Art therapy for children with disabilities: four effective techniques

Theoretical foundations of socialization of children with disabilities

Most often, socialization for a child with disabilities is much more difficult than for ordinary children.
A specific difference between the new generation of Federal State Educational Standards is that the result of the education of a child with disabilities is considered in the ratio of personal, meta-subject and subject-related educational results. Personal results include mastering the competencies necessary to solve practice-oriented problems and ensuring the formation of social relationships in various environments, as well as the formation of motivation for learning and cognition.

Meta-subject results (learning actions) include mastered universal learning actions (cognitive, regulatory and communicative), which form the basis of the ability to learn, ensure the mastery of interdisciplinary knowledge, the acquisition of cognitive experience and the implementation of various types of activities.

Subject results are associated with mastery of the content of each subject area, are characterized by the acquired experience of activity specific to the subject area to obtain new knowledge, and also evaluate achievements in the acquisition of knowledge and skills and the possibility of their application in practical activities and life.

The result of mastering the basic educational program by children with disabilities is “the introduction of the child into culture.” In this case, the child’s socialization will depend on the so-called “life competencies” formed during the learning process.

Competencies are considered as potential, psychological new formations: knowledge, ideas, programs (algorithms) of action, systems of values ​​and relationships, which are then revealed in competencies as personal characteristics. Mastering competencies means becoming a full-fledged member of society, being able to take responsibility for one’s own actions and showing interest in learning.

Competencies have a complex composition:

cognitive - knowledge that children acquire; activity - skills and abilities that a child can put into practice; reflective - transformation of new knowledge into skills

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HIA I, II, III, IV, V, VI, VII, VIII types and their interpretation

Decoding categories of disabilities in education

The pedagogical decoding of types of disabilities is set out in the Federal Law on Education of the Russian Federation.
He describes the specifics of the categories of “special” schoolchildren and the special conditions for receiving education for each of them. Developmental features are diagnosed by PMC. These include vision, speech, and musculoskeletal disorders, mental retardation (MDD), intellectual development disorders, behavioral and communication disorders, including ASD and ADHD, and complex developmental disorders. If confirmed, the PMPK recommends specific special conditions for the child’s education.

Decoding the categories of disabilities in medicine

A medical decoding of the categories of disabilities is given in the “International Classification of Functioning, Disability and Health of Children and Adolescents. ICF-CY" of the World Health Organization. She defines disorders as problems in the development of physiological and (or) psychological functions of the body (mental, sensory, speech) and its structures (nervous, digestive, endocrine, cardiovascular, immune, respiratory systems), their significant deviations and loss. Forms of violations also include delays and delays in the development of children and adolescents.

The ICF-CY defines 5 levels of violations in percentage terms (from 0-4% - with no or minor violations, to 96-100% - with absolute ones) and 4 levels of delays, taking into account that delays may disappear. Impairments and delays are recorded by codes assigned to body functions and structures, learning and application abilities, social relationships and environmental influences. The classification is published on the WHO website.

The summary table “Classification of children with disabilities” on the site rosuchebnik.ru provides a more detailed description of the features of all categories of disabilities.

OVZ according to the Federal State Educational Standard

Types of disabilities according to the Federal State Educational Standard are determined in accordance with the options for adapted basic educational programs (AOEP) for “special” students.

• deaf, 4 options AOOP NOO
• hearing impaired, 3 options
• blind, 4 options
• visually impaired, 3 options
• with musculoskeletal disorders (LODA), 4 options
• with mental retardation (MDD), 3 options
• with severe speech impairment (SSD), 3 options
• with autism spectrum disorders (ASD), 4 options
• with mental retardation (intellectual impairment), 2 options(3)

The Federal State Educational Standard recommends educating such children in inclusive schools and Centers for psychological, pedagogical, medical and social assistance (PPMS). PPMS centers are most often organized on the basis of correctional schools and are gradually replacing them. At the same time, correctional schools of 8 types continue to fulfill their mission. Let's get acquainted with the categories of their students.(2)

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I category. Hearing-deaf, deaf children without speech

Children with profound, persistent bilateral hearing loss: those who lost their hearing early, those who were born with hearing impairments, or those who lost their hearing before speech development. They do not perceive speech and cannot master it on their own. They need special training to talk. Such children perceive the world through sight and touch. Their thought processes are based not on speech, but on images and actions. Therefore, they have difficulty identifying causes and effects, properties and relationships. Their attention and memory are characterized by instability and low capacity due to fatigue.

In teaching speech, special acoustic and sign language equipment plays a major role. And although speech remains undeveloped, dominated by words denoting objects and very few words describing qualities and movement, they can still speak. Even if he makes mistakes in sounds, replacing words with similar sounds.

Children communicate with each other using gestures and try to transfer such communication into the world of hearing, imitating various objects and their signs with gestures and facial expressions. Sometimes this is perceived as aggression, and an equally aggressive response occurs. This is one of the reasons why children with deafness have low self-esteem.

II category. Hearing impaired children

Children with partial hearing loss, hearing loss and varying degrees of speech underdevelopment. Children who have retained residual hearing and independent speech. They continue to accumulate vocabulary.

The development of their mental and cognitive processes depends on how early they lost their hearing. The retained low level of auditory perception creates the illusion that one can rely on it, but the information received is greatly distorted.

The main task in teaching them is to develop visual perception and teach them to concentrate on the lips of the speaker, while simultaneously teaching them to read. As a result, the stability of attention will increase and visual memory will begin to develop.

Unlike deaf children, hard of hearing children have high and even inflated self-esteem, since any slightest achievement is perceived by the adults around them as an incredible success.

III and IV categories. Visual impairment (considered together)

Blind children, including those born blind and blind before the age of 3, visually impaired and late blind, with strabismus and amblyopia.

Blind children perceive the world around them exclusively by hearing and touch, and have increased vibration sensitivity. Retaining residual vision through vague and distorted images. This way of cognition impoverishes thought processes and interferes with their integrity. Children have difficulty determining the distance and location of not only objects, but also their own. As a result, they do not have clear, confident judgments.

Training for this category is based on creating a polysensory experience: the missing analyzer is replaced by the activation of others. First of all, through speech. But it must be taken into account that visually impaired children acquire speech skills later than their healthy peers, their vocabulary is poor and spoken words do not always coincide with real images. Any verbal description for them requires tactile exploration.

Studying develops their unstable attention, which does not have a target orientation. Its volume, concentration and arbitrariness increase. The same is with memory, primarily verbal-logical.

Blind and visually impaired children can be conflict-prone, unrestrained, and have no goals. But communication, joint educational and work activities with visionary peers develop their independence and competitiveness.

V category. Severe speech pathology

Children are mute, with phonetic-phonemic underdevelopment of speech and impaired pronunciation of individual sounds: alalia, aphasia, dysarthria, rhinolalia. With alalia, normal hearing and intelligence are preserved, but due to organic lesions of the speech areas of the brain, speech development is disrupted. Agrammatisms appear, difficulties in reading and writing appear, and vocabulary decreases.

Aphasia is characterized by the destruction of already formed speech when the motor or speech center of the brain is affected. In the first case, speech is completely absent or is preserved in the form of separate phrases and words with pronunciation defects. In the second, the differentiated perception of sounds and words is disrupted. The child ceases to understand what is said to him, but normally perceives non-speech sounds.

Dysarthria and rhinolalia are problems with pronunciation. With dysarthria - due to insufficient development of the speech apparatus, with rhinolalia - due to anatomical defects in the structure of the organs of articulation. As a result, all mental processes suffer, with the exception of logical, semantic and visual memory.

Learning takes place through the development of motor skills with the help of gymnastics, rhythm, and music. As a result, stable cognitive interest and adequate self-esteem are restored.

What else should I read?

Adapted program for children with disabilities

Development of the potential of children with disabilities through electronic textbooks

Children with disabilities at school: how to create comfortable conditions for their learning and communication?

Inclusive education for autistic children

VI category. Musculoskeletal disorders

Children with cerebral palsy, congenital and acquired deformities of the upper and lower extremities, flaccid paralysis of the upper and lower extremities, paresis and paresis of the lower and upper extremities. Lack of movement prevents them from perceiving reality through vision and kinesthetics. They have more developed verbal thinking compared to visual and effective thinking. The system of forming concepts and abstractions lags behind.

There are often problems with hearing, leading to a decrease in auditory memory and auditory attention. There are alalia and dasathria.

It is useful for such children to combine education with feasible work activity. It teaches them to switch attention, reduces lethargy, and gives them a sense of importance.

VII category. Children with mental retardation

Children with the possibility of intellectual development, but a slow pace of mental processes, high exhaustion, difficulty in assimilating knowledge: mental underdevelopment, mental retardation, damaged mental development, deficient development, distorted development (RAD, ADHD)

Common problems are slow, inconsistent perception, and delayed verbal and logical thinking. It is difficult for them to analyze and generalize. As a result, speech suffers, lacking clarity and logic.

Children with mental retardation are characterized by involuntary impulsive behavior and infantilism combined with a low level of cognitive processes, including memory and attention. The causes of infantilism lie in problems of the endocrine and nervous systems, and a delayed pace of mental development.

When training, it is necessary to take into account their physiologically determined fatigue, frequent changes in activity and passivity. If they are given interesting tasks that do not require mental strain, and if an atmosphere of calm and goodwill is created, they show results in solving intellectual problems that are close to the norm.

VIII category. Deviation of intellectual development.

Children with profound underdevelopment of cognitive processes. Most often in the form of oligophrenia (congenital mental defect syndrome) of 3 types. Only children with retardation and mild correctable mental retardation are capable of learning.

