Modern methods of working with children. Forms and methods of working with children with mental retardation. What is mental retardation
Research lesson. This form of the lesson refers to the problematic teaching method, which is in the most powerful way increasing interest in the subject under study. At the beginning of the research lesson, the students are asked a problem or the topic of the lesson, formulated as a question, and during the lesson, students must find a solution to the problem or an answer to the question. Students in the lesson make observations, compare certain facts, make assumptions, formulate conclusions, etc. In such lessons, children are interested in the end result. Research lessons fit well, for example, with the topic of biology lessons in grade 6, where you can take the properties of air, water, soil as an object of research, because when familiarizing with the properties, it is supposed to conduct experiments, observe objects and formulate conclusions. Also, research can be done in biology lessons and in other classes. For example:
- in the 7th grade, research can be carried out on the topics "Conditions necessary for seed germination", "Leaf fall and its meaning",
- in grade 8 - "External structure and lifestyle of insects", "House fly",
- in grade 9 - "Blood composition", "Gas exchange in the lungs and tissues", etc.
The topics of the SBE lessons represent a fairly wide range of choice of topics for research lessons.
Lesson-workshop. These lessons contribute to the awakening of the need for knowledge of what is being studied at the moment in the subject. A special place in this lesson is occupied by practical and laboratory work, since it is they that allow you to bring students to independent conclusions about this or that phenomenon, about the conditions of its course. And based on the data obtained during practical work, students themselves draw conclusions at the level of theoretical generalizations. Such lessons are taught in biology and SBO in grades 5-9.
Travel lesson. Lessons of this form fully work to increase the child's motivation for educational and cognitive activities, since they provide for overcoming a number of stages of tasks throughout the journey, thereby motivating the student, luring him on a journey through the country of knowledge. And you can travel everywhere - it only depends on the imagination of the teacher. This can be a journey of a drop of blood through the vessels in the human body, a journey along the seas and rivers in order to study sea and river fish, a journey into the kingdom of bacteria in order to study their diversity and reproduction, a journey of a water droplet in a circle in order to study the water cycle in nature, etc. .d.
Excursion lesson. Excursions can be real, when there is an opportunity to visit the object, and virtual, when there is no such opportunity. Children are very interested in this, especially if the topic concerns their personal experience, where they can prove themselves in some way.
Role-playing game. Such lessons simulate a wide variety of real life situations for various purposes - studying and consolidating new material, expanding knowledge on a topic, practicing skills, etc. The lessons of role-playing games are liked by students because they can try on many roles for themselves, solve certain issues like real doctors, salesmen, scientists and people of many other professions. Such lessons make you feel like adults making serious decisions. Such lessons are multifaceted in the SBE, since the subject of application is very wide and the subject itself is aimed at preparing children for independent life in society.
Lesson game. This category of lessons includes KVN lessons, quizzes, brain rings and many other game lessons written on television. The leading activity of a preschooler is a game. The leading activity of a schoolchild is study. But in children with impaired intelligence, childhood drags on for a long time and most often play remains the co-leading activity of learning. Students love to play. How not to take advantage of this opportunity to increase motivation? And how to play this or that lesson depends on the teacher himself. But children will be very active, interested participants in the game lesson. The main thing is not to play too much.
Lesson-auction. Provides an opportunity for students to show themselves. The purpose of the "lesson-auction" - to repeat and strengthen the knowledge of students on the passed topic, show practical use knowledge. At auction lessons, students are more independent in solving various educational tasks, they have the opportunity to prove themselves.
The lesson is a fairy tale. This form of teaching the lesson captures the entire student. In a lesson inscribed in the canvas of a fairy tale, children perform tasks of fairytale heroes, rescue them from captivity, overcome various obstacles and by the end of the lesson there is a tangible result, and the goal is always achieved and realized.
Integrated lesson. Integrated lessons have an opportunity to show the importance of acquired knowledge and skills. Students apply the knowledge and skills gained in one lesson in a completely different area. So, for example, they got acquainted with the properties of water in biology, and applied the knowledge gained in the lessons of social orientation. The main thing is to think over a single thread that could unite two or more items to obtain and consolidate certain knowledge and skills. To create successful motivation, it is important to show the child the importance of the knowledge gained, i.e. the possibility of their application in a particular area. This is what integrated lessons allow to do.
If you ask a student: "What lesson is it more interesting for you to learn - in a regular lesson or not quite an ordinary, non-traditional lesson?" Indeed, in non-traditional lessons, children work with great pleasure, show activity and curiosity. Students are happy to get started on assignments and perform better than in regular lessons. If you ask me "In which lesson your children are more active - in the usual or non-traditional?", Then I will answer that on unconventional lesson student activity is often not just high, but very high. These lessons are very productive. The quality of knowledge in such lessons increases, cognitive interest, memory develops, children remember more material, and, of course, interest in the subject increases. They increase the motivation for educational and cognitive activity even among weak students, as they feel more confident. But the main thing is not to overdo it, otherwise the non-traditional will become traditional and the interest will disappear again. Therefore, one should alternate the forms of teaching students and remember that it is not the form that determines the content, but, on the contrary, that the content determines the form.
