kind of assistance to children with special needs.

In the initial version of the Russian Lekoteka model, developed in 2000, the main emphasis was placed on play and technical means that are important for the development of a child. Apparently, the authors were influenced by the etymology of the term "lekoteka" itself. In addition, they studied the experience of the Institute of Correctional Pedagogy of the Russian Academy of Education (Moscow), the Institute of Early Intervention (St. Petersburg), the Early Assistance Service of the Center for Integrative Education (St. Petersburg) and the Consulting and Practical Center for Rehabilitation children with visual impairments (St. Petersburg), whose staff the authors express their gratitude for the advice provided.

Today, the lekoteka in Russia is considered as a service of psychological support and special pedagogical assistance to families raising children with severe disabilities and developmental problems. Thus, techniques of psychological influence that contribute to solving psychogenic problems of a child and his family members, as well as individually-oriented methods and programs for teaching children with developmental anomalies, come to the fore. Funds are now seen as background, but at the same time important for improving the quality of care.

History of the project

The model "Russian Lekoteka" has been developed since 2000 by a team of authors - members of the Regional public organization Commonwealth "Consolation" and working at the State educational institution - the Center for psychological, medical and social support "Lekoteka" (until 2004 - "Psychological, medical and social center of the North administrative district of the city of Moscow "). Employees of the Moscow City Psychological and Pedagogical University (MGPPU, Department of Clinical Psychology of Early Childhood, Faculty of Clinical and Special Psychology) also worked on the project.

In 2001, the ROO Sodruzhestvo Uteshenie launched the Russian Lekoteka project, which made it possible to develop a model of the Russian Lekoteka. This project was funded by the United States Agency for International Development (AMP USA) under the Russian Orphans Program in cooperation with Holt International Childrence Services (Holt) and the Charity Aid Foundation (CAP). Based on the results of the grant, the methodological material "Russian Lekoteka" was prepared and published. In the same year, the first Moscow lekoteka was opened on the basis of the Psychological, Medical and Social Center of the Northern Administrative District of Moscow. The model "Russian Lekoteka" has passed the examination at the Ministry of Education of the Russian Federation.

In December 2001, it was presented at the Russian exhibition "New Technologies in Education" and was awarded a Gold Medal. At the same time, the creation of lekotheques in Moscow was included in the state program "Capital Education".

The second project of the program “Aid to Orphans in Russia” - “Russian library in the orphanage” - began its work in April 2002 on the basis of Orphanage No. 9 in Moscow. In September 2002, when the project was completed, a color catalog "Russian lekoteka in the orphanage" was published.

From September 2003 to January 2004, the third project of the program “Helping Orphans in Russia” was successfully launched: “Information space of the Russian lekoteka”, as a result of which the website www.lekoteka.ru was created.

Since 2003, on the basis of the faculty of advanced training of the Moscow State University of Psychology and Education, budgetary advanced training courses for specialists of lekotek are held annually.

In 2005, the development of their system in Moscow was included in the program for the modernization of Moscow education "Stolichnoe obrazovanie-4", according to which the library is planned to open in each district of Moscow.

And in 2004-2005, the ROO Sodruzhestvo Uteshenie (Consolation) carried out another project of the Aid to Orphans in Russia program - Russian Lekoteka as a Regional Model of an Early Care Service for Orphans of Children's Homes. Within its framework, specialists from children's homes of the Tver region were trained, a lekotheque was opened in the Konakovsky specialized orphanage.

In September-December 2005, a new step was taken: the experience of introducing a lekoteka in the neurosurgical department of the Morozov Children's City Clinical Hospital (Moscow Department of Health) was gained. The Lekoteka project as a psychological support service for families raising children with neuro-oncological diseases was part of the White Nights Rally program funded by the British Charities Aid Foundation (CAP).

THE CONCEPT OF THE MODEL OF THE RUSSIAN MEDICINE

The essence of the lecotheque

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; institutions of special education; orphanages and boarding schools; orphanages; rehabilitation centers and other organizations providing psychological and pedagogical assistance to children with disabilities (from 2 months to 11 years) and special educational needs.

The clients of the library are children with developmental disabilities or severe psychogenic disorders, as well as their family members or caregivers. The type and nature of developmental disorders of a child can be different: motor, mental, sensory, communicative, emotional, behavioral, or combined. An important factor is at least a minimal educational perspective for the child, the possibility of any kind of learning.

The specialists of the lekotheque implement individually-oriented correctional and developmental programs and carry out work on psychological support of the family, mainly in the process of playing activities.

The goals of the lekoteka:

creation of favorable conditions for the development of the child's personality;

psychological support for the family of a child with developmental disorders;

assistance in solving psychological problems that prevent children from entering preschool educational institutions, assistance in adaptation in the family and other social groups.