Although their perception is distorted, difficult to reconstruct and does not have sufficient meaning, and the level of thinking is very low, they master speech, albeit with grammatical and phonetic errors. Children learn to write, read, and count. But the main form of work with them is labor training and, subsequently, assistance in finding employment.

Regardless of the category of disabilities to which the child belongs, Russian inclusive schools, primary medical education, and correctional schools create all the conditions for their “special” students “to receive, without discrimination, quality education, for the correction of developmental disorders and social adaptation”
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Art therapy in working with children with disabilities

Art therapy (from the English art - “art” + therapy) is a direction in psychotherapy and psychological correction, based on the use of art and creativity for therapy.
The art therapy method in correctional work allows you to get positive results:

1. Provides an effective emotional response, gives it (even in the case of aggressive manifestation) socially acceptable, permissible forms.
2. Facilitates the communication process for children with disabilities who are withdrawn, shy or poorly oriented towards communication.
3. Provides the opportunity for non-verbal contact (mediated by the product of art therapy), helps to overcome communication barriers and psychological defenses.
4. Creates favorable conditions for the development of arbitrariness and the ability to self-regulate.
5. It has an additional impact on the child’s awareness of his feelings, experiences and emotional states, and creates the prerequisites for the regulation of emotional states and reactions.
6. Significantly increases personal value, promotes the formation of a positive “I-concept” and increased self-confidence through social recognition of the value of the product created by a child with disabilities.

The goal of art therapy is not to create an object of art, but to work with one’s own self, with the inner world of a person.
She focuses not on the result, but on the process. That's why you don't have to have creative skills to go to art therapy or become an educational psychologist who practices this technique in his work. The art therapist must be empathic - it is extremely important for him to feel the state of the child who comes to the appointment. The specialist must be prepared not to use directive methods of behavior. It is important to be nearby and observe, to carefully follow the child, without imposing your vision of the world, without driving him into a framework.

What problems can be treated with art therapy?

1. Increased self-esteem and self-confidence.
2. Reduced stress levels.
3. Overcoming depression and anxiety disorders.
4. Overcoming age-related crises.
5. Resolving family conflicts.
6. Improving communication skills.
7. Self-knowledge (processes that help you better understand your life goals and desires).
8. Processing psychological trauma.
9. Overcoming phobias.

Principles of interpretation in art therapy

1. The principle of detail. We pay attention to every detail in the art therapy process: color combinations, lines, details.
2. Understanding the context. Analysis of internal and external factors: the degree of psychological protection, the child’s worldview.
3. The importance of phenomenological research. Attention is directed to bodily sensations - what a person experiences during art therapy.
4. Recognition of polysemy (content polyvalence) of images - we explore the work that happens during an art therapy session. Feelings, sensations, emotions, memories that arise in a child.
5. Revealing problematic psychological material with simultaneous attention to the author’s internal resources is important to show a person what potential he has.

“In art therapy there is no concept of “right” and “wrong”. It's not important to be able to draw here. The only important thing is how a person experiences his emotions during a session, how he conveys them in his work.”

Stages of art therapy

1. Preparatory stage. If you are working with a child with disabilities, it is important to meet with the parents and discuss the methods you will use.
2. The main stage is working with the child.
3. Formation of a system of psychotherapeutic relationships and the beginning of the child’s visual activity.
4. Strengthening and development of psychotherapeutic relationships and the most productive visual activity. What paints, pencils, plasticine or other materials does the child want to use? Give him a choice.
5. The final stage (termination).

“Art therapy is not the same as creativity. When we draw, we relax, relieve emotional stress, but art therapy is a loop into reality: the product of a child’s creativity must be put into words. You discuss every detail of his work, examine and study it with your child.”

Methods of art therapeutic process

1. Isotherapy - drawing with paints, pencils, finger paints.
2. Color therapy (chromotherapy) is a direction that uses the influence of colors.
3. Bibliotherapy (fairytale therapy) - reading fairy tales, retelling them, composing your own stories in which the main character is the child himself.
4. Sand therapy.
5. Water therapy.
6. Game therapy.
7. Drama therapy is the act out of negative situations that may appear in children’s lives through dramatization.
8. Dance movement therapy.
9. Puppet therapy - the use of theater and finger puppets.
10. Phototherapy is a relatively new field, dating back to the 1970s. It evokes a whole range of emotions, especially in children with disabilities.
11. MAC therapy - psychotherapeutic sessions using metaphorical cards.

Abstract of the GCD with the presentation “Learning to be friends.” Senior group

Abstract of the GCD for the project “Learning to be friends with children with disabilities” in the senior group with a presentation
Author: teacher of the MDOU “Kindergarten No. 91” of Yaroslavl Aleksandrova Natalya Sergeevna Description: This methodological material is recommended for kindergarten teachers, primary school teachers and additional education . The introduction of inclusive education helps to reconsider the level and quality of interpersonal relationships among peers. In this project, children learn about people with special health needs and begin to understand the need for the devices they use. Thanks to a practice-oriented approach, children develop sensitivity, empathy and the ability to interact on equal terms with people with disabilities, while maintaining respect and dignity for both parties and leveling out the differences between them. Age group: senior Project goal: Development of moral universal values: love for loved ones, sense of duty, justice, mutual assistance, responsibility, empathy, attention to others, and the ability to correctly interact with people with disabilities. Project objectives: 1. Give children an idea of ​​people with disabilities. 2. Expand and consolidate children’s understanding of kindness and tolerant attitude towards people with disabilities. 3. Expand children’s understanding of the devices used by people with disabilities. 4. To form an idea of ​​the role of vision, hearing, and the ability to walk in a person’s life. 5. Expand and consolidate knowledge about the rules of communication with people with disabilities. 6. Develop the ability to competently provide the required assistance. Preparatory work: 1. Watch the cartoon “Ears for Usharik”, talk about hearing-impaired people and the devices they use. 2. Watching the cartoon “About Dima”, talking about people and the devices they use to move. 3. View slides about blind people and talk about the devices they use. How to distinguish a visually impaired person and who helps them move. Preparatory materials: fur ears, 15 toys on the floor, chair, bag of toys, blindfolds.
GCD move

The teacher together with the children: With our feet, stomp, stomp, stomp, With our hands, clap, clap, clap, With our eyes, blink, blink, blink, with our shoulders, chick-chick-chick, one here, two there, turn around, once you sat down, two stood up, hands up all raised. One, two, one, two, it’s time for us to get busy. - Guys, let's close our eyes with our palms. Do you see anything? - No. - And if we close our ears, can we hear anything? - No. - And if we imagine that our leg hurts, will we be able to walk, play, run? - No. — And if our hand hurts, will we be able to draw or play board games? -Also no. SLIDE 2. - Guys, there are people, adults and children, who have poor eyesight, their ears can’t hear, their legs or arms hurt. Such people have poor health. You and I have many possibilities: we see, hear, walk, play, and we can do something with our hands, for example, draw or assemble puzzles. But these people don’t have such opportunities. They have limited ones. These are people with disabilities. — In preparation for the lesson, we watched cartoons related to this topic. SLIDE 3. Ears for Usharik.

— Guys, who can tell our guests what this cartoon was about? (the guys answer) Guys, what was the name of the device that Usharik used? (hearing aid) SLIDE 4. Man with a hearing aid.

- Guys, let’s now try to portray a person who has difficulty hearing. This is why I have these “ears”! (One child goes out, puts on headphones, turns to the window). - Guys, let's imagine a situation when we want to invite Alice for a walk. How do we do this? (The guys offer their options). - Of course, guys, we can pat Alice on the shoulder or wave to her. Great, you guessed it quickly! And from here we will have 1 rule: If a person has difficulty hearing, you need to wave your hand or tap him on the shoulder. SLIDE 5. 1 rule.

— The next cartoon we met was “About Dima.” SLIDE 6. “About Dima”

— Guys, tell the guests about this cartoon. (Children talk about the cartoon) - Guys, please tell me something, I forgot, what devices do people who have difficulty walking use? (Crutches, walkers, chairs). SLIDE 7. Adaptations.

- Of course, with their help people can move around and get the necessary items. - Guys, let's try to imagine that one of our legs hurts. We will jump on one leg and we will need to put the toys in their places. (Preliminarily lay out 15 toys on the carpet and place a chair for further exercise). Children complete the task. - Guys, how was it difficult for you? Likewise, it is difficult for people with disabilities to do those things that we can do easily and quickly. And if I ask you to take the chair to your place, you just have to do it on one leg (the teacher asks the child to take the chair). Do you think it will work? I think it's difficult. So what should we do? We can help him. But first we need to ask the person if he needs help. Nikita, do you need our help? How can I help you? — Carry the chair (The teacher helps carry the chair). - So we came up with rule 2. Find out if you need help. Next, clarify what needs to be done and how to help. SLIDE 8. Rule 2.

— Guys, you already know that some people with sore legs use strollers. Tell me, how tall is the person in the wheelchair? (short, short). Let us also become short, and for this you will sit on the mat. (The teacher takes a chair, stands on it and asks the children if it is comfortable for them to listen to her). - Guys, are you comfortable talking to me and listening to me like this? - (The children answer that they are not) So, people in wheelchairs are also uncomfortable talking to us when we tower above them. Therefore, we need to sit down or sit on the chair opposite, look into the eyes, and only then start a conversation. - This is our 3rd rule. Communicate while looking into the eyes of your interlocutor. SLIDE 9. Rule 3.