The form of the lesson is important, but the forms of organization are also important. learning activities at the lesson. There are three types of organization of educational activities in the lesson: frontal, group and individual. But it is worth remembering that the usual and desired form of activity for a child with impaired intelligence is play, which means that this form of organizing activities must be used to teach such children. The teacher must combine play and studying proccess, more precisely, to apply a game form of organizing students' activities to achieve educational goals. Thus, the potential of the game as a motive will be aimed at a more successful mastering by schoolchildren of the educational program.
At frontal training the teacher guides the educational and cognitive activities of the entire class, which is working on a single task. The teacher organizes the cooperation of students, determines the pace of work, the same for everyone. The pedagogical effectiveness of frontal work largely depends on the teacher's ability to keep the whole class in sight and at the same time not to lose sight of the work of each student. If the teacher manages to maintain the attention and activity of students, to create an atmosphere of creative collective work in the lesson, then the effectiveness of such work increases markedly. However, this type of activity in the lesson is not designed for the individual characteristics of students, as it is focused on the average student. At the same time, weak students lag behind the given pace of work, and strong ones are not interested and they languish with boredom. From the standpoint of increasing motivation for educational and cognitive activity, this form of work is ineffective.
At group forms teaching in the classroom, the teacher manages the educational and cognitive activities of groups of students in the class. They can be subdivided into brigade, link, cooperative group and differentiated group. Link forms are the organization of learning activities with permanent groups of students. In the brigade form, temporary groups of students are organized to perform certain tasks. The cooperative-group form involves work in groups, each of which performs a part of the overall task. Differentiated group education differs from other forms in that both permanent and temporary groups unite students with equal learning opportunities and the same level of formation of educational skills and abilities. Pair work of students is also a group form of teaching. The teacher can lead the activity study groups can both directly and through his assistants - flight managers and foremen, whom he appoints taking into account the opinions of the students.
Individual training students is a completely independent activity without any contact between the student and other students. This type of activity assumes the same task for all students in the class. But if the teacher gave a task to each or some of the children in the class, taking into account their abilities and capabilities, then this form of teaching is called individualized. Specially designed flashcards for students, focused on their abilities and capabilities, help to implement it. If in the classroom in the lesson some of the children work independently, and some perform some general tasks, then this form of teaching is called individualized-group.
The reasons for children's whims are various factors. But how to deal with the whims of children, not only by the parent, but also by the educator.
Exists different methods, which are good in their own way, and are achieved not only with the participation of the educator, but also experienced psychologists, and various professionals in the arts, because a whim, as we have already found out, is a child's actions devoid of reasonable grounds, aimed mainly at resisting the demands of elders and insisting on their own desires. As a rule, they are accompanied by negative emotional reactions and motor arousal.
The teacher in working with capricious children uses general pedagogical and special methods.
General pedagogical methods include:
1) Conversation method
The need to talk with other people, to share with them their thoughts, feelings, experiences is inherent in man. It is inherent in the child to an even greater extent, therefore, the reason is often the simple ignorance of the child's parents, and he by any means tries to attract attention.
In kindergarten, you can talk with each of the children more often than parents usually do. It is necessary to meet the impulses of children to share their experiences, thoughts, listen to them, ask them, answer their questions, if possible, accompany with speech all manifestations of life communication with the child, which we often do not do. Thus, you can find out and understand the reasons for capriciousness, and establish interaction between the child and the parents.
2) Assignment
Sometimes capricious children require increased attention to themselves, and in this case, the most effective method will be "Assignment". The child is given a task, and he does everything according to the given scheme:
a) listen carefully to what they say to him
c) remember what was said
d) execute the order
e) give a verbal report on the completed assignment
f) ultimately provide assistance.
Thus, the child feels that he is in demand and needed by this society, it is desirable that the task was not a one-day one, a ray in the system, and had an encouraging side. Moreover, it is possible to involve his parents in the process of assessing the productivity of the activity of a capricious child. Which carried out the process of promotion.
3) Observation method helps to get a general picture of the behavior of a child and a group of children or to record their individual behavioral manifestations. Observation can be:
a) hidden
b) included
c) solid
d) selective
e) disposable (cut)
f) long-term (prolonged).
The observation method allows you to examine the child in natural conditions life, he is also indispensable for the primary orientation in the problem and obtaining preliminary information about the child. Observation is carried out by both researchers and kindergarten teachers, summarizing their experience. These observations are carefully recorded, which subsequently constitutes material for analysis and generalizing conclusions.