Tasks of the lekoteka:

clinical, psychological and pedagogical examination of children and parent-child interaction;

providing parents with information on the development and upbringing of a child, on the results of clinical, psychological and pedagogical examination, the characteristics of the identified disorder and the resources of the child;

involvement of relatives in the processes of examination and stimulation of the development of children, as well as psychoprophylaxis and psychocorrection;

training of parents and educators, specialists of educational institutions and teachers in the use of lekothek facilities, methods of play interaction with children with developmental disabilities;

selection of adequate means of communication with the child;

assistance in the personal and social development of the baby;

selection of the best ways to teach a little person;

conducting developmental and psychocorrectional classes according to an individual plan;

the formation of prerequisites for the education of a child in preschool educational institutions;

normalization of parent-child relations;

helping the family to adapt to the child's disability and overcome the psychological problems associated with this.

The ideology of the lekoteka

Play is the main activity of the child, supported by the library.

What is a game?

The definition of the game sounds as follows: a purposeful mental process (mental function), which has goals, executive actions, flexibility of performance and, moreover, is controllable.

In contrast to routine everyday functioning, such as mastering self-care skills, the game is aimed at getting pleasure. Sensory stimulation, courage from the formation and acquisition of new knowledge, skills, the joy of achievement and possession - all this gives the game. Moreover, this process is filled with creativity. Oftentimes, play helps to cope with traumatic experiences and develop adaptive behaviors. In contrast to passive cognitive activity (watching a video, listening to a fairy tale), in play, the child actively interacts with the environment, both physical and social. The most important characteristics of this type of activity: voluntariness, the desire to play, the presence of a theme and game reality, the use of existing and the formation of new actions, the presence of a program, flexibility, cyclicity. Usually, play brings joy to the child, allowing him to build up his emotional and social experience in a safe situation, gain knowledge and skills, and express thoughts and feelings.

Site - laboratory

Project theme	Project registration number
	Direction of innovation Alternative forms of education of subjects of the municipal educational system (within the framework of the laboratory site that ensures the introduction of federal state requirements for the structure of the main general educational program of preschool education, in terms of the content of correctional work).
Full name of the educational institution Municipal autonomous preschool educational institution Child Development Center - kindergarten No. 473 in Chelyabinsk 454100 Chelyabinsk, st. 40 years of Victory, 10a; tel .: 794-47-58, 794-47-59; website: www // http:ds473. rf; e-mail: This e-mail address is being protected from spambots. You need JavaScript enabled to view it.
Head of an educational institution Kudryavtseva Evgeniya Petrovna tel .: 794-47-58
scientific adviser Svatalova Tamara Alexandrovna - CPN Associate Professor of the Department of Management of the Development of Preschool Education, GBOU DPO CHIPPKRO
Request for project financing 279.648 rubles.	Project start date march 2012	End date of the project december 2013
Project manager's signature	Date of filling out the application
Signature of the head of the educational institution	Signature of the head of the self-government body

Project documentation

I .Brief annotation of the project

Topic:Psychological and pedagogical support of children with disabilities raised in a family, based on the "Lekoteka" project in a preschool educational institution

The problem to be solved by the project.

Innovative project activities are determined by the presidential initiative "Our New School", by order of the Ministry of Education and Science of the Russian Federation of 23.06.2009. No. 218 "On approval of the Procedure for the creation and development of innovative infrastructure in the field of education", the city target program for the implementation of the national project "Education" in the city of Chelyabinsk for 2011-2013 (order of the Administration of the city of Chelyabinsk dated December 29, 2010 No. 9526), \u200b\u200bin accordance with with the decision of the Board of the Office of Education of Chelyabinsk "On the regulation of innovative activities in the municipal educational system of Chelyabinsk" (order of the Office ... No. 166/2-u dated 17.02.2011).

In accordance with Art. 14, item 5. Of the Law of the Russian Federation "On Education" the content of education in a particular educational institution is determined by the educational program (educational programs) developed, adopted and implemented by this educational institution independently. The educational program implemented at the preschool educational institution is considered in relation to the broad context of the child's life, i.e. includes both upbringing, development, and protection, strengthening the health of pupils, joint, independent activities of children and adults, etc. the section of the program "The content of correctional work" is developed in the upbringing of preschool children with disabilities in an educational institution. The content of correctional work should be aimed at ensuring the correction of disabilities in the physical and (or) mental development of various categories of children with disabilities and helping children of this category in mastering the Program.

At the same time, "... in case of impossibility of complex assimilation by the pupil of the Program due to the severity of physical and (or) mental disorders, confirmed in accordance with the established procedure by the psychological, medical and pedagogical commission, the content of correctional work is formed with an emphasis on the socialization of the pupil and the formation of practice-oriented skills" ... This kind of socialization is impossible without the concerted efforts of teachers and parents.

Given the insufficient level of pedagogical and special competence of parents in matters of correcting the development of children in a family environment, it becomes necessary to provide them with qualified assistance and assistance on the basis of municipal preschool educational institutions.

All of the above assumes the solution of a number of contradictions:

between the need to provide psychological and pedagogical assistance to children based on the use of modern developing game technologies (individual programs of game support for child development) and the imperfection of the social system for supporting such families;

between the need for highly qualified specialists who can provide assistance and assistance to parents in raising children with disabilities in a family setting and the available human resources of the educational system.