- Guys, how do we recognize a person who has poor vision? (cane, glasses, guide dog). Really. A person who sees poorly wears glasses, and a person who cannot see at all walks with a white cane and uses it to feel his way and objects. Blind people are helped by guide dogs, who are specially trained to, for example, how to cross the road or warn a person about a moving car. SLIDE 10. — Guys, now we’ll try to understand how a person who has poor vision feels. Blindfolded, you need to determine what kind of toy it is. (The teacher invites several children, blindfolds them. Conducts the exercise using a bag of toys. At the end of the exercise, the last child does not remove the scarf from his eyes!) - Guys, Masha wants to go for a walk. How do we invite her for a walk? (children think). - Guys, this is how it is done. We approach Masha, introduce ourselves, saying our name, for example, this is Natalya Sergeevna and Olga Vitalievna, and then we say the place where we want to invite her. Let there be a park. Hello Masha, this is NS and OV, do you want to go to the park with us? (Masha answers that she wants to) And this is the 4th rule, guys. SLIDE 11. Rule 4. Introduce yourself, describe your companions and the place where you are going.

SLIDE 12. — Guys, what toys can you play with children with disabilities?
(Discussion... In cars, dolls, building buildings from construction sets, playing with musical instruments, blind man's buff, broken phone, drawing, etc.). Well done boys! Now you will definitely be the best friends! — Guys, today we got acquainted with some rules for communicating with children with special health needs. Let's remember what these rules are? 1. If a person has difficulty hearing, you need to wave your hand or tap him on the shoulder. 2. Find out if help is needed. Next, clarify what needs to be done and how to help. 3. Communicate while looking into the eyes of your interlocutor. 4. Introduce yourself, describe your companions and the place where you are going. And today we were able to experience for ourselves what it means to have special health capabilities, when sometimes it is impossible or inconvenient to perform any action. And, knowing how to interact correctly, we can be friends, communicate, play and develop together. Presentation on the topic: Learning to be friends with children with disabilities

We recommend watching:

Summary of the GCD in the senior group “Journey to a Fairy Tale” Summary of a lesson in mathematics for children of the senior orthopedic group Summary of the GCD on the perception of music in the senior group of the kindergarten Summary of the lesson for children of the senior group OSH-I with disabilities

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Art therapy techniques

Mandala technique

Goal: decoding (diagnosis) and correction of the child’s emotional state.
Materials: A4 or A3 sheets, drawing tools, blanks in the form of a circle, laptop or PC. The technique is very informative and resourceful. This is a gentle way to diagnose a child’s condition. A unique self-portrait of an individual that will tell you about your relationship to yourself, to the world and to others.

Rules for working with children

1. Give your child the right to choose from a set of blanks the mandala that is closest to his mood.
2. Invite your child to independently choose materials for work and colors.
3. Practice using background music—quiet, meditative music in the background.
4. Do not interfere with your child's work without his consent. Remember: we follow the child, stand a little to the side and watch him. We can conduct a dialogue with him, ask: what is happening now? what do you feel?
5. Do not make evaluative comments about the work. What the child did on his own is the information that will help you see his condition and problems.

Problems that can be solved using the Mandala technique

1. Enrichment of the emotional and figurative sphere of children.
2. Reducing anxiety, overcoming fear and uncertainty, increasing self-esteem.
3. Development of artistic thinking, fantasy and imagination.
4. Mastering visual skills.
5. Development of artistic and creative activity.

Age characteristics

• 1–2 years. Drawing in an empty circle (at this age color and shape are important). Together with mom, we draw with safe finger paints (three primary colors: red, yellow, blue).
• 3–5 years. Coloring ready-made mandalas of the child's choice and drawing your own. You will need a set of pencils (at least 12 colors), gouache, colored pastels, sanguine and charcoal, and work with colored sand.
• 6–7 years old. Coloring ready-made mandalas of the child's choice and drawing your own. You can already use more complex watercolor paints in your work.
• Later, children, teenagers and adults enjoy drawing with colored pens, ink, and a simple pencil.

Progress of the lesson

“Look at the magic circle! You can color it the way you like."

Meditative music plays and the child works in a calm environment. Children, as a rule, color the mandala from the center to the periphery, this is a way of relaxation (adults and teenagers should ideally color the mandala from the periphery to the center). There are no clear rules here; working with a mandala is creativity and intuition. At the end of the work, ask your child to come up with a name for his magic circle, which will be a code for understanding the image. If desired, you can color the background and cut out the resulting image.

“Now spin the magic circle, look at it from afar, admire it. Find him a place in the room."

During the lesson, ask your child if he likes what he drew.
If yes, then this is a resource state in which the child is comfortable to stay. This means that he draws inspiration and new positive emotions from his work, he likes that this opportunity has arisen - to create. And if the baby is not satisfied with his creation, the circle can be changed, cut or torn. At the end, don't forget to thank your child for a good job. If you wish, you can write a story for the resulting picture. Which feeling is greater, which is less? Why don't you like your drawing?

“Observe all the changes in the child, record the information in a notebook. This data will help you understand what psycho-correction program to use with your child in the future.”

Color Meanings

Red
is a symbol of vital energy, strength, self-confidence (if there is too much of it, then self-confidence or even aggressiveness),
Orange
indicates ambition, high self-esteem, as well as difficulties in communication.
Yellow
is a sunny color, often used in mandalas by people of art, it symbolizes creativity, adds optimism, joy, promotes the development of creative potential, and successful new beginnings.
Green
is a symbol of renewal and may indicate the strength of parental feelings, ability and willingness to raise children (if there are too many, overprotection).
Blue
- fortitude, calmness, endurance, prudence, developed intuition.
Blue
is a symbol of friendliness, compassion, and responsiveness.
Purple
- in the mandala indicates that a person strives for harmony; this shade inspires and purifies.
However, if the center of the mandala is colored purple, this may indicate a strong connection (if not complete dependence) of the author with his mother. Brown
is the color of the earth, it is rootedness, practicality, the desire for stability and security.
Black
is the color of mystery, shadow, darkness.
Its presence in a mandala drawing may indicate a depressive state, emptiness, loss of support and faith in life. White
is a protective color, a symbol of purity and spirituality, but if there is too much of it, this may indicate a lack of energy in the author of such a mandala.

Diagnostic points

1. How does the child complete the task (immediately or after thinking about it)?
2. What elements does it use and in what quantities?
3. From what part of the circle does one begin to build a mandala?
4. How symmetrical is the pattern?
5. What colors does he use?
6. Does he make adjustments to his work (what, how often)?
7. How much does it fill the inner space of the circle?
8. How does the central part of the mandala relate to the outer circle?
9. How does the job end?

Interpretation

1. General composition and color scheme.
2. The presence of a center and boundaries; color, shape, structure, sequence of the image.
3. Asymmetry.
4. Signs of the stages of the “Great Mandala Circle”.
5. Analysis of the symbols used.

Phototherapy technique

Goal and tasks:

• develops creative abilities;
• broadens the mind;
• helps to notice what is happening around;
• teaches you to live “here and now”;
• destroys stereotyped thinking;
• increases self-confidence;
• allows you to understand your inner world;
• eliminates anxious thoughts, fears, and depression;
• relieves nervous tension;
• helps to distract yourself;
• improves relationships with loved ones.

Materials: camera, smartphone, flash card, laptop or PC.

“With phototherapy, we allow the child to create their own product, work with complex technology and take greater responsibility for their actions.”

Main goals

1. Enrichment of the emotional and figurative sphere of children.
2. Reducing anxiety, overcoming fear and uncertainty, increasing self-esteem.
3. Development of artistic thinking, fantasy and imagination.
4. Mastering visual skills.
5. Development of artistic and creative activity.

You can work with this method with children of different ages, starting from three years old.

Main functions

1. Updating
   - associated with the ability of photography to revive events from the past and work through the emotions of experiencing those events with an educational psychologist.
2. Stimulating
   - when creating and viewing images, different sensory systems are activated: vision, tactile sensitivity, kinesthetics, etc.
3. Deconstructing
   - freeing a person from false attitudes and meanings.
4. Meaning-forming
   - helps a person see the meaning of his actions and experiences.
5. Reframing
   is creating photo collages to change the meaning of what happened.
6. Protection
   - building a distance from traumatic events or unpleasant situations that happened in the past.
7. Holding
   - photography can keep feelings from unconsciously breaking into reality, and at the same time they can be calmly studied.
8. Expressive-cathartic
   - repeated, deeper experience of the child’s feelings.

Main groups of phototherapy methods

• Group A.
  Development of memory, attention, thinking, fine motor skills.
• Group B.
  General topics. Contains techniques that help the awareness of feelings and emotions, and also promotes their outburst and expression. This includes techniques for self-discovery, for the disclosure of internal resources, improving the ability to self-control, etc.
• Group B.
  Self-perception. It contains techniques that help you explore your own “I” and your inner world.
• Group D
  - contains techniques and exercises for pair work.
• Group D
  - includes techniques for collaboration between participants, allowing them to solve a number of problems in much the same way as in group D.
• Group E
  is a set of techniques combined with each other from the previous paragraphs.

Exercises Using Photos

Goal: reconstruction of the problem field, formation of existential skills, self-expression, enrichment of life experience, activation of all sensory systems of the child, overcoming sensory deprivation, formation of motivation for self-development and self-realization.
Approximate topics of the photo marathon: “My anxieties and fears”, “Spring... Awakening”, “A thousand and one paths to the future”, “Meanings and values”, “Songs of the soul”, “Confrontation”, “Hell and heaven on earth”, “ My reflections”, “Parade of fantasies”, “I am in the world and the world is in me”, “Thirst for growth”, “Dreams”, “In search of God”, “Light and shadow”, “People and masks”, etc.

Work format:

• individual;
• group.

Progress:

1. The child (or group) is asked to take pictures on a given topic throughout the week. This could be a scene staged by a child or a group, or a spontaneous photograph of an episode from life or an event that corresponds to the theme. If necessary, the territorial border of the photo trip is specified.
2. A title is given to the finished photographs. Each photograph is reviewed and discussed. When working in a group, teenagers break into pairs and exchange pictures. The task of everyone in a couple is to understand what their partner wanted to convey in the photograph. At the end of each marathon, a thematic exhibition is held.