4) Video shooting method in recent years it has become more and more widespread. It complements the methods of observing and studying documentation. With the help of video filming, you can get rich material about the behavior of children in different situations for subsequent analysis by researchers. Some episodes from the life of children in a group, play situations, holidays, etc. can be demonstrated to the children themselves to solve a variety of pedagogical tasks, maintain a positive sense of self, form an idea of themselves, friendly relationships in the group, and learning. Video filming is a good way of broadcasting pedagogical experience to educators and parents. For capricious children, video filming serves as a clear example of his behavior in a group.
Special methods include:
1) Art therapy - it is a method of healing through artistic creation.
Art therapy is one of the softest and at the same time profound methods in the arsenal of psychologists and psychotherapists. Drawing, sculpting or describing in literary form your problem or mood, you seem to receive a coded message from yourself, from your own subconscious. The method of art therapy can be attributed to the most ancient and natural forms of correction of emotional states, which many people use on their own - to relieve accumulated mental stress, calm down, and concentrate.
2) Sand therapy for kids is a playful way to talk about your problems, show your fears and get rid of them, overcome emotional stress. After all, play for a child is a necessary, natural and favorite activity.
Sand therapy - as a kind of art therapy - focuses on the inherent potential of each person for health and strength. Her emphasis is on the natural manifestation of thoughts, feelings and moods in creativity, the acceptance of a person as he is, along with his own methods of self-healing and harmonization.
Sand and water, as natural materials, have unique properties and the ability to evoke images of a certain character that other materials do not have. A person whose hands touch the sand instinctively tries to shape his feelings and thoughts.
So sand therapy becomes in a unique way communication with the world and yourself; a way of relieving inner tension, embodying it at an unconsciously symbolic level, which increases self-confidence and opens up new ways of development. Sand therapy gives you the opportunity to touch the deep, true Self, restore your mental integrity, collect your unique image, picture of the world.
The figurines used in the sandbox can symbolize real people and the phenomena of the environment in which the child is included. In a sandy environment, real life situations can be dramatized, regarding which a person experiences certain difficulties. Playing out in the sandbox concrete life situations allows a person to change his attitude towards them and find the right solutions for himself, build new relationships with himself and the world around him.
3) Fairytale therapy- perhaps the most child method psychology, and, of course, one of the most ancient. After all, even our ancestors, engaged in raising children, were in no hurry to punish the guilty child, but told him a fairy tale, from which the meaning of the act became clear. Fairy tales served as a moral and ethical law, protected children from misfortunes, taught them how to live. Knowing how a fairy tale affects a person's life, you can help a lot of your child. Sessions of fairy tale therapy will help to understand what attracts the child in the plot of this fairy tale, which of the heroes he likes the most, why he chooses this particular fairy tale.
Over time, the child's addiction to a particular fairy tale changes, and this means that the baby is growing, developing and posing new life questions. Psychological research shows that a child's life is programmed in his favorite fairy tales. "Tell me what is your favorite fairy tale, and I will tell you who you are" - this is how the well-known proverb of psychoanalysts was paraphrased. Parents can master fairy tale therapy on their own, but psychological counseling, all the same, will not hurt.
For a mild influence on the behavior of the child, the psychologist selects special fairy tales. There are different tales for fairy tale therapy: Russian folk and author's, specially developed psychocorrectional and meditative tales, and many others. Often the psychologist invites the child to compose a fairy tale on his own.
Composing fairy tales by a child and for a child is the basis of fairy tale therapy. Through a fairy tale, you can learn about such experiences of children that they themselves are not really aware of, or are embarrassed to discuss them with adults. Through a fairy tale, you can, for example, learn about the attitude of a preschooler to the divorce of his parents.
Game therapy ("Psychodrama on the table") - the author's technology of working with toys, deep personal psychotherapy. The place of the leader is taken by the psychotherapist, and the role of the group is "taken" by "toys", which include any objects, everyday little things. In the arsenal of the therapist also: paints, plasticine, pencils, cubes, puzzles, constructors, children's picture books, fairy tales, psychotherapeutic metaphors and others pictorial means who were or, "the will of fate" were not in the world of children and adult children.
The use of "toys" in psychotherapeutic work enables the client to consider, touch, listen, feel and remember the smell of what has bothered for many years and gave rise to illness, emptiness, loneliness, additive or codependent behavior. The game therapy method can be used both in group and in individual client work. The method provides for the possibility of working with the syndrome of post-traumatic stress, with chronicity of sadness, with a wide range of topics, with early childhood traumas with an amnestic component.
The game therapy method helps to solve not only personal, but also professional difficulties as a result. This method helps children to penetrate into their lives, and give educators and parents an opportunity to look at the child's inner world.
Thus, the educator must use a variety of methods when working with capricious children.
Evgeniya Eremina
Methods for working with children in modern conditions
Chinese wisdom says, "God forbid you to live in times of change"
Modern the world is changing at an incredible speed, but maybe we should disagree with the Chinese dictum. Difficult times are times of greatest opportunity! Important see these changes, enter them, which means to be modern.