These contradictions can be resolved within the framework of the project "Psychological and pedagogical support of children with disabilities raised in a family, based on the project" Lekoteka "in the conditions of preschool educational institutions"

In our project "Lekoteka" is understood as a system of psychological and pedagogical support for families raising children with disabilities based on a game, i.e. activities that bring pleasure to the child and create conditions for the formation of means of communication and socially oriented behavior. A game for a child is a voluntarily chosen activity in which the child feels safe, successful, feels pleasure, gets a new experience.

The organization "Lekoteka" is supposed to use play methods, art therapy, acoustic techniques, sand therapy for psychoprophylaxis, psychocorrection, and the implementation of psychological support for the development of the personality of children. These are modern studies of art therapy (V.N. Koropulin, M.N. Smirnova, N.O. Gordeeva and others), sand therapy (T.D. Zenkevich-Evstigneeva, T.M. Gorbenko, who based their approach the theory of C.G. Jung and D.Kalff), M. Montessori's method, which is to stimulate the child to self-education, self-learning, self-development; acoustic therapy (B.V. Gladkov, V.A. Sinkevich), the work of the sensory room.

Children with disabilities need a special individually oriented approach, including support for their personal development, the formation of psychological prerequisites for learning, and optimization of parent-child interaction. Parents of children with disabilities also need qualified psychological help. The above circumstances are the motive for the creation of "Lekoteka".

Objective of the project

Development of psychological and pedagogical support for children with disabilities raised in a family, based on the "Lekoteka" project in a preschool educational institution.

Project objectives:

Development of the substantive and organizational aspect of implementationthe project

Adaptation of the Lekoteka project to the conditions of the municipal preschooleducational institution.

Methods and approaches:

The following methods were chosen to implement the project:

theoretical: literature analysis, synthesis, modeling. forecasting during processing and systematization of research materials;

practical: analysis of actual phenomena, contributing to the determination of the effectiveness of the introduced educational programs and technologies, pedagogical observation, interview.

The urgency of the problem of special pedagogical support to families with children with special educational needs is also due to the fact that the number of children with disabilities and children with disabilities is steadily growing. According to Rosstat, in Russia the number of disabled children in the age category up to 17 years is about 450 thousand people. About 40% of children with disabilities receive no education at all, 40,000 are homeschooled (i.e., in isolation) and 70,000 in the special education system, which also sharply limits their ability to socially integrate. From 80 to 90% of children in special education institutions have cognitive impairments and mental retardation.

The number of children with disabilities aged 0 to 18 years in the city of Chelyabinsk is 16,567 people, of which 11,425 are preschool children (15.8% of the total child population of the city).

According to statistical information, in addition to an increase in the number of children with disabilities, there is also a tendency for a qualitative change in the structure of the defect, which is of a complex nature of disorders in each individual child.

In the works of leading domestic and foreign educators-humanists and scientists (Ya.A. Komensky, I. G. Pestalozzi, M. Montessori, K. D. Ushinsky, V. M. Bekhterev, J. Piaget), attention was drawn to the importance of education and development of the child - preschooler. A significant contribution to its solution was made by domestic scientists N.I. Krasnogorsky, N.M. Shchelovanov, H.JI.Figurin, JI.C. Vygotsky, A.V. Zaporozhets, D.B. Elkonin and others.

In domestic and foreign special pedagogy (L. I. Aksenova, T. G. Bogdanova, N. V. Mazurova, T. A. Dobrovolskaya, T. V. Egorova, A. I. Zakharova, E. I. Isenina, I. V. Karpenkova, Yu. A. Razenkova, ND Shmatko and others) discusses the issues of correction of deviations in the development of children. This is due, on the one hand, to the unique importance of preschool age for the further mental development of the child and, on the other hand, to the increased possibilities of modern psychological and pedagogical diagnostics and correction.

Providing assistance to children and parents raising a child with developmental disabilities is not a new problem in Russian science. Back in the nineteenth century, psychologists (V.M. Bekhterev, S.S. Korsakov, I.V. Malyarevsky and others) used the beneficial influence of parents on the condition of a sick child.

Ensuring and implementing the right of children with disabilities to education is considered as one of the important tasks of state policy not only in the field of education, but also in the field of demographic and socio-economic development of the Russian Federation. (Letter from the Ministry of Education and Science of Russia dated April 18, 2008).

The relevance of the project.

Domestic researchers in the field of special pedagogy and psychology emphasize the importance of the maximum involvement of parents in the process of comprehensive assistance to a child (V.I. Lubovsky, N.N. Malofeev, etc.). A significant number of domestic psychological and pedagogical studies are also devoted to the issues of helping a special family, normalizing the psychological state of its members, teaching parents how to interact with a child (S.B. Lazurenko, G.V. Mishina, O.I. Palmov, O.B. Polovinkina , V.V. Tkacheva and others).

The world has accumulated extensive experience in helping preschoolers with disabilities and their families. There are programs: "Small Steps" (Australia), "Portage" (USA), "Carolina - a guide for preschoolers with special needs" (USA), a program called "Lekoteka" (from Swedish "leko" - "toy "and the Greek" tek "-" collection "," collection "). The first "Lekoteka" was founded on the initiative of parents and teachers in Stockholm in 1963 on the basis of a university clinic and pursued the goal of playing support for a sick child. The first American Lekoteka, which later became the National Lekotek Center, opened its doors in Evanston (Illinois) in 1980.