“Mobile photo report” technique

Goal: re-experiencing an event in order to react to it, obtain an emotionally positive resource, search for new meanings, relieve psycho-emotional stress associated with events of the past or present, build a life perspective.
Sample photo marathon topics: “One day in the life of my family”, “First day of vacation”, “One day in my life”, “One day in the life of my class”, “Change at school”, “Hurray, disco!” , “Exam”, etc.

“The technique will help you see relationships in the family, see what kind of emotional space surrounds the child. The technique can be used both for diagnosis and for correction of the condition of children.”

Work format:

• individual;
• group.

Progress:

1. The teenager is asked to take a series of photographs. This should be a photo chronicle of the event specified by the topic.
2. The printed photographs are arranged on a piece of Whatman paper according to the chronology of the event. Each photo must have its own frame and name. Then the author presents his photo report.
3. When working in a group, photo reports can be viewed and discussed.

Technique "Art and Photo"

Goal: social identification, development of variability of thinking, obtaining an emotionally positive resource, searching for new meanings, relieving psycho-emotional stress associated with rejection of certain traits of one’s personality and the personalities of parents, developing interest in oneself, increasing self-esteem, correcting parent-child relationships.
Necessary materials: paper or cardboard, oval-shaped cardboard blanks, scissors, paints, brushes, a glass of water, glue, pencils, markers, crayons, colored paper, foil.

Work format:

• individual (child and parent);
• group.

Progress:

1. The child is asked to draw a favorite animal or fairy-tale character on a piece of A3 paper. Moreover, initially he needs to give out blanks made of cardboard in the shape of ovals. These were supposed to be the “faces” of the heroes; they were not painted. While drawing, children take turns pronouncing those qualities of the selected animals or characters that they like.
2. Then you need to cut out ovals and get blanks for photographs. Then you can insert faces into the cut out ovals and take pictures.
3. Exchange drawings with parents and take photographs again. Discuss the photographs.

“Parents will be able to take a fresh look at their child - they will see a personality capable of creativity, self-fulfillment, feeling, sensing and expressing their emotions. And children, in turn, will discover childlike spontaneity in their parents.”

MAC therapy

Metaphorical association cards (MAC) are a special type of art therapy based on the principles of projective techniques.
What is important is not the meaning initially put into the picture by the psychotherapist, but the emotional response of each client to the picture he comes across. Projection is when we assign to something outside the properties of what is inside us. This is how cards allow you to see the inner world of a child.

Principles of working with MAC

1. A psychologist or psychotherapist never argues with what is happening to the child. And, thus, returns to the child what he has very little - power, confidence. Working with cards, he looks, he sees something, he makes some associations - the child acts as an expert.
2. Maps are not a means for making a diagnosis and drawing up a conclusion, but a source of information about a person.
3. There are no right or wrong cards, no right or wrong choices. You shouldn't draw straightforward conclusions from your clients' choices, and you certainly shouldn't evaluate them.
4. There is no clearly defined sequence of actions, questions that must be asked in a certain order. Moreover, there is no strict correlation of this or that type of cards (material) with this or that issue.

MAGAZINE Preschooler.RF

Completed by: Olga Vasilievna Polishchuk, Teacher of MBDOU No. 75 “Swan”

Explanatory note

In accordance with the Constitution of the Russian Federation, a person, his rights and freedoms are the highest value. At the same time, every citizen of the Russian Federation has all rights and freedoms on its territory.

Children with disabilities are children whose health condition prevents them from mastering educational programs outside of special conditions of education and upbringing. These are disabled children or other children aged 0 to 18 years who are not recognized as disabled children in the established order, but have temporary or permanent deviations in physical and (or) mental development and require the creation of special conditions for education and upbringing.

Education is moving away from derogatory language that refers to people's functional deficiencies. New terms are being introduced: children with disabilities, children with health problems, children with special needs, children with special educational needs. The definition of the upbringing process is very multifaceted; the process itself is very complex even when it comes to healthy children. Of course, it turns out to be especially difficult when raising children with developmental disabilities.

Today we need to address the main problems of organizing the education of children with disabilities:

• insufficiently developed regulatory framework ensuring joint education of children with disabilities and normally developing peers in educational institutions
• the lack of a system for early diagnosis and identification of children with disabilities to provide timely correctional assistance and build an individual educational route for the child
• lack of preparedness of teaching staff to work with children with disabilities in conditions of joint education of children with disabilities and normally developing peers in educational institutions.

Therefore, in educational institutions, teaching staff undergo training, retraining and advanced training to work with children with disabilities. Programs are being formed to create a barrier-free educational environment that ensures unimpeded access for children with disabilities to educational institutions, as well as to ensure the organization of the educational process of children with disabilities using special technical means;

A particularly important comfortable psychological environment is one that allows a child with disabilities to feel normal in any organizational and pedagogical conditions. To do this, we, educators, must instill a tolerant attitude towards children with disabilities.

The purpose of the lesson is to help children cope with experiences that hinder their adaptation and socialization in the educational environment, and to optimize their intellectual activity by stimulating mental processes.

Tasks:

1. Formation of adequate forms of behavior.
2. Relieving the state of emotional discomfort.
3. Correction of the cognitive sphere (memory, attention, thinking, perception)
4. Development of gross and fine motor skills.
5. Development of forms of constructive interaction and communication.

Integration of educational areas: “Cognitive development” , “Socio-communicative development” , “Artistic and aesthetic development” , “Speech development” , “Physical development” .

Group: senior preschool age 5-6 years

Basic terms and concepts: treasure island, pirates, chest, fairy, captain, tasks, treasure, opposite words.

Equipment and materials: pictures for the islands, a bottle, a letter from pirates, a treasure map, notes with tasks, a treasure chest, beads, monkey toys, a fairy toy, nuts, small animal figures, geometric shapes, a sandbox, flags, a tape recorder, pictures and illustrations "Emotions" .

Progress of the lesson

Warm-up

Goal: creating a positive atmosphere, liberation of participants.

Exercise "Greetings". Children are divided into pairs and, at the instructor’s command, quickly greet each other with different parts of the body: right hand to right hand, nose to nose, heel to heel, hip to hip, back to back, ear to ear, etc. Children can change several partners.

1. Organizational moment

Educator - Guys, on the way to work I noticed that there was an unusual bottle lying near the root of the tree. As I got closer, I began to wonder what was in it. And now, look at that very bottle... Let's see together what's in it?

And in it we found a letter.

Children are a treasure map.

Educator - let's go on an exciting journey together using this map. I will be the captain, and you are all my sailors. We have to go to different islands, solve riddles, solve tasks! And in the end, if we succeed, we will definitely find the treasure.

You can take your seats on the ship and raise the anchor. We straightened our arms and depicted waves, the noise of the wave “sh-sh-sh” . Let's swim!

Children: shhh...

Go ahead for adventure!

Children - Hurray!

2. "Island of Wild Monkeys"

Educator - here is the first island “Island of Wild Monkeys” . Our task is to count all the monkeys that live here. Can we handle it?

Children - Yes! Certainly! We are daring pirates, simple mathematicians. We solve all the tasks, count the monkeys.

"Let's Free the Monkeys"

Goal: develop logical thinking; practice ordinal counting, increasing and decreasing numbers by one.

"Where's the monkey"

Goal: to teach to perceive distance, to show that the result of actions not only in near, but also in far space depends on it; pay attention to the direction of movement in space and independently choose this direction.

Educator - Well done guys, and for completing the task correctly we are entitled to a pirate key.

And you and I are sailing further on our ship.

Children: shhh...

3. Psycho-gymnastics

Educator: Guys, pirates can be evil. Show it on your face. There are sad ones. Act sad. And our pirates are kind and cheerful. Show it on your face.

Children complete tasks.

4. "Island of Talking Parrots"

Educator - I see the next island along the route - “Island of Talking Parrots” . Our task is to get the next key. Are you ready for the challenge?

Children are always ready! Teacher - then take the telescope. Children make a spyglass out of their fingers. Teacher - what do you see?

Children are parrots!

The teacher tells the children that parrots are very smart, and they want to find out if the children can name words that are opposite in meaning to those that he will now name:

Deep - shallow Damp - dry Sunny - cloudy Cheerful - sad

Greedy - generous Fat - thin Large - small High - low

Long – short Wide – narrow Curly – bald Dark – light

Wonderful - terrible

Educator: Well done guys! The parrots are happy with your answers and for this task we get a second coin.

It's time to move on. Forward to the ship!

Children: shhh...

5. Finger gymnastics

Educator: Well, now we’ve got our fingers ready for gymnastics. We are strong and brave pirates, we are not afraid of storms or thunderstorms. We will follow our captain even in snowstorms and frosts!

• "Sea Sprays" . Children shake off the “sea spray” - pat their bodies from feet to shoulders.
• "Visorless Cap" . They adjust the “ribbons of the cap” - they stroke the forehead with the hands moving towards the back of the head.
• "Kiss of the Sea Wind" . The warm wind caresses the face, touches the lips, on which the salt of the sea is felt - they stroke the face.
• "Horizon" . Children bend over and look to the sides, hands near their eyes - through “binoculars” they look at the horizon.
• "Apple" . Children stand in a circle, hold their shoulders, sway, and smile. Then they throw and catch colorful balls.
• "Ship on course" . Gymnastics are carried out, reminiscent of the nautical alphabet, signals with flags.

6. "Island of Tsar Saltan"

Educator: And now children, let’s go straight east, past Buyan Island,

To the kingdom of the glorious Saltan...” There we will solve the tasks, get the key and hurry. We will all find the miracle treasure, and we will go home.