It is preschool childhood that is that starting point, that fertile basis that provides an opportunity for choice, an opportunity for activity.
Let me present my view on theme: « Methods of working with children in modern conditions»
Introduction
The Federal State Educational Standard of preschool education allows us to speak today about the formation of a new system of preschool education, where one of the key points is the need to use all pedagogical resources for the effective development of the child.
The priority direction in the organization of the educational process of preschool institutions should be an individual approach to the child .... Preschool childhood and the very nature of the preschooler. This gives modern the teacher - educator freedom in the choice of forms and methods of working with children, the main result, which should be the personal qualities of the child, and not the sum of knowledge, abilities, skills.
What about me, modern the educator must build his activities and organize the activities of his pupils so that it meets the requirements of the time, which methods of working with children use.
In search of answers to these questions, I turned to the dictionary - reference book "Scientific and pedagogical information" edited by V.M. Polonsky where method as an integral part of any research, characterizes the potential of science, the degree of its penetration into the study of real processes, shows which phenomena can be cognized at the present time, and which remain subject hypothetical assumptions. Method largely determines the course and effectiveness of research, forms of organization work, the total methodological orientation of the author, the path to achieving the ultimate goal.
V philosophical sense under method understand scientific theories proven by practice. Such a theory, when constructing other theories, can act as method in this area of expertise or other areas. Method It is also often viewed as a set of methods of practical or theoretical comprehension of reality, subordinate to the solution of a specific problem, as a set of intellectual actions, logical procedures with the help of which science tries to establish the truth, check or refute it. Finally, method is interpreted as a specific way of studying a certain area, as a systematized complex of techniques, procedures used by scientists to achieve the goals and objectives of the study, as a plan that guides them when organizing a scientific work and its individual stages.
For me methods of working with children- this is, on the one hand, a clear ground that has a scientific basis, on the other hand, a kind of improvisation, taking into account the following principles:
The principle of psychological comfort and security, which presupposes psychological safety, protection of the child, ensuring emotional comfort, creating conditions for activity... Self-realization of a preschooler.
Selection principle (search for the most effective working methods)
The principle of trust and support (solving a particular problem, within the framework of the chosen method and method of work the teacher is an assistant to the child, and not just a senior observer)
Based on these principles, I plan my every day work with the solution of such tasks how:
1) what modern methods, forms and principles work help me to involve every child.
2) the effectiveness and reasonableness of the selection of certain methods of working with children.
Guided by, modern developments, I would like to propose the following classification methods:
Methods by source of knowledge:
1. Verbal. This method subdivided into views: story, explanation and conversation. Verbal method allows you to transfer information to children in the shortest possible time.
2. Visual. Under the visual methods education is understood as methods in which the child receives information using visual aids and technical means. Visual educational methods conditionally can be divided into two large group: illustration method(showing children illustrated benefits: posters, paintings, sketches on the board) and demonstration method(showing cartoons, slides, etc.) V modern conditions attention is paid to such a means of visualization as a computer. Computers enable the educator to simulate certain processes and situations, choose from a number of possible solutions that are optimal according to certain criteria.
3. Practical. Practical methods are based on the practical activities of children and form practical skills and abilities. Practical tasks are carried out after children become familiar with one or another content, and are of a general nature.
Methods by the nature of educational activities children:
1. Informational - receptive. One of the most economical ways to transfer information. The teacher gives the children ready-made information, and they perceive it, realize it and fix it in memory. However, when using this method skills and abilities to use the acquired knowledge are not formed.
2. Reproductive. The essence method consists in repeated repetition of the method of activity on the instructions of the educator. The teacher's activity is design and sample communication, and the activity of children is in performing actions according to the model.
3. Problematic presentation. The educator puts before children a problem is a complex theoretical or practical issue that requires research, resolution, and he himself shows the way to solve it, revealing the contradictions that arise. The purpose of this method- show samples of scientific knowledge, scientific problem solving.
4. Often - search engine. Its essence lies in the fact that the teacher dismembers problematic task on subproblems, and children carry out separate steps to find its solution. Each step involves creative activity, but there is still no complete solution to the problem.
5. Research. This method aims to ensure the creative application of knowledge. In the process of educational activity, children master methods of cognition, this is how their experience in search and research activities is formed.
6. Active methods... Provide preschoolers with the opportunity to learn from their own experience, to acquire a variety of subjective experiences. Active methods training involves use in educational process a certain sequence of tasks. Active methods should be applied as they complications.
Consulting with experienced teachers, I realized that everything new is forgotten old, not better, but presented in a different way, plus those little inventive trifles. Thus, in my little piggy bank work new shape: projects, puppet therapy, games - fairy tales, collections.