The Russian "Lekoteka" was founded 10 years ago and was developed in Moscow. In 2001, the project "Russian" Lekoteka "was supported by the US Agency for International Development within the framework of the ARC Program" Aid to Orphans in Russia ". The model "Russian" Lekoteka "" has passed the examination in the Ministry of Education of the Russian Federation. In December 2001, it was presented at the All-Russian Exhibition Center "New Technologies in Education" and was awarded a gold medal.

MSUPE has written an individually oriented correctional and developmental program "Lekoteka" authors: A.M. Kazmin, E.A. Petrusenko, G.A. Perminova, A.I. Chugunova, A. M. Paykova, N. Sklokina. The authors of the Lekoteka program relied on the theoretical basis of the achievements of the Moscow School of Psychology (L. S. Vygotsky, A. N. Leontiev, A. R. Luria, D.B. Elkonin, MI Lisina, AI Meshcheryakov and others), which recognizes the leading role of education in the development of a child, communication with a close adult; the use of the idea of \u200b\u200bmodern Western humanistic psychology (A. Maslow, K. Rogers), attachment theory (Bowlby, M. Mahler) and others.

Tasks of "Lekoteka":

1. Achievement of the maximum possible social adaptation of children with disabilities.

2. Providing a beneficial effect on the development of the personality of children with disabilities, the development of their play, productive and cognitive activities.

3. Provision of psychological, pedagogical and advisory assistance to parents of children with disabilities in the selection of adequate means of communication with the child.

The objectives of the activity of "Lekoteka" are determined by: an individually-oriented program for accompanying a child, developed by specialists, based on existing methods and techniques of correctional and developmental work with children with special educational needs. Play is the main method of "Lekoteka". Equal partnership between specialists and parents is the main condition for effective work.

The main forms of work a child and a family is an individual and group play session, consultations, trainings, master classes, conversations, etc.

Individual work.

In the course of a comprehensive diagnostic examination, an individual planning of correctional and developmental work with a child is drawn up, based on the diagnosis of specialists. The program is made individually for each child and family.

Group work.

The main goals of group lessons: to promote the successful socialization of the child, to promote the child's interaction with other children, parents. Contact with peers gives the child additional impressions, new emotional experiences, develops his imitative abilities, stimulates interest and friendly relations with other people. It also helps to increase the child's activity, the development of communicative, social and emotional spheres, the development of cognitive skills and self-service skills. The participants of the educational process in the "Lekotek" are children with disabilities, their parents (legal representatives), a teacher-psychologist, a teacher-defectologist, a speech therapist, a music director, a physical education instructor, a hygiene instructor.

Fragment of the article

The socialization of children with disabilities is an important and urgent problem of psychological and pedagogical support. Working with these 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, it is almost impossible to achieve success. Recently, in Russia, institutions involved in the rehabilitation and psychological and pedagogical support of families raising children with disabilities or severe developmental problems are trying to actively use foreign experience. It requires a lot of training to use it. It consists not only in staff training, but also in creating conditions for working according to new methods. In 2001, the Sodruzhestvo Uteshenie RPO and the Lekoteka State Educational Institution of the Centralized Mass Media System of the City of Moscow, within the framework of the Aid to Orphans of Russia program, developed a model "Russian lekoteka". At present, 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 model of the Russian lekoteka

Lekoteka is a structural 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; institutions of special education; orphanages and boarding schools; orphanages; 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.

The clients of the library are children with developmental disabilities or severe psychogenic disorders, as well as their family members or caregivers. The type and nature of developmental disorders of a child 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 any kind of training. The specialists of the library implement individually-oriented correctional development programs and carry out work on the psychological support of the family, mainly in the process of playing activities.

Forms and content of the work of the Russian library

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.

A typical sequence of interaction with a family that has asked for help at the library is as follows: initial consultation → issuing questionnaires to parents 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 of the library) → repeated consultation of the parents: acquaintance with the results of the examination, discussion of the proposed plan of work with the family, conclusion of 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 of activities for the summer period.

Initial counseling

Initial counseling is the initial stage of the library's work with the family of a child with developmental disabilities, at 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 a specialist.

The atmosphere of benevolence, interest, attention, emotional warmth allows them not only to freely talk about their problems during the consultation, but also becomes the basis for further therapeutic relationships. The specialist should be ready to meet any feelings of the parents, including aggression towards the child. Parents may be suspicious, express dissatisfaction with a specialist, express doubts about the effectiveness of any assistance to them and the baby. In this situation, it is worth keeping calm and discussing with the parents the state and prospects of the child's development, the possibilities of his social adaptation, the types of assistance that the family can receive in the library. The conversation should be conducted in a constructive, calm manner. It is very important to clarify the ideas of parents about the causes of the baby's illness. There are many myths about illness, and they can cause parental fear, guilt, and hopelessness. For example, it is widely believed that a diagnosis of a genetic defect means an exclusively “plant” existence of a child in the future. These children are said to be aggressive, uncontrollable and can 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 to become ill. This naturally made them feel guilty. Often one has to deal with the situation: parents, seeing an older child in a clinic or in a lekothek with a diagnosis “like their baby” and a gross developmental delay, come to the conclusion that the same will happen to their child in the future. Therefore, it is important to explain to relatives that in each case the disease proceeds individually.