To get the key from Tsar Saltan, we must complete 3 tasks.

The first task will be as follows - some villain mixed up all the magic nuts of the squirrel from the fairy tale “About Tsar Saltan” . Your task is to return everything to its place and distribute the nuts in the plate (by color, size, shape) and distribute them among the compartments. For this task, the teacher prepared and decorated different types of nuts.

The second task is to lay out strips of beads of different colors. With the help of the teacher, shape the rainbow, choosing the right color.

Goal: learn to manipulate small objects, develop tactile perception, fine motor skills, and grasping with a pinch.

Task number three - For a good mood, we will create a common sunshine. I have rays and a smiley face on a piece of paper where our sun will appear. We take the rays and glue them to the sun!

For this task we receive the third key and move on. Forward to the ship!

Children: shhh...

7. Psycho-gymnastics

Oh, what great guys!!! Aren't you tired?! Now we will all return to the circle, take two deep breaths and exhale, close your eyes. Imagine that you are in the most extraordinary place on earth. Let's say hello to the sun!

Hello, golden sun! Hello, blue sky! Hello, free breeze! Hello, little oak tree!

We live in our native land, I love you all!

8. "Treasure Island"

Educator - we have sailed to treasure island! New adventures and a treasure hunt await us!

Exercise “Unearth a treasure” (we do the exercises using a table for drawing with sand). Variation of the game “Wonderful bag”

This version of the exercise is offered to the child in the form of a fairy tale: “In a fairy-tale country there lived a beautiful fairy. She lived in a magical forest with fabulous inhabitants. But she also really liked the sandy country next door. She loved to fly over this sandy country and admire the dunes and sandy seas. One day, when she was flying over a sandy country, a sandstorm arose, so strong that the Fairy lost all her magic figures. The fairy was very upset, because without these figures her country would perish. Let's help find them and bring the fairies back. And for this, she will give us the last key to the magic treasure chest.

Children complete tasks, look for figures in the sand (animal toys and geometric shapes).

Educator: Personally! You found the figures, and for this the good fairy gave us the last key. Now we can open the magic chest and get treasures.

Children insert keys into locks and open the chest. At the bottom they find “gold medals” , pencils and books.

9. Summing up

Educator: Our journey has come to an end. Did you guys like it?

What do you remember most?

Which task was the most difficult?

You all were great today, thank you all very much.

Expected Results

• development of children's cognitive activity;
• development of general intellectual skills: techniques of analysis, comparison, generalization, grouping and classification skills;
• developing the ability to navigate a task, developing self-control and self-esteem;
• social prevention, development of communication skills, correct behavior.

Conclusion.

After writing and implementing the methodological development of educational activities for children with disabilities, I came to the conclusion that these children are no different from healthy children. “uniques” in their own way , to whom we need to find the right approach.

Before writing the lesson notes, I read special literature on how to properly organize and interest children with disabilities. The lectures that I read on the website where I am undergoing advanced training helped me a lot in my work.

Enormous work was carried out with the help of specialized specialists. I consulted with a staff psychologist, speech therapist, and physical education instructor. By collecting important information bit by bit, how to make classes interesting and, in turn, uncomplicated and exciting.

An important step in writing the final work was working with parents. It is very important for them that their children are treated with love and understanding.

Based on the above, I came to the conclusion that in order to achieve positive results in working with children with developmental disabilities, various methods, techniques and techniques are combined - traditional and non-traditional.

Experience has shown that psycho-corrective games are effective in corrective activities with children with a complex structure of the defect.

In order to organize work with children in society, it is necessary to teach them to play, perform the necessary actions, speak correctly, etc. and the result of all correctional and developmental activities is the transfer of knowledge acquired during the learning process into play activities. Therefore, correctional and developmental work with children is planned in close cooperation with teachers, parents, medical personnel, kindergarten staff and other institutions.

When preparing my notes, I made psycho-gymnastics important to me. It is adjacent to psychological and psychotherapeutic methods, the common goal of which is to preserve mental health and prevent emotional disorders in children. With the help of psycho-gymnastic exercises, children learn the ABCs of expressing emotions - expressive movements. With the help of psycho-gymnastic exercises, children master communication and empathic abilities, observation, visual, motor-auditory, kinetic and spatial memory, fine and gross motor skills of the body, and the ability to cope with negative emotions. They become more restrained and resistant to stressful situations. There is an activation of children's imagination, creative self-realization in movement. In addition, children develop the following skills: to navigate the diagram of their own body, change the state of muscles (tighten and relax them), copy complex movements (specific movements of animals, etc.), control facial expressions and pantomime, describe their condition, adequately use language gestures and facial expressions.

I implemented all of the above in my lesson. Children are enthusiastic

they made faces, showed their emotions, tried to imagine themselves as pirates.

There were also some difficulties. At first I noticed that the guys were shy and timid. For this case, I had prepared pictures with emotions. We started looking at these files, copying and showing them. There were children who did not want to show “emotions on themselves . They simply picked up pictures with emotions and tried to change them correctly when changing the task. Basically I can say that psycho-gymnastics is very useful. Since the child receives moral peace, relaxation, he feels more open and relaxed.

Working with families of students with disabilities. The goal of this stage is to optimize parent-child relationships and increase the level of psychological and pedagogical competence of parents.

In modern society, parents are not always able to devote enough time to their children. Therefore, I provided for the involvement of parents in events in the lives of children related to work in the association of additional education. Participation in events (excursions, competitions, weekend trips) of parents with their children contributes to the formation of common interests, awakens emotional and spiritual closeness, which ultimately leads to a positive result.

After class, we (unfortunately) did not do many Treasure Island- . But next time I plan to organize an exhibition of joint drawings on this topic. The “Pirate costume competition made from waste or natural material” can have a very positive effect on the morale of children with disabilities .

By enriching themselves with new knowledge, adults learn to build a child-friendly, effective parenting strategy that allows everyone to feel comfortable and choose one or another type of interaction with the child in a specific situation.

One of the forms of working with children with disabilities is individual lessons at home (taking them for walks in the yard, excursions to the park, square, etc.), which take place 2-3 times a week for 2 hours, or for 1 hour - 4 times a week. The structure and content of education vary depending on the physical, mental state and age characteristics of the children.

At the parent meeting we discussed the possibility of a group outing. This trip will unite the team and give teachers, children and parents the opportunity to get to know each other better.

During the lesson, I tried to support the children. Supporting a child means believing in him. A child needs support not only when he feels bad, but also when he feels good. It must be remembered that there are factors that may seem harmless at first glance, but they can lead children to disappointment. Such factors may be overestimation of demands on the child from participants in the process of education, upbringing and development, rivalry between brothers and sisters, and excessive ambitions of the child.

When I suggested playing the games “Free the Monkeys” and “Where is the Monkey ,” the goal of which was to develop logical thinking; practice ordinal counting, increasing and decreasing numbers by one and teach to perceive distance, show that the result of actions not only in near, but also in far space depends on it; pay attention to the direction of movement in space and independently choose this direction. Not all children immediately understood what to do. Girl Aida did everything wrong. But I presented everything in such a way as to help her solve the tasks correctly and not worry about small failures.

In order to provide psychological support to the child, the adult must use a demonstration of satisfaction with what the child has achieved; use phrases that reduce tension, such as “We are all human and we all make mistakes” ; emphasize faith in the child’s strengths and capabilities.

I do not recommend reprimanding a child about an incorrectly completed task. We need to think about the problem together and look for ways to solve it. At the end, be sure to praise the child and express words of gratitude for the work done.

For good results and rapid adaptation of a child with disabilities, it is necessary to develop an individual curriculum - a curriculum that ensures the development of an educational program based on the individualization of its content, taking into account the characteristics and educational needs of a particular student.

Expected results and ways to check them.

When analyzing the results of teaching children with disabilities, I tried to compare the dynamics of the child’s indicators with those that he demonstrated at the very beginning of classes.

The teacher achieves a positive result if children are happy to meet with him, experience positive emotions from classes and communication with the teacher, if interest in cognitive activity is evident, children cope with more voluminous and complex information on the topic of classes than before, and are able to work with interest for a longer period of time. time, can analyze their work and rejoice at their successes.

The control process in working with each child is very individual and depends on the specific mental and physical characteristics of the child. I used control in the form of a conversation, a student’s story, mainly in the form of practical work.

My lesson begins with a general warm-up. Goal: creating a positive atmosphere, liberation of participants. Exercise "Greetings". Children are divided into pairs and, at the instructor’s command, quickly greet each other with different parts of the body: right hand to right hand, nose to nose, heel to heel, hip to hip, back to back, ear to ear, etc. Children can change several partners. Its task is to relieve the inertia of physical and mental well-being, increase muscle tone, “warm up” the child’s attention and interest in the activity, and set him up for active work.

From the very beginning of the work, I monitored the child’s progress, to see if he had lost the instructions, to prevent distractions and mistakes, but at the same time to try not to interfere, giving him independence. When the child did not understand, she explained the rules to him in more detail, began working with him, constantly reducing her share of participation in the joint activity. It is necessary to take into account the physical and psychological state of the child; he cannot work productively while sick and tired.

Children get tired of monotonous work; a change in activity is needed; to prevent satiety, a switch in work is necessary; for this purpose, the teacher invites the child to play. This could be the game “Associations” , “Gymnastics” , “Image of objects and animals” , etc. In my lesson, on the recommendation of a psychologist, I also used finger games (gymnastics) on the theme “Treasure Island” .

Children with disabilities are often characterized by emotional imbalance. It can be expressed not only in sudden changes and inadequacy of reactions, but also in awkward restless movements, intermittent speech, etc. To help such children, you can conduct play exercises aimed at achieving muscle relaxation.