In conclusion of my speech, I would like to say with confidence that educational activities modern a teacher can be compared to building a house. The foundation, which is the educator himself. The walls of the house are the educational environment he created from blocks: developing subject - spatial environment, the nature of the child's interaction with the world, the system of interaction with the world and oneself. And on this rests the activity, creativity, creation of the child himself. And to fill the house with light, warmth and comfort, windows help, in which innovative forms of organizing the activities of preschoolers are reflected. It is the windows that help see from the inside out all the significance, importance and correctness of preschool education.
What is mental retardation?
ZPR belongs to the category of mild deviations in mental development and occupies an intermediate place between norm and pathology. Children with mental retardation do not have such severe developmental disabilities as mental retardation, primary underdevelopment of speech, hearing, vision, motor system. The main difficulties they experience are primarily related to social (including school) adaptation and learning.
The explanation for this is the slowdown in the rate of maturation of the psyche. It should also be noted that for each individual child, CRD can manifest itself in different ways and differ both in time and in the degree of manifestation. But, despite this, we can try to identify a range of developmental features, forms and methods of work that are typical for most children with mental retardation.
Who are these children?
The answers of specialists to the question of which children should be ranked in the group with DPD are very ambiguous. Conventionally, they can be divided into two camps. The first adhere to humanistic views, believing that the main reasons for the developmental deficiency are primarily socio-pedagogical in nature (unfavorable family situation, lack of communication and cultural development, difficult living conditions). Children with mental retardation are defined as unadapted, difficult to learn, pedagogically neglected. Other authors associate developmental delay with lungs organic lesions brain and include children with minimal brain dysfunction.
At preschool age, children with CRD show a lag in the development of general and, especially, fine motor skills. The technique of movements and motor qualities (speed, dexterity, strength, accuracy, coordination) suffer mainly, psychomotor deficiencies are revealed. Self-service skills, technical skills in art activity, modeling, application, design are poorly formed. Many children do not know how to hold a pencil or a brush correctly, do not regulate the force of pressure, and find it difficult to use scissors. Children with CRD do not have gross movement disorders, but the level of physical and motor development is lower than that of normally developing peers.
Such children have almost no command of speech - they use either a few babbling words, or separate sound complexes. Some of them can form a simple phrase, but the child's ability to actively use phrasal speech is significantly reduced.
In these children, manipulative actions with objects are combined with object actions. With the help of an adult, they actively learn didactic toys, however, the methods of performing correlative actions are imperfect. Children need a lot more trials and measurements to solve a visual problem. Their general motor awkwardness and lack of fine motor skills determine the lack of self-service skills - many find it difficult to use a spoon while eating, experience great difficulty in undressing and especially in dressing, in object-game actions.
Such children are characterized by absent-mindedness of attention, they are not able to hold attention for a sufficiently long time, quickly switch it when changing activities. They are characterized by increased distractibility, especially to a verbal stimulus. The activity is not sufficiently focused, children often act impulsively, are easily distracted, get tired quickly, and are exhausted. Manifestations of inertia can also be observed - in this case, the child has difficulty switching from one task to another.
Complicated orientation research activities aimed at studying the properties and qualities of objects. A greater number of practical tests and measurements are required when solving visual-practical problems, children find it difficult to examine the subject. At the same time, children with mental retardation, in contrast to the mentally retarded, can practically correlate objects in color, shape, size. The main problem is that their sensory experience is not generalized for a long time and is not fixed in the word, errors are noted when naming signs of color, shape, size. Thus, reference views are not generated in a timely manner. A child, naming the primary colors, is at a loss in the names of intermediate color shades. Does not use words for quantities
The memory of children with mental retardation is distinguished by its qualitative originality. First of all, children have limited memory capacity and reduced memorization strength. Inaccuracy of reproduction and rapid loss of information are characteristic.
In terms of organizing correctional work with children, it is important to take into account the originality of the formation of speech functions. The methodological approach involves the development of all forms of mediation - the use of real and substitute objects, visual models, as well as the development of verbal regulation. In this regard, it is important to teach children to accompany their actions with speech, to summarize - to give a verbal report, and at later stages of work - to draw up instructions for themselves and for others, that is, teach planning actions.
At the level play activities children with mental retardation have a reduced interest in play and in a toy, the idea of a game hardly arises, the plots of the games tend to stereotypes, mainly concern everyday topics. Role-playing behavior is impulsive, for example, a child is going to play "Hospital", enthusiastically puts on a white coat, takes a suitcase with "tools" and goes ... to the store, as he was attracted by the colorful attributes in the play corner and the actions of other children. Play is also unformed as a joint activity: children communicate little with each other in play, play associations are unstable, conflicts often arise, children communicate little with each other, collective play does not work out.
Corrective actions it is necessary to build so that they correspond to the main lines of development in a given age period, rely on the inherent given age features and achievements.
Firstly, correction should be aimed at correcting and further development, as well as compensation for those mental processes and neoplasms that began to take shape in the previous age period and which are the basis for development in the next age period.
Secondly, correctional and developmental work should create conditions for the effective formation of those mental functions that are developing especially intensively in the current period of childhood.