Sometimes it makes sense to introduce parents to several families raising a baby 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 baby, 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 the parents, it is important to instill in them hope that they will be able to accept the situation as it is and the child as it was born. It is necessary to help the spouses see their psychological problems associated with the baby's illness, and make it clear to them that they need to live on. To do this, the specialist turns to the strengths of the family and marital relations, to the internal resources of each of the relatives. He explains to the parents that only with their participation at all stages of work with the child can effective assistance be provided to him. So, delimiting responsibilities, the specialist establishes partnerships with them, which become a platform for teaching parents the skills of helping a child and effectively interacting with him.

Primary counseling technology

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 child's mother, mother and father, mother and grandmother (or grandfather) come to the library.

First consultation of parents without a child

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

The first consultation of parents with a child

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

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

Children of all ages 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 get to know the parents, draw up the necessary documentation (registration sheet for the initial admission). Ten to twenty minutes is enough to get initial information about the baby's problems, to find out what worries the parents, 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 member of the family plays with the child. When the child becomes comfortable, the specialist begins to observe his behavior, paying attention to the specifics of orienting activity and affective reactions, the features of motor development and response to sensory stimuli, to speech competence, the specifics of play behavior, as well as to the nature of the interaction between the mother (or the person who replaces her). ) with child. 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 known to the specialist). If necessary, supervision is accompanied by the inclusion of the specialist in play with the child. Sometimes the initial counseling strategy can be structured differently. If the child is immediately active and calm, the psychologist observes his independent play, the child's interaction with the parents and their joint activity. For diagnostic purposes, the specialist begins to communicate with the baby. When he gets tired of playing, a psychologist can get from one of the adults the necessary information about the history of the development of the disease, about the problems that parents face. The child at this time is occupied by a second adult.

Examination of the child and family

There are several key moments in work with a family and a child, during which the main content of a specialist's work is examination.

The most important of these is the initial examination. The goal of the specialist is to get the most complete picture of the child's problems, his strengths and weaknesses; to understand the peculiarities of communication between parents and the baby, their views and the specifics of the family situation. Based on this information, a decision is made on the psychological support of the family within the framework of 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 library has assessment protocols: "Assessment of the development of the child", "Assessment of the behavior of the parent", "Psychological problems of the child and the parent", in which the specialist records the results of his observations.

Observation of behavior is the main method of obtaining information. It is versatile to work with babies, toddlers and toddlers. Observation and analysis of the child's spontaneous behavior allows us to state not only the deficit, but also the development resources, the sphere of competence of the little person. Relying precisely on the resources, on the 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 on a video camera, if possible. Video surveillance is of great importance for assessing the dynamics of a child's development, can often be a valuable illustrative material for conversations with parents, and facilitate the work of specialists at a consultation.

Examination of the child by video surveillance in the lekothek

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, socially individual. Play materials are selected in such a way that they arouse curiosity in kids, awaken emotions.

The first diagnostic game session is carried out after meeting the family. A mother or both parents and a child are invited to the playroom. The total examination time is 45 minutes. The first 25 minutes, the baby is left to himself, he can choose toys and do whatever he wants with them (except for destruction). Parents, following the instructions given by the specialist, will be passive observers, turning on only to fulfill any request of their child. The second part of this time (20 minutes) is reserved for joint play. You can often hear the question: "How to play?" It is hardly a question of real ignorance, 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 playing hall is recorded with the help of video recording through glass that is transparent in one direction. This eliminates the direct influence of a stranger on the child's behavior.

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

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 such a situation, it may be useful to record a free or shared parent-child game on a rug or at a table. The results of the examination are recorded in the protocol "Assessment of the development of the child".

Observational Parent-Child Interaction Survey

Numerous studies confirm that the interaction of parents with a child is one of the main factors that determine the development of a child's personality, especially in the first years of life, therefore, clients of lekothek are not only children, but also their parents. Harmonization of parent-child and other intra-family relations is one of the most important areas of work for the specialists of 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, less prolonged. The attitude of parents to the achievements of the child, even the smallest, is of great importance. Other essential parameters are parental initiative in the game, timely reaction to the child's initiative, his actions, encouraging the child's independent activity, their emotional involvement, and getting pleasure from communicating with the child.

In order to understand how parents interact with the baby, video surveillance of their game is used. Then the video is analyzed. When planning a diagnostic game session, it is necessary to tell the 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, observation of joint play in the hall allows you to see the characteristic style of behavior of adults in relation to their baby, to mark problem areas.