Sometimes the child was lazy, for this reason he refused to complete the task with the words “I don’t know, I don’t know how . This happened in our lesson when we ended up on the “Island of Talking Parrots” . At the same time, with the participation of adults, he is able to do what is suggested to him. I did not give ready-made answers, but encouraged them to act independently, to search for ways to act.

The task of the teacher is to make learning interesting, joyful and at the same time developing.

New material necessary for assimilation must be divided into small portions and presented for assimilation in visual and practical conditions, consolidation is carried out through a large number of training exercises, and what has been learned is repeated many times on a variety of material.

The guys and I read stories about sea travelers, watched educational cartoons on this topic, and had conversations on the topic ? ” All this helped to conduct the “Treasure Island” .

When communicating with children who have learning difficulties, the teacher pays special attention to the quality of his speech, since the quality of children’s perception of educational material depends on this. The teacher’s speech should be slow, measured, consist of short and clear sentences, and emotionally expressive. It is necessary to pay attention to the child’s speech, talk to him, encourage him to talk, explain the meaning of what was said. And, most importantly, the general background of the teacher’s behavior and address to the child (facial expressions, gestures, intonation) should be benevolent, causing the child to want to cooperate.

The skill of the teacher is to learn to play with all sorts of deviations from the planned lesson and incidents, without violating the technical sequence, to make these deviations elements of the lesson, including them in the development of the topic, but never to make them the reason for the child’s comments. There was a small force majeure in our lesson. The children accidentally scattered beads from which they were supposed to make a rainbow. But this did not in any way affect the result of the work or their mood. We quickly collected everything and continued our exciting journey.

To better assimilate the material by children with problems in intellectual development, the following techniques are used:

• showing a sample of an action;
• its implementation by the child by imitation and model;
• figurative description of the action;
• game form of action;
• maximum division of the task into separate instruction phrases;
• the teacher’s explanation at the beginning of the enactment and during the child’s action.

Due to the enormous role of the family and its immediate environment in the processes of a child’s development, it is necessary to organize education in such a way that could stimulate this development as much as possible and smooth out the negative impact of the disease on the mental state of the child.

To create favorable conditions for upbringing in a family, it is necessary to know the characteristics of the child’s development, his capabilities and development prospects, maintain the correct daily routine, organize purposeful activities, form adequate self-esteem and the correct attitude towards the defect, and develop the volitional qualities necessary in life.

Often parents, wanting to save their child from difficulties, constantly take care of him, protect him from everything that could upset him, and do not allow him to do anything on his own. Such upbringing can lead to the development of passivity and refusal to act. The kind, patient attitude of loved ones must be combined with a certain level of demands on the child. You need to gradually develop the right attitude towards your condition, towards your capabilities. Depending on the reaction and behavior of the parents, the child will view himself either as a person with disabilities, or vice versa, as a person fully capable of achieving certain successes. Parents should not be ashamed of their child's illness. Then he himself will not be ashamed of his illness, withdraw into himself, into his loneliness.

Work with parents is built through individual conversations, consultations, and joint activities.

As a result, I can confidently say that the general development of children with children with disabilities provides the opportunity for their successful socialization and social adaptation in modern society.

The problems of additional education for students with disabilities include the following aspects:

• — availability of additional education for children with disabilities;
• — professional and personal growth of additional education teachers in the new educational conditions;
• — opportunities for social partnership in the implementation of additional education programs;
• — adaptation of additional education programs taking into account the special educational needs of children with disabilities;
• — variability and effectiveness of means, methods of technology for the development of the motor, cognitive, emotional sphere, volitional qualities and self-confidence of children with disabilities, their social adaptation and creative development;
• — psychological and pedagogical support for families with children with disabilities.

Bibliography:

1. Constitution of the Russian Federation (adopted by popular vote on December 12, 1993)
2. Law of the Russian Federation dated December 29, 2012 “On education in the Russian Federation”
3. Berezhnaya N. F. The use of a sandbox in the correction of the emotional-volitional and social spheres of children of early preschool age. Preschool pedagogy. January-February, 2007.
4. Raising and teaching children with developmental disabilities.; No. 2 2005
5. Raising and teaching children with developmental disabilities.; No. 4 2005
6. Grabenko T. M., Zinkevich-Evstigneeva T. D. Correctional, developmental and adaptive games. – St. Petersburg: Detstvo-Press, 2002. -208 p.
7. Efimenkova L.N. Formation of speech in preschool children. M.: "Enlightenment" , 1981.

The children I work with have disabilities, namely cerebral palsy, hearing impairment, visual impairment, intellectual impairment, children with mental retardation, with a combined defect, which requires corrective, individual work with them.

Children with disabilities (disabilities) are children with disabilities in physical and (or) mental development.

My work in physical therapy is aimed at creating special conditions for education and training in the institution, allowing us to take into account the special educational needs of children with disabilities through individualization and differentiation of the educational process.

Complexes of exercises have been developed taking into account the physical characteristics of children, their diseases, and PMPK recommendations.

Therapeutic exercise (physical therapy) is a system of using a wide variety of physical exercises - walking, skiing, swimming, running, games, morning exercises, etc. - that is, muscle movements that are a stimulator of human vital functions.

Therapeutic physical culture is an independent scientific discipline that uses physical culture means for the treatment and prevention of various diseases.

The therapeutic effect of physical exercise is based on systematic, strictly regulated training, which, in addition to local effects on individual organs and systems, has an effect on the entire body as a whole, and therefore the patient’s overall resistance to adverse factors increases and his reactive properties change.

The peculiarity of physical exercises used for therapeutic purposes is their therapeutic and pedagogical orientation. This takes into account the undoubted impact of the nervous system on the occurrence and course of pathological processes, which leads to the need to prescribe complex treatment, in which, among other general therapeutic measures, one of the most important places is occupied by therapeutic physical culture.

Therapeutic physical culture promotes faster recovery of performance after illness and protects against the occurrence of a number of pathological processes. Therapeutic physical education is an integral part of rehabilitation activities for students with disabilities.

In the learning process, it is recommended to use such teaching methods as: verbal, practical and visual perception. In the practical part of the classes, it is advisable to use different methods of performing exercises (in-line, alternate and simultaneous). The main forms of organizing classes in general are: group, individual and frontal.

PHYSIOTHERAPY

The main form of exercise therapy - therapeutic exercises - is a method of treatment and, therefore, should be used strictly individually, as prescribed and under the supervision of a doctor.

Indications for exercise therapy are very extensive. It can ensure the most effective treatment process and can help restore all body functions after the treatment is completed. Moreover, in prevention, treatment, and rehabilitation, exercise therapy acts both directly and indirectly, while simultaneously having a positive effect on many other systems and functions of the body.

One of the types of therapeutic exercises is corrective exercises, which is carried out with the aim of strengthening muscles, joints and ligaments and, as a result, correcting some defects of the musculoskeletal system and treating their initial forms: poor posture, curvature of the spine, flat feet, etc. Corrective exercises for spinal deformities, it must be prescribed in combination with breathing exercises.

Physical therapy also affects the respiratory system, cardiovascular system and even vision. Exercise therapy helps prevent pneumonia in the postoperative period in bedridden patients, normalize blood pressure in hypertensive and hypotensive patients, provide physical preparation for childbirth and postpartum recovery, and generally solve a lot of so-called women's problems. Help with obesity, gout, diabetes, asthma. With the help of exercise therapy you can increase potency in men, restore psycho-emotional comfort and much, much more. Physical exercises contribute to improved psychophysical development of healthy children and are used in nurseries, kindergartens, and at home.

PHYSICAL EXERCISE

Physical exercises are natural and specially selected movements used in exercise therapy. Their difference from ordinary movements is that they have a target orientation and are specially organized to improve health and restore impaired functions.

Physical exercise:

• stimulate metabolism, tissue metabolism, endocrine system;
• increasing immunobiological properties, enzymatic activity, contribute to the body’s resistance to diseases;
• have a positive effect on the psycho-emotional sphere, improving mood;
• have a tonic, trophic, normalizing effect on the body and form compensatory functions.

Exercise therapy exercises have a therapeutic effect only with proper, regular, long-term use of physical exercises. For these purposes, a methodology for conducting classes, indications and contraindications for their use, taking into account effectiveness, and hygienic requirements for training places have been developed. The load should be optimal and correspond to the patient's functional capabilities. To dose the load, you should take into account a number of factors that influence the amount of load, increasing or decreasing it.

• Physical exercises are performed after they are explained or demonstrated. In elderly patients with organic lesions of the central nervous system, demonstration and verbal explanation of the exercises should be combined. During classes there should be a calm environment, the patient should not be distracted by extraneous conversations or other irritants.
• Physical exercise should not increase pain, since pain reflexively causes vasospasm and stiffness of movement. Exercises that cause pain should be carried out after preliminary relaxation of the muscles, at the moment of exhalation, in optimal starting positions. From the first days of classes, the patient should be taught proper breathing and the ability to relax muscles. Relaxation is more easily achieved after vigorous muscle tension. With unilateral lesions of the limbs, relaxation training begins with a healthy limb. Musical accompaniment of classes increases their effectiveness.

INDICATIONS, CONTRAINDICATIONS AND RISK FACTORS IN PHYSICAL THERAPY

Exercise therapy, like massage, is widely used in combination with other methods for diseases and injuries, and can also be an independent method of treating many chronic diseases and the consequences of injuries: for paralysis, paresis, spinal curvature, emphysema, consequences of bone fractures, etc. Therapeutic physical education - indicated at any age for almost all diseases, injuries and their consequences.