Thirdly, correctional and developmental work should contribute to the formation of prerequisites for successful development at the next age stage.
Fourthly, correctional and developmental work should be aimed at harmonizing the personal development of the child at this age stage.
When building the tactics of correctional and developmental work, it is equally important to take into account such a key phenomenon as the zone of proximal development (L.S.Vygotsky). This concept can be defined as the difference between the level of complexity of tasks, accessible to the child at independent decision, and those that he is able to achieve with the help of adults or in a peer group. Correctional and developmental work should be built taking into account the sensitive periods of development of certain mental functions. It should also be borne in mind that with developmental disorders, sensitive periods may shift in time.
The following most important areas of correctional and developmental work with children of a compensatory orientation can be distinguished:
Wellness direction. The full development of a child is possible only on condition of physical well-being. The tasks of streamlining a child's life can be attributed to the same direction: creating normal living conditions (especially for children from socially disadvantaged families), introducing rational regime day, creating an optimal motor mode etc.
Correction and compensation of developmental disorders of higher mental functions by methods of neuropsychology. The level of development of modern child neuropsychology makes it possible to achieve high results in the correction of cognitive activity, school skills (counting, writing, reading), behavioral disorders (purposefulness, control).
Development of the sensory and motor spheres. This direction is especially important when working with children with sensory defects and disorders of the musculoskeletal system. Stimulating sensory development is also very important for shaping creativity children.
The development of cognitive activity. The system of psychological and pedagogical assistance to the full development, correction and compensation of developmental disorders of all mental processes (attention, memory, perception, thinking, speech) is the most developed and should be widely used in practice.
Development of the emotional sphere. Increasing emotional competence, which involves the ability to understand the emotions of another person, to adequately show and control their emotions and feelings, is important for all categories of children.
Formation of activities inherent in a particular age stage: play, productive species(drawing, designing), educational, communication, preparation for work. Especially it is necessary to highlight the special work on the formation of educational activities in children with learning difficulties.
Several specific methods for working with children with mental retardation:
1. Children with mental retardation are characterized by a low degree of stability of attention, therefore, it is necessary to specially organize and direct the attention of children. All exercises that develop all forms of attention are useful.
2. They need more trials in order to master the mode of activity, therefore it is necessary to provide the child with the opportunity to act repeatedly in the same conditions.
3. The intellectual disability of these children is manifested in the fact that complex instructions they are not available. It is necessary to divide the task into short segments and present it to the child in stages, formulating the task as clearly and concretely as possible. For example, instead of the instruction “Compose a story from a picture,” it is advisable to say the following: “Look at this picture. Who is drawn here? What are they doing? What's going on with them? Tell".
4. High degree The exhaustion of children with CRD can take the form of both fatigue and excessive excitement. Therefore, it is undesirable to force the child to continue activities after the onset of fatigue. However, many children with CRD tend to manipulate adults, using their own fatigue as an excuse to avoid situations that require voluntary behavior from them.
5. To prevent fatigue from taking hold in the child as a negative outcome of communication with the teacher, a farewell ceremony is required with a demonstration of an important positive outcome of the work. On average, the duration of a work stage for one child should not exceed 10 minutes.
6. Any manifestation sincere interest to the personality of such a child is especially highly valued by him, since it turns out to be one of the few sources of a sense of self-worth, which is necessary for the formation of a positive perception of oneself and others.
7. As the main method positive impact the work with the family of this child can be singled out on the ZPR. The parents of these children suffer from increased emotional vulnerability, anxiety, and internal conflict. Parents' first worries about the development of their children usually arise when the child has gone to kindergarten, school, and when educators, teachers note that he does not learn educational material... But even then, some parents believe that with pedagogical work it is possible to wait, that the child will independently learn to speak correctly, play, communicate with peers with age. In such cases, the specialists of the institution visited by the child need to explain to the parents that timely assistance to the child with mental retardation will avoid further violations and open up more opportunities for his development. Parents of children with mental retardation need to be taught how and what to teach a child at home.
It is necessary to constantly communicate with children, conduct classes, follow the teacher's recommendations. More time should be devoted to acquaintance with the world around us: to go with the child to the store, to the zoo, on children's holidays, to talk to him more about his problems (even if his speech is indistinct), to look at books, pictures with him, to compose different stories, more often to the child talk about what you are doing, involve him in the work he can. It is also important to teach your child to play with toys and other children. The main thing is that parents should evaluate the capabilities of a child with mental retardation and his success, notice progress (albeit insignificant), and not think that, as he grows up, he will learn everything himself. Only the joint work of teachers and families will go a child with mental retardation benefits and will lead to positive results.
8. Any accompaniment of children with mental retardation is a complex special classes and exercises aimed at increasing cognitive interest, the formation of arbitrary forms of behavior, the development of the psychological foundations of educational activity.