Sometimes the specialist watches the video together 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 an 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, hyper-care is especially often observed. Adults simply do not believe in the strength of the baby. For example, a mother is in a hurry to build a tower herself from cubes or to tie a lace, because it is hard for her to see how difficult it is for a child to cope with such a simple task for ordinary children. She can compare her toddler with other children, and this only increases feelings of anxiety, shame, guilt, which, in turn, exacerbate overprotectiveness. Such a reaction of the mother increases the anxiety and insecurity of the child, suppresses his initiative and the ability to realize his own development resources. Thus, a vicious circle develops, which further limits the possibilities of children. The parents' lack of faith forces them to control the children's game, to impose their own rules, which suppresses the child's initiative, his ability to explore the world, and develops passivity. Excessive requirements of parents are usually associated with the fact that they do not want to change their expectations regarding the development of the baby. For example, during a play session, a mother asks a girl with a gross developmental delay and motor difficulties to throw a ball into a basketball net, which causes anxiety, anxiety, and protest reactions in the child. It is important for any baby to please the mother, to justify her hopes. And when this is not possible, anxiety arises, which further limits his capabilities.

Parents of children with disabilities are characterized by concentration on developmental activities with the child, "lessons", tasks that exclude spontaneous, lively play, emotional contact with children. Emotional coldness of relatives can be associated with a depressive state or with the need to suppress their own feelings for fear of facing pain, grief, loss. The limitation of physical contact and warmth gives children a feeling of defenselessness, anxiety, and insecurity. It is often seen 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, ask questions of a child with a delay in speech development in order to provoke his speech. Often, mothers and fathers speak in complex sentences, using words incomprehensible to the baby, ask too complex questions - for example, requiring him to know the names of flowers, animals, objects. In response, the child experiences a sense of anxiety, which blocks the development of speech function. He protests or withdraws, ignores the requests of 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, a decrease in initiative and cognitive activity, anxiety, and a lack of self-control, which further limits development opportunities. During a diagnostic play session, such a baby is insensitive to the adult's signals, ignores him, refuses to play or switches to another, is aggressive. For example, upon entering the playroom, the child became interested in kitchen utensils. He can pick her up or, as is the case with autistic behavior, just look in her direction. But parents, ignoring or not noticing what the baby's attention is focused on, take out a railroad and offer to play with it. In response, the child may start screaming, getting angry, and behaving aggressively.

The results of the parent-child interaction survey are recorded in the Parent Behavior Assessment Protocol, which includes several headings and involves filling them in with specific characteristic examples confirming the presence or absence of the corresponding behavior. The completion of the protocol is carried out by the specialist who will work with the family in the future. Conducting such a survey over time helps assess performance.

Example No. 1

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

Features of early development: holds the head from 1 year old, turns over to the right side from 10 months, began to sit from 2 years old, crawls from 1 year 8 months, stands from 11 months, does not walk on its own. She underwent two operations for removing 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.

Non-verbal communication: uses gestures, reaches out, vocalizes, smiles, shows interest in other children, makes requests, for emotional support from parents.

Speech: single words: "mom", "dad", "uncle", "me". Fulfills simple requests: brings a toy, clothes.

Self-service skills: she does not ask for a potty, but she shows when she has already “gone”. Holds a cup, but does not sip, spills, holds a spoon.

Play activities: simple manipulation of objects prevails, throwing and collecting toys. Oral examination of objects is noted, examines large objects.

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

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

During the session, the father is calm, in a good mood (smiles, laughs), looks relaxed. During interaction with the girl, she speaks a lot, mainly accompanying the child's activities with words, commands. For example, a child gets out of the pipe, dad: “Move the handles and forward, help with your legs,” “Oh, what a path,” telling the child what objects are nearby. The girl and dad come up to the bike. She pushes the bike with her hands, dad: "Still, a bike, you can carry it anyway." The bike falls, the girl touches the wheel with her hands, dad: "Failed, ... the wheel." The child takes a tennis ball in his hand, dad: "And here is the ball", the girl throws the ball, dad: "Throw it like that, there it is, yes."

Dad is initiative, often actively offers the girl objects of interest to her. At the same time, the themes of the child and the parent do not always coincide: for example, a girl touches a large pyramid on the floor, dad is next to him: "Look, phone."

Draws the child's attention (not to himself, but to toys) with benevolent intonation, contact (takes the child by the shoulders) and verbal means (“Look, what a toy”, “Look, tambourine”).

Reacts to the child's initiatives (requests for help, showing interest in a toy) most often verbally and with actions. For example: a child comes up to the slide and begins to vocalize, says "dad", stretches out his hand to dad (asks for help), dad: "Come on yourself, since you have already skated without me, I will wait here", stands right in front of the slide: "That's it you can do it ”, helps to get on the bike, rolls the girl on the pipe, but when the child begins to vocalize, fidget, expresses 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 dad calmly: “Who will collect? Let's add the balls. Can you put the balls in the basket? "," All? (Played.) Well, let's put it in place, "and positive reinforcement:" That's it "," Well done ", as well as directives: the girl removes the rings from the pyramid, dad:" Put them side by side, put them side by side "," Knock on the drum " ...

In 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: baba, alle! : grandmother, 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 himself raises the ring with one finger, says:" Knock on the box ", points to the" box "with an index gesture), questions (" Where buttons on the phone? "), expanding the child's statements (girl:" Aunt ", dad:" And who is there? Aunt "; child touches the specialist's slippers, says" Bo ", dad:" Aunt's boots ").

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 stairs", "Here, and now your hands forward and go"), gesture prompts (points with a gesture, raises the pyramid ring), re-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, acting with them, maintaining a dialogue between the child and the parent, following the girl's attention and maintaining his theme. All too often, there are types of help in the session, such as actions for the child and directives.

