Have you yourself, Aka, been in a group when such a child visited the kindergarten? Have you seen what is happening and how? You obviously have the opinion of an outsider, not even an observer.
Several years ago a boy with cerebral palsy visited our garden. The degree is approximately the same as that of a TS pupil, that is, at four years old (middle group) he walked without support in a special suit and special shoes and could speak (though only his relatives and partly a speech therapist understood him), could eat solid food and drink with support . I went until lunch, because I couldn’t sleep in a strange place, and when I took off the special suit, new problems began.
So, I went to lunch for almost a year. And all year long, almost every day, the teachers said that if they brought a boy, then the whole day was a waste - classes were not conducted properly (the boy rattled his suit, made sounds, the children laughed and were distracted, the boy did not take any part in the classes - either he could not or did not want , sometimes falls from a chair or drops it, touches those sitting next to him, drops materials from the table, cannot take part in music and physical education classes and the teacher is forced to control him instead of helping other children, etc.), routine moments too - the teacher is busy a problem boy, and at this time the children run around, make noise, throw themselves, splash and fight. The boy spent most of the day in a corner on a chair, making sounds. Every time he took part in the game, it ended badly - uncoordinated hand movements and everything fell and broke, the children chased him away, refused to take him into the game despite the persuasion of the teacher, or accepted him, but then again - there was a problem and everyone left him. It all ended when this boy swung his foot in a heavy special boot and broke another boy's nose. Then he was taken and transferred to a special boarding school. There he spent time before school and then went first to a regular school, but he could only spend a month there - they convened a commission and declared him unprepared for education, and transferred him to a special boarding school. Although the child’s intelligence was recognized as intact, the frontal lobes were damaged and there was no desire to study or learn anything - it was simply not interesting. Something like this. But you, of course, have the right to your opinion. We all have it.
Perhaps in the older groups, children get used to the special child and help him, but in the younger groups they have to spend so much nerves of their own and others, and other children suffer - inattention to them from adults, disruption of the educational process, minor and major injuries received from the special child and himself, a special child. It's just the little things. I am not against a SAVE child attending kindergarten, but only if he is at least 50% saved compared to other children and has minimal self-care and self-preservation skills. And so it turns out - here is a non-walking and non-speaking child, do whatever you want. The girl I wrote about also did not walk at three years old and spoke poorly. but she was taken to kindergarten, and went to special classes, had injections and operations, and worked with specialists. And they took her at 4.5 years old and she fit into the team perfectly, and the children were ready and accepted her and helped her in everything and the teachers helped, but she did not take 90% of their attention and she herself was comfortable with the fact that she was little different from the rest. By the way, the head and teacher were responsible for the broken nose of the boy with cerebral palsy. The teacher was severely reprimanded and included in her work record book, and after that she left work. But in fact, there was no aggression and there was no inattention - the boy simply waved his leg at the moment when the other leaned over. Just a matter of seconds. Accident. And very heavy and hard shoes, not intended for kindergartens.
Are you personally ready to bear such responsibility? Hardly.
28.06.2015 08:25:29,
In the development of any child, one day there comes a stage when communication only in the home environment (with parents, grandmother, etc.) becomes insufficient for him and he needs contacts in the children's group.
Entering kindergarten is a difficult stage in the life of every child, and for a disabled child with impaired motor function, adaptation to the conditions of a preschool educational institution becomes more difficult. This moment has special significance. After all, interaction with peers in preschool childhood, as a rule, becomes the basis for the formation of further communication skills and socialization in society.
Naina, that’s the name of the girl who came to us in October 2013, was 4 years old. She attends kindergarten with her mother, because... cannot move independently. The first days of staying in a preschool educational institution caused the child to fear an unfamiliar environment, new requirements, and unfamiliar people. And our task was to solve this problem of fear of others as quickly as possible, and to understand that, despite many limitations, together we can achieve good results: learn to communicate and play with healthy children, and solve certain problems independently.
We began our work first of all by, in a conversation with the mother, finding out all the personal characteristics and habits of the child in order to choose the right individual approach, which in turn softened the adaptation period. As a result of the conversation, it became clear that Naina, who is the fourth child in the family, was assigned the role of a weak person, and the actions of her loved ones were limited only to protecting the child from injury and trouble. She is accustomed to the fact that constant, everyday care becomes an integral part of her existence. Unlimited help led to a passive lifestyle and lack of initiative.