General contraindications to exercise therapy

• acute infectious and inflammatory diseases with high body temperature and general intoxication;
• acute period of the disease and its progressive course;
• malignant neoplasms before their radical treatment, malignant neoplasms with metastases;
• acute disorders of coronary and cerebral circulation;
• acute thrombosis and embolism;
• increase in cardiovascular failure with decompensation of blood circulation and breathing;
• bleeding;
• general serious condition of the patient;
• significantly pronounced pain syndrome;
• negative ECG dynamics, indicating deterioration of coronary circulation;

Temporary contraindications to exercise therapy:

• exacerbation of chronic diseases;
• complication during the disease;
• concomitant diseases of an infectious or inflammatory nature;
• acute injuries;
• the appearance of signs indicating progression of the disease and deterioration of the patient’s condition;
• vascular crisis (hypertensive, hypotonic or with normal blood pressure);
• heart rhythm disturbance: sinus tachycardia (over 100 beats/min), bradycardia (less than 50 beats/min), attack of paroxysmal or atrial fibrillation, extrasystoles with a frequency of more than 1:10.

Caution should be observed after fractures to prevent the occurrence of pseudarthrosis and arthrosis. If you have a thoracic or abdominal aortic aneurysm, you should not use exercises with force or resistance.

Therapeutic physical culture exercises produce results only when they are carried out systematically, for a long time and continuously. They must be performed in accordance with the guidelines. Incorrect body position or incorrect execution of movements often transfers the load from the muscles that need to be trained to other muscle groups.

General developmental exercises and breathing exercises, exercises for coordination of movements, and for developing the skill of correct posture are used regardless of the individual developmental characteristics of the child. But when conducting classes, it is necessary to take into account the functional capabilities of the students’ bodies, because in the group there may be students of different physical fitness and physical development. Therefore, in order to properly dose the load, an individual and differentiated approach to training should be used.

Before starting independent studies, children must be able to perform exercises correctly. This is also one of the main tasks of therapeutic physical education in primary school.

A set of exercises for the prevention and treatment of initial forms of flat feet.

1. I.P. - standing, hands on waist. 1 right on the toe, 2 on the heel, 3 on the toe, 4 reps. 5-6 from the other leg.
2. I.P. - standing, hands on the waist. 1-rise onto your toes with a roll, 2-roll onto your heels.
3. I.P. - standing with his hands on his belt. Right knee forward, circular movements of the foot to the right and left, the same with the other leg.
4. I.P. - standing on the edge of the mat. With your heels in place, use your toes to gather the mat together or alternately.
5. Walking by rolling from heel to toe.
6. Walking on toes, on heels.
7. Walking on the outer arches of the feet.
8. Jump with a push of two without maximum effort.
9. Jump one at a time without maximal effort.
10. Jumping with side steps on the right and left side without maximum effort.
11. Walking on a gymnastic stick.
12. I.P. - sit up in back support. 1-bend the foot, 2-bend, at the same time.
13. I.P. - sitting upright from behind. 1 - bend your feet at the same time, 2 - straighten your feet at the same time.
14. I.P. - sit up in the back position. 1 - simultaneously spread your toes like a fan, 2 - clench them into a fist.
15. I.P. - sitting in a back position. 1 - right leg with fingers in a fan, 2 - left in a fist, 3-4 - vice versa.
16. IP - sitting (standing). Rotate the foot inward while pulling the toe, right and left alternately.
17. IP - standing on the outer arches of the feet. 1 - rise on your toes, 2 - return to the starting position.
18. I.P. standing on the outer arches of the feet. 1 - half squat, 2 - return to the starting position.
19. IP - basic stance, hands on the waist. 1 - toes up, 2 - return to the starting position.
20. IP - standing with your toes inward, heels outward. 1 - rise on your toes, 2 - return to the starting position.
21. IP - legs apart, arms to the sides. 1 - squat on the entire foot, 2 - return to the starting position.

A set of breathing exercises.

1. IP - main stand. 1-stretch your arms up, rise on your toes - inhale, 2- return to the starting position - exhale (inhale through the nose, exhale through the mouth).
2. IP - legs apart, arms to the sides as far back as possible, palms forward, fingers spread. 1- arms sharply crossed over the chest, hands on the shoulder blades, exhale (sharp); 2- slowly return to the starting position, inhale.
3. IP - standing on your toes, bent over, feet shoulder-width apart, arms out to the sides and up. 1-get down on your feet, lean forward, round your back, cross your arms across your sides in front of your chest, hit your shoulder blades painfully with your hands (loud exhalation). 2-3 - smoothly spread your arms to the sides and cross them again in front of your chest, smack your shoulder blades 2-3 times with your hands, continue exhaling. 4- return to the starting position, exhaling diaphragmatically, protruding your round belly.
4. IP - standing on your toes, bent over, legs shoulder-width apart, arms up and back, fingers locked (holding an ax). 1- lower on your feet, quickly bend forward, rounding your back, whip your hands forward-down-back (exhale); 2- come back smoothly, protruding your stomach with a diaphragmatic inhalation.
5. I.P. - standing on your toes, leaning forward, arms forward and up, hands in a fist. For each count, stroke the butterfly, lowering yourself onto your feet, arms down and back to your hips, increase the inclination (exhale); arms forward through the sides up and forward to the starting position (diaphragmatic inhalation).
6. IP - lying position. 1- emphasis crouching, exhale; 2- return to the starting position, inhale diaphragmatically (do everything in 1 second).
7. Walking on your hands (in pairs) with diaphragmatic breathing.

A set of exercises in a sitting position.

1. I.P. - sitting upright from behind. 1-leg up, pull the toe, 2-return to the starting position, 3-4-same with the other leg (do not bend your legs, you can adjust the height of the leg up).
2. I.P. - sitting upright from behind. 1- straight legs up, 2- return to starting position.
3. I.P. - sitting upright from behind. 1- bend your legs, 2- straighten forward and upward, 3- bend your legs, 4- return to the starting position.
4. I.P. - sitting upright from behind. 1-3 - bend the body forward as much as possible, 4 - return to the starting position.
5. I.P. - sitting upright from behind. 1- legs up, 2- legs to the sides, 3- legs together, 4- return to the starting position.
6. I.P. - sitting with his legs bent, resting on his feet, knees as far as possible to the sides. Hands on the belt. 1-2 - tilt the body to the right, 3-4 - to the left.
7. I.P. - sitting with his legs bent, resting on his feet, knees as far as possible to the sides. Hands on the belt. 1-2 - turns the body to the right, 3-4 - to the left.
8. I.P. - sitting with his legs bent, resting on his feet, knees as far as possible to the sides. Hands on the belt. 1-3 - springy tilts of the torso forward, arms forward, 4 - starting position.
9. I.P. - sitting with his legs bent, resting on his feet, knees as far as possible to the sides. Hands behind head. 1- elbows forward, round your back, exhale; 2- return to the starting position (elbows to the sides as much as possible, bend), inhale.

A set of exercises in a standing position.

1. IP - stand with legs apart, arms up in the lock, palms out. Hand jerks overhead.
2. IP - stand with your legs apart, hands behind your head. 1-round your back, elbows as far forward as possible, 2-return to the starting position, elbows as far as possible to the sides, bend over.
3. I.p. - stand with legs apart, hands to shoulders. 1-4 - circular movements of the arms forward, 5-8 - backward.
4. IP - main stand. 1- right hand up back, left hand down back, grab your hands behind your back, bend over, fix the position, 2- starting position, 3-4- change the position of the hands.
5. IP - stand with legs apart, hands on the waist. 1- elbows forward, round your back, head forward and down, exhale; 2- elbows back, bend over, head up, inhale.
6. IP - stand with your legs apart, hands behind your head. Tilts and turns the body to the right and left, maintaining correct posture.
7. I.p. - stand with your legs apart, hands on your waist. Bend your torso forward, arching your back - exhale, etc. - inhale. When bending, raise your head, move your elbows back, keep your legs straight, and the pace is slow. 3-8 times.
8. IP - stand with your legs apart, hands behind your head. Tilt your torso to the left, exhale, etc. - inhale. The same in the other direction.
9. I.p. - wide stance with legs apart, feet parallel. Turn your torso to the left with an inclination towards your left leg, moving your arms to the sides. The same in the other direction. Legs straight, pace slow, repeat 2-5 times.
10. I.p. - wide stance with legs apart, hands up in the lock. Circular movements of the body in one direction and the other, the pace is slow, repeat 2-3 times in each direction.

A set of exercises in a lying position.

Exercises to strengthen your back muscles:

1. I.p. - lying on your stomach, chin on your hands. Raise your head and shoulders, hands on your belt (do not lift your stomach from the floor, connect your shoulder blades), hold for 3-4 seconds.
2. The same, but hands to the shoulders, behind the head.
3. The same, but arms back, to the sides.
4. Same thing, but hands up.
5. Raise your head and shoulders. Movement of hands to the shoulders, to the sides, to the shoulders, I.P.
6. Raise your head and shoulders. Arms to the sides - clench and unclench your fingers.
7. Raise your shoulders and head. Hands up - two claps, etc.
8. The same, but arms to the sides - small circular movements in the shoulder joints.
9. Movements with your arms are like when swimming with breaststroke on your chest.
10. Movement of the arms to the sides, to the shoulders, up. i.p.
11. Hand movements, imitation of “boxing”.
12. I.P. - Same. Movement of hands up, behind the head, up, etc. Hold 4 counts in each position.
13. I.P. - lying on your stomach, arms up. Passing the tennis ball and baton from hand to hand to the end of the line. All participants keep their hands up until the end of the transmission.
14. The same, but transferring the object from left to right.
15. I.P. - lying on your stomach, hands under your chin. Alternately raising your legs up.
16. The same, but the movements of the legs are like when swimming front crawl.
17. I.P. - Same. Raising both legs up.
18. I.P. - Same. Raise the right one, attach the left one, lower the right one, then the left one.
19. Raise your legs, spread them apart, connect them and lower them.
20. On a gymnastic bench, lying longitudinally on your stomach, move your legs, as when swimming breaststroke on your chest.
21. I.P. - the same, but movements with arms and legs.
22. I.p. - lying on your stomach, arms bent, hands under the chin. Raise your left arm forward and your right arm back along your body, lower your head and stretch, do the same, changing the position of your arms. The pace is slow.
23. "Little Frog." I.P. - Same. Raise your head up, hands to your shoulders, palms forward, squeezing your shoulder blades, bend your back with a slight lift of your chest from the floor. Arching your back, move your head back, avoid strong arching in the lower back, the pace is slow.
24. I.p. - lying on your stomach, palms resting on your shoulders, head down. Alternately lifting the legs back and up with arching the back and tilting the head back. When bending, do not lift your chest from the floor, the pace is average.