Each lesson is built according to a certain constant scheme: gymnastics, which is carried out in order to create a good mood in children, in addition, helps to improve cerebral circulation, increases the energy and activity of the child,
The main part, which includes exercises and tasks, aimed mainly at the development of one mental process(3-4 tasks), and 1-2 exercises aimed at other mental functions. The proposed exercises are diverse in terms of methods of performance, material (outdoor games, tasks with objects, toys, sports equipment).
The final part is the child's productive activity: drawing, applique, paper construction, etc.
9. Montessori pedagogy is the best choice for children with developmental disabilities, as this technique gives a unique opportunity a child to work and develop according to their own internal laws. Waldorf pedagogy as a system is not very suitable for such children, since the personality of a child with mental retardation is easy to suppress, and the teacher in this system plays a dominant role. As the only optimal method of teaching literacy, the method of N.A. Zaitsev still remains. Many children with CRD are hyperactive, inattentive, and "Cubes" are the only method today where these concepts are given in an accessible form, where "workarounds" in learning are invented, where all the intact functions of the body are involved.
- Games based on the LEGO constructor have a favorable effect on the development of speech, facilitate the assimilation of a number of concepts, the formulation of sounds, and harmonize the child's relationship with the world around him.
- Sand games or sand therapy. Parapsychologists say that sand absorbs negative energy, interacting with it cleanses a person, stabilizes his emotional state.
In specially organized environment education and upbringing in children with mental retardation, the positive dynamics in the assimilation of skills and abilities is unconditional, but they still have a low learning ability.
But, our task is preschool world- to instill in such a child the ability to social adaptation... I think there is something to think about here. Is not it?
Bibliography:
1.S.G. Shevchenko "Preparing children with mental retardation for school."
3. T.R. Kislova "On the way to the alphabet." Guidelines for educators, speech therapists, teachers and parents.
Methods of work of a social teacher with difficult children
difficult social teenager educator
A child is not yet a mature and not mature person, it is a person who is at a special stage in the formation of its most important features and qualities. The personality is not yet sufficiently developed to be considered an adult, and at the same time, it is so developed that it is able to consciously enter into relationships with others and follow the requirements of social norms and rules in its actions and actions.
Children whose behavior deviates from the rules and norms of behavior accepted in society are called difficult or difficult to educate. Difficult to educate is understood as resistance to pedagogical influences, which can be caused by the most diverse different reasons associated with the assimilation of different social programs, knowledge, skills, requirements and norms in the process of purposeful training and education.
The difficulty of education of a child, his non-observance of the norms and rules established in society, in science is considered through a phenomenon called deviation.
The normal behavior of a child assumes his interaction with the microsociety, which adequately meets the needs and possibilities of his development and socialization. If the child's environment is able to timely and adequately respond to certain features of the adolescent, then his behavior will always (or almost always) be normal.
Hence, deviant behavior can be characterized as the interaction of the child with the microsociety, disrupting his development and socialization, due to the lack of adequate consideration by the environment of the characteristics of his individuality and manifested in behavioral opposition to the established moral and legal social norms.
Thus, deviant behavior appears as a normal reaction to abnormal conditions for a child or a group of adolescents (social or microsocial) in which they find themselves, and at the same time as a language of communication with society, when other socially acceptable methods of communication have exhausted themselves or are inaccessible.
Based on the analysis of modern scientific and pedagogical literature, we can distinguish three essential features that make up the content of the concept of "Difficult children". The first sign is abnormal behavior in children or adolescents.
To characterize deviant behavior, special terms are used - "delinquency" and "deviance". Delinquent behavior is understood as a chain of misdemeanors, offenses, petty offenses and crimes that differ from criminal ones, i.e. criminal offenses and serious offenses.
Deviance is understood as a deviation from the norms accepted in society. The scope of this concept includes both delinquent and other behavioral disorders. The main deviant behavior in society includes crime, drug addiction, alcoholism, prostitution, and suicide. Each form of deviation has its own specifics
Difficult schoolchildren are, secondly, such children and adolescents whose behavior is not easily corrected. Here it is necessary to distinguish between the concepts of "difficult children" and "pedagogically neglected children." The latter are not always difficult and are relatively easy to reeducate.
Difficult children. Thirdly, they especially need an individual approach on the part of educators and the attention of a group of peers.
Childhood is preparation for adulthood. It will be well organized, and then the person will grow up good; poorly directed will always turn out to be a difficult fate. A difficult childhood is not always the worst. Bad childhood- homeless, unkind, in which the child is lost as an unnecessary thing.
In the beginning, the child becomes difficult. A difficult child is one who finds it difficult. This is how you need to understand what is happening to him. It is difficult not only for adults, but first of all for oneself. A difficult child is suffering, rushing about in search of warmth and affection. Disadvantaged and almost doomed. He feels it. All difficult children, as a rule, did not have a friendly, caring environment, either in the family or at school. At first, difficulties with adaptation, a lack of abilities, and then a reluctance to learn led these children to disorganization, violations of discipline.