Example No. 2

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

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

Features of early development: with a delay, the head holds from 4 months, sits down from 1 year 2 months, crawls from 1 year 7 months, support - from 1 year 2 months.

Child's motor development: muscle tone is reduced. General mobility is limited due to being overweight. Actions with two hands: holds large objects, brings the hands together, shifting from hand to hand is difficult.

Communication: sociable. Comprehension of non-verbal messages - demonstration of an object, pictorial gestures, intonation. Reasons for contacting - attracting attention, rituals of greeting, request (demand), protest, answering a question, managing the behavior of a partner. Means used - eye contact, coordinated attention, tactile contact, pointing gesture, reaching for an object, proposing an object, leading to an object, vocalizations, words - "mom", "dad", gestures - "yes", "no", "toilet ”,“ Is ”,“ 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 acceptance - sometimes, rarely. Concentration and purposeful activity: "hide and seek", pulls out and puts objects in the box.

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

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

During the diagnostic game session, the mother is in a good mood, actively takes part in the game situation. Shows a warm attitude towards the child, 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 theme 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 comfort of the child (“Do you want to eat, are you hungry?”, “Sit down, sit down”), tenderness (the girl cannot get out of a small stroller, her mother helps her to 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 the daughter is interested in. In most cases, the woman does not interrupt the child's harmless and socially acceptable activities. Does not object to repeated, repeated, in its own way organized play, notes its peculiarity verbally. For example: a child turns the kettle over so that the lid opens, but not completely, it is attached. The girl tries to open the lid with her finger, turns the kettle over again, looks carefully at the lid. Mom: “The lid does not open until the end. Only like this, it doesn't open up to the end. " At the same time, the mother smiles, looks at the specialist, as if with pleasure noting for herself that her daughter noticed such a detail. Mom uses indirectly negative statements about the child ("Well, at last, I thought we would die of thirst", "Well, hello to you").

Sometimes a woman offers games that are not of interest to the child. However, it does not force, does not interfere with his other activities. There is no obvious conflict between the mother's initiatives and the child's wishes during the play session. Mom often offers accessible games, draws attention to objects by including in a joint game with her daughter (playing the phone, drinking tea). Quite often he calls his daughter various variants of the name. Uses impersonal addresses, benevolent intonation. It also draws the child's attention verbally to toys that are not in his field of attention (“Let's go and see the dishes”, “Let's build a tower, the cube is you, the cube is me”, 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 actions of the child that are interesting to her. At the same time, she uses symbolic gestures, questions (the girl hangs up the phone, her mother: "Who did you call?"; "Give you a kettle?").

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

The mother uses various techniques aimed at stimulating development: she chooses games that are available to the child according to the level of development and interests, demonstrates the desired behavior with toys, uses gestures and other means to clarify her statement. However, a lot of what she says is inaccessible to the child, the girl does not react to the words of her mother accordingly. The woman uses step-by-step verbal instructions as well as questions to help. Provides the daughter with the opportunity to navigate in the new environment, gently offers toys, leaving pauses for the child to choose the game independently, but not always. He constantly comments on the girl's activities, often running ahead, describing actions that have not yet been completed, and gives instructions. He rarely uses verbal mapping of objects that are in the focus of the child's attention. Often exhibits desirable behavior with toys. Supports dialogue with the child, closing several communication cycles in it.

Mom used a variety of communication strategies. During the session, one could observe a rather favorable variant of interaction with the child.

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

Home surveillance

In the conditions of a child's stay in a lekothek, a specialist can rarely observe how diagnostically informative for him and very important for the baby, everyday household and hygienic procedures are carried out: feeding, dressing-undressing-changing clothes, toilet. Very often, the child's behavior in these areas is a problem for parents. Adults say that "the baby behaves in a completely different way at home."

For initial orientation, it is necessary to observe the child's behavior at home. It takes about three hours to record all the moments of interest to a specialist during home observation. It is very valuable if you manage to make a video recording. The results are recorded in the protocols: "Assessment of the development of the child" and "Assessment of the behavior of parents."

Other examination methods

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

Thus, the information obtained through observation complements the story of the parents about their favorite activities, the child's skills in a particular area. The functional capabilities of the baby are explored by offering him a number 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 questionnaires KID (Kent Infant Development Scale), CDI (Child Development Inventory), parent diary entries. To determine the characteristics of the temperament and identify atypical behavior of the child, you can use the TABS (Temperament and Atypical Behavior Scale) questionnaire. For the study of the parental position - questionnaires of Zakharova, VargaStolin, drawing methods, parental composition.

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

RUSSIAN MEDICINE

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

The high efficiency of psychological, medical and pedagogical assistance to young children with developmental disabilities has been proven by world practice. In most developed countries, habilitation has emerged from the field of medicine and moved into the field of education. This organizational shift 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 LECOTEKA.

Its activities are aimed at:

Creation of favorable conditions for the development of the child;

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

Assistance in solving psychological problems that prevent children from entering a preschool educational institution, to help them adapt in the family and in other social groups.