Exercises to strengthen your abdominal muscles:

1. I.P. - lying on your back, arms along your body. Alternately raise your legs to 45º.
2. Bend both legs at the knees, straighten them at an angle of 90º and lower them.
3. "Bike".
4. Movement of the legs, as when swimming crawl on the back.
5. Simultaneous raising and lowering of straight legs.
6. Bend both legs at the knees, straighten them at an angle of 45º, spread them apart and, lowering them, connect them.
7. Movements with the legs, as when swimming with the breaststroke method on the back.
8. Raising and lowering straight legs at different speeds.
9. Circular movements with legs.
10. Raising and lowering your legs at the knees with a volleyball or medicine ball sandwiched between your knees.
11. Hands forward, legs bent at the knees, head touching the knees.
12. I.P. - lying on your back, arms along your body. Alternating bending of the legs at the knee joints. The back is straight, pressed to the floor, the pace is slow.
13. I.P. - lying on your back, hands behind your head. Make alternating movements with straight legs up and down - “scissors”. The back of the head and shoulders are pressed tightly to the floor, the pace is average, 4-10 times with each leg.
14. I.P. - lying on your back, arms along your body. Raising straight legs up. Toes are extended, the pace is slow.
15. I.P. - lying on your back, arms bent, palms above your head. Raising straight legs up, spreading them to the sides and lowering them down into I.p. Elbows pressed firmly to the floor and legs straight, pace slow, repeat.
16. I.P. - lying on your back, arms along your body, palms facing the floor.
17. Sit down with your hands on the floor, straighten your back, move your straight arms back and return to I.P. Legs straight all the time, sitting, move your head back, average pace.

Exercises to form and consolidate correct posture.

1. While standing, take correct posture when touching the wall (without baseboard) or gymnastic wall. In this case, the back of the head, shoulder blades, gluteal region, calves and heels should touch the wall.
2. Take correct posture (exercise 1). Take one step away from the wall, maintaining correct posture.
3. Take correct posture against the wall. Take 2 steps forward, sit down, stand up, and regain correct posture.
4. Take correct posture against the wall. Take one step forward or two steps forward, consistently relax the muscles of the neck, shoulder girdle, arms and torso. Adopt correct posture.
5. Standing at the gymnastics wall, take the correct posture, rise on your toes, hold in this position for 3-4 seconds. Return to I.P.
6. The same exercise, but without the gymnastic wall.
7. Take correct posture, sit down, spreading your knees to the sides and maintaining a straight position of your head and spine. Slowly stand up and take I.P.
8. Sitting on a gymnastic bench against the wall, take the correct posture (press the back of your head, shoulder blades and buttocks against the wall).
9. IP - as in exercise 8. relax the neck muscles, tilt your head, relax your shoulders, back muscles, return to IP.
10. I.P. - lying on your back. The head, torso and legs should be in a straight line, with the arms pressed to the floor. Stand up, take the correct posture, giving the lumbar region the same position that was taken in the lying position.
11. I.P. - lying on the floor. Press your lumbar region to the floor. Stand up and take correct posture.
12. Take correct posture in a standing position. Walking around the hall with stops, maintaining correct posture.
13. Standing, correct posture, sandbag on head. Sit down, trying not to drop the bag. Stand in I.P.
14. Walking with a bag on your head while maintaining correct posture.
15. Walking with a bag on your head while stepping over an obstacle (gymnastic bench, jump rope), maintaining your position.
16. Walking with a bag on your head while simultaneously performing various exercises (walking in a half-squat, raising your knees high, etc.).

Exercises with a gymnastic stick.

1. IP - basic stance, stick with a top-bottom grip. 1- stick up, rise on your toes, stretch, 2- I.P.
2. IP - legs apart, stick with a top-down grip. 1 - stick up, 2 - back on shoulders, 3 - up, 4 - I.P.
3. I.P. - stand with legs apart, stick with an overhand grip on the shoulders. 1-2 - turns the body to the right, 3-4 - the same to the left.
4. I.P. - the same. 1-2 - tilt the body to the right, 3-4 - to the left.
5. IP - stand with your legs apart, grip the stick on top of your shoulder blades. 1-3- bending the body forward, 4- I.P.
6. I.P. - stand with legs apart, stick with grip from top to front. Turns the gymnastic stick to the right and left.
7. IP - legs apart, stick with a top-down grip. 1- stick forward, 2- stick up, 3- stick forward, 4- I.P.
8. I.P. - stand with your legs apart, grip the stick with your hands from behind (elbow bends). Turn the body to the right and left alternately.
9. IP - legs apart, stick from behind to below with an underhand grip. Jerks your arms up behind your back, maintaining correct posture without leaning forward.
10. IP - stand with legs apart, stick with an overhand grip. 1-3- springy forward bends, stick forward, 4- I.P.
11. IP - legs apart, stick up, grip from above. 1-2 - tilt the body to the right, 3-4 - to the left.
12. I.P. - the same. Circular movements of the body to the right, left.
13. IP - gray-haired, stick with an overhand grip on his legs. 1- swing your arms with the stick up, 2- I.P.
14. I.P. is gray-haired with a stick in his hands. Springy torso tilts forward, legs straight.
15. The same legs apart.
16. IP - gray hair, a stick on his shoulders. Turns the body to the right and left.
17. The same, tilt the body to the right and left, maintaining correct posture.
18. I.P. - sitting with his legs bent, resting on his feet, stick on his shoulders. Turn your torso to the right and left, maintaining correct posture.
19. The same, tilt the body to the right and left, maintaining correct posture.
20. The same, springy bends of the torso forward.
21. I.P. - lying on his stomach, gymnastic stick in bent arms. Raise your head and torso, stick to your chest, up, I.P.
22. I.p. - Same. Raise your head and torso, stick up, behind your head, up, I.P.
23. The same, stick up, on the shoulder blades, up, I.P.
24. I.P. - lying opposite each other with a stick on the chest. Throwing and catching a stick with an overhand and underhand grip.
25. IP - lying on your back, grip the stick from top to bottom. 1- feet forward, stick forward, 2- I.P.
26. IP - lying on your back, grip the stick from above on your hips. 1- legs and stick forward at the same time, 2- I.P.
27. IP - lying on your back, grip the stick from top to bottom. 1 - stick forward, right leg forward, 2 - IP, 3-4 - from the other leg.
28. I.I. - the same. 1- stretch as much as possible, inhale, 2- relax, exhale.
29. IP - stand with legs apart, stick on shoulder blades, overhand grip. Squats in place without lifting your heels off the floor and maintaining correct posture.

Exercises while standing on all fours and exercises in balance.

1. IP - support on hands and knees. 1-lower your head, round your back, 2-raise your head, bend over.
2. I.P. - the same. 1 - right hand forward, left leg back, 2 - IP, 3-4 - the same with the other hand and leg.
3. IP - sitting on the heels with support on the hands. 1- touching the floor with your chest, go to the “leaning position, bending over”, 2- back.
4. Rolls in a tuck position from a crouching position.
5. Roll into a stand on your shoulder blades from a crouching position.
6. Bridge from a supine position (or half-bridge with support on your shoulders).
7. Moving forward and backward while standing on all fours with support on the feet and hands.
8. I.p. - o.s., arms to the sides - movement with a straight leg forward, to the side, back. The same, but hands behind the head, to the shoulders.
9. I.p. — o.s. Raise your knee up, arms to the sides. The same, but hands forward, up. 3.I.p. - o.s., hands on the belt. Raising on your toes.
10. I.p. – o.s., arms to the sides. Rise on your toes, turn your head left, right,
11. From a crouching position, stand up (straighten up), bend your right leg, arms to the sides. Same with the left.
12. I. p. - crouching emphasis. Stand up, rise on your toes, arms to the sides.
13. The same, but rise on the toes of one leg, bend the other leg at the knee with different arm positions
14. Walking with stops on one leg (at a signal). The same, but with a bag on the head.
15. I.p. - stand with your right leg apart. Rise on your toes with various arm movements.
16. Walking along a drawn line.
17. I.p. – o.s., arms to the sides. Standing on one leg, grab your foot with both hands.
18. Run, squat at the signal.
19. From o.s. jumping with a turn to the left (right) by 90º, 180º, 360º. Hold on after landing in the first position.
20. I.p. - o.s., arms to the sides. Balance on the right (left) leg - (“swallow”).
21. Standing facing each other, holding hands - balance on the right (left) leg.
22. I.p. - Same. Single leg squats.
23. Balance on the right (left) leg and turns on the toe.
24. Balance on the left leg, jump balance on the right leg.
25. Standing on one leg, bend to the side while raising the free leg in the opposite direction (“horizontal balance”).

These sets of exercises can be used not only by children with health problems, but also by students who want to improve their health, physical performance and acquire additional knowledge in the field of physical education.