On the very first day, we introduced the new girl to all the rooms of the group: reception, group room, bedroom, toilet, washroom. Together with the guys, we determined a place at the table and showed them a locker for undressing. The children treated Naina very kindly, willingly told and showed all the toys, and offered their help.
The next step was the child’s gradual acquaintance with all the adults: a nanny, a psychologist, a physical therapy instructor, a speech therapist, a swimming instructor, etc. with those people who will surround her every day. We tried to evoke only positive emotions, explained and showed what the children do during different periods of their stay in kindergarten, in order to arouse interest and a desire to try their hand at different types of activities.
Naina was particularly interested and delighted by the pool. If indoors she could only move with the help of an adult, then in the pool she swam independently only with the support of inflatable toys and felt more confident.
The child was introduced to all educational activities in stages, giving her the opportunity to get used to it, and the load was increased gradually. This allowed us to achieve the best results, and the child to quickly adapt to the conditions of the kindergarten.
Naina has been attending our kindergarten for a year now. During this period, she makes attempts to dress independently, during meals she holds a spoon and eats herself, collects toys, and orients herself well in space. The child’s vocabulary has expanded and she tries to speak in complete sentences.
Thus, the presence of a disabled child in kindergarten at the same time as healthy children helps solve the problem of loneliness and socially adapt to society.
CONSULTATION “A CHILD WITH Cerebral Palsy” AT HOME AND KINDERGARTEN"
Cerebral palsy is a movement disorder that appears early in life, even before birth. Symptoms of cerebral palsy usually appear in the first year of life.
A disorder in the motor system is the result of a disorder in brain activity. The nervous system helps the body move and control movements. A brain disorder can be understood as any impairment of brain structure or function, and any impairment of brain activity can last a lifetime.
Unfortunately, in some families, a child with cerebral palsy is initially assigned the position of the so-called “weak vessel.” And the actions of parents come down only to protecting their child from the “destructive” influences of the external environment. With this approach, children, as a rule, have great difficulty adapting to independent adult life. In the family circle, they get used to the fact that constant, everyday help becomes an integral part of their life. Of course, children with musculoskeletal disorders need more support from adults than ordinary children, but we must not forget that unlimited and limitless help often leads to a passive lifestyle and lack of initiative. In addition, a child raised in this way develops a strong consumer attitude towards everyone around him. That is why it is very important that the child always has direct responsibilities for which only he himself is responsible. For example, while eating, let him hold the spoon and eat, although half of the food is gone and his clothes are dirty; During cleaning, he can wipe away dust. Do you have an aquarium at home? Then the child can feed the fish. And perhaps he will be happy to collect toys that he has scattered. The main thing is that the parents do not forget to praise him even for the slightest manifestation of activity and in no case show their dissatisfaction - even if the traces of the little owner’s “violent activity” take several hours to eliminate. This is the case when patience and a certain dedication of adults benefits the child. For example, dressing independently helps strengthen arm muscles, develop coordination of movements and spatial orientation, and even allows you to enrich your active vocabulary. First, let the child wear a doll or teddy bear for a walk and at the same time explain to his mother what he is doing and how. The adult’s task is to encourage the child to speak not only in one-two-syllable sentences, but also in full, expanded phrases. Over time, his speech will change, and with each attempt, the statements will become more similar to those he hears from his parents. Subsequently, the child will try to put on his own pants, hat, mittens, or fasten the Velcro on his shoes.
In the development of any child, one day there comes a stage when communication only in the home environment (with parents, grandmother or nanny) becomes insufficient for him, and he needs contacts in the children's team. That is, it's time to go to kindergarten. This point, which is important for healthy children, is of particular importance for a child with cerebral palsy. After all, relationships with peers in preschool childhood, as a rule, become the basis for the formation of further communication skills and socialization in society.
In our city there are separate groups for children with developmental disorders in mass kindergartens, where children are accepted not only with musculoskeletal disorders, but also with mental retardation or intellectual disability. Similar groups in kindergartens specialize in the social adaptation of disabled children. Here, preschool children with cerebral palsy are helped to solve the problem of loneliness and fear of others, and are taught to understand that, despite many limitations, they can achieve good results together. In such kindergarten groups, children with cerebral palsy learn to communicate, play with each other, solve certain problems independently, are away from home, and they can also be in a social children's environment with healthy children. Parents are required to pay special attention to this aspect.