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

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

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In connection with the great importance in the development of a child of harmonious parent-child relations in the library, parents are consulted, as well as their psychological and pedagogical education.

Rules for admitting children to Lekotek

To admit children to the Lekotek, you must have an opinionIPPC(medical-psychological-pedagogical commission) at the address: st. Marshal Rokossovsky Boulevard, building 1, kindergarten number 000, pre-register by phone: 8- (499)

The MPPC provides the followingdocuments:

· Passport of one of the parents with registration

· Birth certificate (copy and original)

· Disability certificate, if issued (copy and original)

· Inquiries from the clinic:

1. Psychoneurologist or neuropathologist

2. Speech therapist

3. ENT

4. Oculist

5. Dentist

Address of our Lekoteka:,

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

post office:***** @ *** ru

ENROLLING CHILDREN IN THE MEDICINE

Children with disabilities, including children with disabilities, are admitted to the Lekotek only with the consent of their parents (legal representatives) on the basis of the decision of the psychological, medical and pedagogical commission. MPPK issues to parents (legal representatives) a voucher for sending a child to the main group of the structural unit "Lekoteka".

If during the period of the visit by the child of the main group of the structural unit "Lekoteka" contraindications are revealed, then he is sent for an extraordinary examination to the psychological, medical and pedagogical commission to resolve the issue of transferring to prolonged counseling or expulsion.

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

· the main group includes children with identified developmental disorders of varying 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 can be admitted for prolonged counseling, including children with disabilities attending state educational institutions, in the absence of the possibility of receiving psychological and pedagogical assistance in the institution and on the basis of the decision of the district education department, as well as children with disabilities who are not able to regularly visit the Lekotek for health reasons or for family reasons

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

You can go through the lekoteka commission here:st. Moldagulova, 20a, kindergarten number 000

Where to find the library

Kindergarten of compensating type No. 000. Open highway, bldg. 1. Tel .: (4, (4

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

Lekoteka on the basis of an elementary school - a kindergarten of a compensating type No. 1 microdistrict).

VAO, Novogireevo, kindergarten number 000, a group for children with developmental disabilities, including cerebral palsy, st. Molostovs,

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

Kindergarten of compensating type No. 000 for children with musculoskeletal disorders

Psychological, medical and social center "Rostok",

Kindergarten of compensating type № 000, st. Khabarovskaya, 12, Zelenograd, building 1511.

Help on
Contact number: .

THE GOVERNMENT OF MOSCOW

DEPARTMENT OF EDUCATION OF THE CITY OF MOSCOW

ORDER
dated 01.01.01 N 497

ON APPROVAL OF THE EXAMPLE REGULATION ON THE ORGANIZATION
ACTIVITIES OF THE STATE EDUCATIONAL MEDICINE
INSTITUTIONS IMPLEMENTING EDUCATIONAL PROGRAMS
PRESCHOOL EDUCATION

In accordance with clause 1.5 of the Decree of the Government of Moscow dated 01.01.01 N 104-PP "On the development of the preschool education system in the city of Moscow" I order:
1. To approve the Approximate Regulation on the organization of the activities of the library of a state educational institution that implements general education programs of preschool education (annex).
2. The heads of district education departments should recommend to the heads of state educational institutions implementing general education programs of preschool education to open lekotheques as structural subdivisions of state educational institutions.
3. The Moscow City Psychological and Pedagogical University () and the State Educational Institution Educational Center "Teaching Technologies" (-Sokolova) organize refresher courses for specialists in lekotek.
4. State educational institution Education Center "Teaching Technologies" (-Sokolova) to prepare a specification for equipping lekotheques.
5. State educational institution Education Center "Teaching Technologies" (-Sokolova) to hold 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 lekotheques".
6. To the deputy head of the Moscow City Department of Education, to introduce additional staff units for organizing the work of lekotheques into the staffing tables of state educational institutions implementing general education programs for preschool education.
7. Control over the implementation of the order shall be entrusted to the heads of the district education departments and the head of the Preschool and General Education Directorate of the Moscow City Education Department.

Head of department

application
to the order of the Department
formation of the city of Moscow
dated 01.01.01 N 497

The main forms of work of Lekoteka

Consultation (C)

Consultation is a meeting of Lekoteka's specialist with parents (educators), during which constructive cooperation of specialists and parents is realized.

Diagnostic gaming session (DIS)

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

Therapeutic game session (TIS)

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

Guest visits (GV)

The child, together with a specialist, attends a group with children from kindergarten. The teacher promotes the productive communication of children by acting as a tutor. If a child has great difficulties in communication with children, fear of a large number of children, or refusal 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, 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 the child is included in the Lekotek and 1 session in the middle and at the end of the school year. In the course of a comprehensive diagnostic examination, an individual educational route is drawn up.

Ø Individual game session ... During a game session, a game interaction of a specialist with a child takes place 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 "theme" of the child.

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

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

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

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

Ø Organization of joint holidays.

Lekoteka specialists

	Position
Barmenkova Tatiana Dmitrievna	Head of Lekoteka
Linik Anna Aleksandrovna	psychologist
Antonova Nadezhda Alexandrovna	Speech therapist, defectologist