Larisa Basyrova
Guidelines for working with children with cerebral palsy
Preparatory group (6 - 7 years)
Children with musculoskeletal disorders usually include children with cerebral palsy (cerebral palsy).
Cerebral palsy is a group of motor disorders that arise as a result of damage to the motor areas and motor pathways of the brain.
The main feature of cerebral palsy is the existence of motor impairments from birth and their close connection with sensory impairments.
Due to motor impairments of varying degrees, the child becomes completely dependent on adults from birth. This negatively affects the emotional sphere of the child, he lacks initiative and develops passivity in actions.
A feature of mental development in cerebral palsy is not only its slow pace, but also its uneven nature, acceleration in the development of some functions, and the lag of others.
Disorders of attention and memory are manifested in increased distractibility, inability to concentrate attention for a long time, narrowness of its volume, predominance of verbal memory over visual and tactile.
Violation of spatial gnosis: manifests itself in the slow formation of concepts that determine the position items and parts of one’s own body in space, inability to recognize and reproduce geometric shapes, to put parts together into a whole.
The intellectual development of children with cerebral palsy may be intact, but somewhat reduced. According to E. S. Kalizhnyuk, children with cerebral palsy can be divided into two groups depending on the degree of intellectual impairment (mental retardation and atypical form of oligophrenia).
Children with cerebral palsy are characterized by underdevelopment of the highest forms of mental activity - abstract thinking.
Characteristic manifestations of speech disorders in such children are various disorders of the sound-pronunciation aspect of speech. That is why the speech of these children is slurred and difficult to understand for others. The severity of disturbances in the sound-pronunciation aspect of speech is enhanced by respiratory disorders: speech exhalation is shortened, during speech the child takes separate breaths, speech loses smoothness and expressiveness.
The letter shows errors in the graphic representation of letters, numbers, their mirroring, and asymmetry.
Almost all children with cerebral palsy are characterized by increased fatigue. During goal-directed activities that require the participation of mental processes, they become lethargic faster than their healthy peers, and they find it difficult to concentrate on the task. They may refuse to complete a task if they are unable to complete it and lose interest in it completely.
Personal development in pupils with cerebral palsy has its own characteristics. Emotional disturbances manifest themselves in the form of increased excitability, a tendency to mood swings, and the appearance of fears. The tendency to fluctuate mood is often combined with inertia of emotional reactions. So, once a child starts crying or laughing, he cannot stop. Increased emotional excitability is often combined with tearfulness, irritability, capriciousness, and protest reactions, which intensify in a new environment for the child and when tired.
An important development factor is also the child’s awareness of himself as part of a team that does useful work. Children are always most interested in activities that bring the greatest practical benefit to the team. This encourages them to engage in various types of socially useful work.
Children with cerebral palsy are very sensitive to the attitude of others towards them and react to any change in their behavior. Such children are very impressionable, they are easy to offend, cause them dissatisfaction or some kind of negative reaction.
1. Corrective work it is necessary to start as early as possible, since due to a violation of certain mental functions, other mental processes may be disrupted for the second time. Corrective measures should be carried out through a variety of games, since the leading activity at this age is play. The game contributes to the favorable development of the child’s psyche and speech, and the acquisition of various skills and abilities.
2. It is important to bring together children with different motor abilities during classes, as this promotes production desire to improve their motor skills and imitate those children whose skills are more developed.
3. It is important to competently organize the motor mode during the entire period of children’s stay in the preschool educational institution. It is necessary to select the most comfortable position for the child during desk work, games, sleep.
4. During a correctional lesson, it is important to carry out uniform dynamic pauses in a timely manner (after 10 minutes).
5. The duration of correctional classes, increasing the complexity of tasks, increasing the amplitude of actions should occur gradually, taking into account the individual capabilities of the child.
6. During the lesson it is important to activate operation of all analyzers(motor, visual, auditory, kinesthetic). Children should listen, watch, speak, and the use of music and dance has a beneficial effect on the development of motor skills in such children.
7. In the process of training and education, it is important for the teacher to pay attention to approval in case of failures, encouragement for the slightest success of such a child.
8. The teacher needs to know the positive character traits that can be relied upon in the process of educational activities, as well as the negative ones that require special attention from the teacher.
9. Develop a motor skill, as well as cultivate a correct idea of it through sensation movements: formation of self-service skills; development of practical activities and preparation of the hand for writing. It is important to remember that mastering motor skills occurs in stages and requires a lot of time and a lot of patience on the part of the adult. It is advisable to use the development of motor skills in the form of interesting and understandable games for children that correspond to their motor capabilities.
10. Pay special attention to the development of sensory standards.
11. To correct kinesthesia disorders, play games that help children identify objects by touch.
12. Manual skills need to be developed step by step: teach how to arbitrarily pick up and put down objects, transfer them from hand to hand, put them in a certain place, select objects.
13. Develop constructive abilities in various types of productive creative activities, while the teacher works with a child"hand in hand", gradually accustoming him to doing it independently.
14. Before moving on to the process of learning to read and write, it is important to teach your child how to construct asymmetrical letters from sticks and trace letters using a pencil.
15. Teach children spatial orientation in various directions and when an object is distant through games, including active games.
16. It is also necessary to include in classes exercises based on the visual or visual-tactile analyzer. For example, when mastering mathematical operations that require the child to count, use visual objects and manipulate them.
17. It is necessary to stimulate the child’s speech activity using description items, actions, making and guessing riddles. Use games and exercises to develop correct speech breathing and a strong air stream.
18. Use onomatopoeia games that promote correct speech pronunciation.
19. It is necessary to raise a child with cerebral palsy as a full-fledged member of society, no worse than others, and treat him accordingly!
Bibliography
1. Arbashina N. A. Cerebral motor disorders. Saratov: Privolzh. book publishing house, 2007.
2. Epifantseva T. B. Handbook for a teacher-defectologist. Rostov n/ D: Phoenix, 2006.
3. Children with developmental disabilities. Methodical. allowance. (Author – compiler N. D. Shmatko)- M.: "Aquarium LTD", 2001.
Publications on the topic:
Recommendation for teachers “Health-saving technology “Su-Jok therapy” with children of senior preschool age”(“Health-saving technology “Su-Jok therapy” with children of senior preschool age in the practical work of a speech therapist in preschool.
Using the “Pertra” play set in working with preschool children Preschool childhood is a very short period in a person’s life, only seven years. But they are of enduring importance as development proceeds.
The goal of the work is to form and develop in children the skills and abilities of safe behavior in the surrounding road transport environment. Tasks.
Basics of working with children with disabilities“... skillfully, intelligently, wisely, subtly, heartily touch each of the thousand facets, find the one that, if polished like a diamond, will sparkle.
Methodological recommendations for the project “Sounds of classical music around us” PROJECT ON THE TOPIC: "THE SOUNDS OF CLASSICAL MUSIC AROUND US". “A man became a man when he heard the whisper of leaves, the murmur of a spring stream.
Methodological recommendation for teachers
Today we will talk about kindergartens for children with disabilities. What should they be and is it possible to take a child with cerebral palsy to such a kindergarten?
Special children who have limitations in abilities, movement, communications, etc., require very serious care and round-the-clock attention.
Good day, dear readers! Children are the happiness and flowers of our lives. With the arrival of a baby in the family, everything changes, because now there is another person whose desires and needs are important to take into account.
Many parents consider a child diagnosed with cerebral palsy to be helpless and believe that he cannot be tested even in specialized kindergarten or school, let alone career and personal life.
The addition of a child diagnosed with cerebral palsy to a family is a real challenge for many parents. However, these children were born, which means they have their own mission in life and the right to a place in the sun.
It’s just that special children require more careful attention. Today, cerebral palsy is not something new, completely unexplored. Medicine has made huge strides forward and achieved great success.
You should not despair, but you need to fight and rehabilitate the patient in order to improve his condition. After all, otherwise the disease will only progress.
What should a kindergarten be like for children with cerebral palsy?
Of course, miracles do not happen, although many will disagree with this. To achieve success, you need to put in years of hard work. However, if you are constantly comprehensive, the result will please you.
Today there are many different options for children diagnosed with cerebral palsy. Kindergarten for cerebral palsy is a place where there are great opportunities for personal development.
A child should not be in isolation; he should grow up with children like him and enjoy life. Nowadays, borders are opening and children with disabilities are increasingly being accepted into schools and kindergartens along with healthy children.
There is no need to be afraid of these institutions, I know from my own experience that little children do not understand the difference between themselves and your child will not be offended on this basis.
Unfortunately, not all cities have specialized institutions. However, medical representatives organized separate
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