It is difficult for the child himself. This is his unfulfilled need to be like everyone else, to be loved, desired, kindly. The rejection of these children at home and in the classroom further alienates them from other children. Traditionally, the main criterion for classifying a child as difficult is, in the overwhelming majority of cases, poor academic performance and indiscipline. This is a consequence of the difficult situation for the child in which he finds himself in the school team from the very beginning of his studies. The main things here are the inner experiences of the child himself, his personal relationship to the teacher, the classmates around him, to himself.
The child becomes difficult, Professor A.I. Kochetov rightly notes, when there is a coincidence, the imposition of negative external influences, failures in school and pedagogical mistakes of teachers, negative influence family life and intrafamily relations. In other words, the child drops out of the sphere of education at once in many links and is in the zone of active negative influences.
Difficult children usually include those children who are characterized by certain deviations in moral development, the presence of fixed negative forms of behavior, indiscipline. Difficult children study poorly, rarely and carelessly do their homework, and often miss school. They behave badly in class, often fight. There are many repeaters among them. Their upbringing in the family is usually little involved. They grow by themselves. Often they are forced to steal, beg. Aggressive, embittered, practically familiar with the shadow sides of life. They start smoking early, drink alcohol, and take drugs. Growing up, they get lost in organized groups, commit thefts, robberies and even murders. The behavior of children in such cases is characterized by the term "delinquent", which is a particularly severe form of deviation.
In all cases of deviant behavior, there is an increase in emotional tension. It is characterized by going beyond the normal limits of feelings, emotions, experiences of children. Tension leads to a loss of a sense of reality, self-control, inability to correctly evaluate one's behavior. Under the influence of raging emotions, a child, like an adult, ceases to control his actions, is capable of reckless actions. It doesn't cost him anything to be rude, hit, or break something. And what else can an unprotected, weak person answer to a worsening of conditions if not by changing his command? Thus, deviant behavior is a change in the child's reaction to an unacceptable situation for him.
In addition to the main and all-encompassing reason - the increase in the tension of life, which causes constant anxiety in people and deforms their behavior, educational factors are at work. Deviant behavior is almost always the result of poor parenting. Improper upbringing is both insufficient upbringing and excessive upbringing. He is characterized by two main styles: greenhouse care and cold rejection. With a normal, balanced, balanced upbringing, based on the individuality of the child, there are no deviations and are formed normal people.
Let's take an example of over-parenting, or so-called over-parenting. The child lives in a prosperous, well-to-do family. He is the only heir. For parents "the most, the most". They constantly caress him, take care of him, admire him, find all sorts of talents from him, the most best qualities... He is never denied anything. At the same time, he grows inept, dependent, helpless. Day after day, an egoist is formed, a family despot who does not know how and does not want to do anything, but only demands the fulfillment of his desires. One can easily guess how he will feel at school. For him, unaccustomed to work, the usual tasks and requirements of the school routine are excessive. Deviant behavior inevitably arises. The result of which is not difficult to predict is a hysterical character. The child reacts negatively to all labor efforts. He will remain infantile for a long time, he will enter life without proper preparation and hardening, with a difficult, quarrelsome character. Selfishness, selfishness, unwillingness to work, the habit of living at the expense of others will accompany this person all his life. It will not be easy for him among the normally educated, and it will be difficult for society to satisfy all his whims.
Another very common example today is inadequate education. The child is left to the mercy of fate. Nobody does it. There is essentially no education. The child spontaneously inherits that. What it sees in the life around it is both good and bad. But, unfortunately, there is less good.
Such a child enters into adulthood, having absorbed all the vices. His behavior will inevitably be deviating from the norm, because such a child knows no other behavior, no one has ever taught him how a normal person should behave.
Abnormal behavior is a child's response to a situation that does not correspond to his views, assessments, concepts. This reaction is usually painful. If it strongly affects the feelings of the child and causes consolidation, then deviant behavior becomes the norm and turns into disorder.
Disorder is an acquired form of behavior. It is not associated with either heredity or organic disorders. It is usually based on visible causes and effects. Usually, at first, a situation arises that is not acceptable for the child, creating certain difficulties for him and leading to experiences, resentment, and infringement of pride. It is a stimulus, it plays the role of a triggering mechanism. When the stimulus reaches a critical threshold, it triggers a response, with the help of which the child tries to remove, throw off the painful experiences for him.
Each child has a different natural reaction. It is conditioned by the understanding of the situation (past experience), the complexity of the situation itself, the peculiarities of the child's character and temperament, the knowledge of a way out of the situation, the usual forms of reaction. Children have different characters, different manner of their manifestation, which leads to natural disagreements and even conflicts. And in order for a child to develop as a person, he must learn to independently and meaningfully overcome the obstacles that arise. If there are too many such obstacles, then the child begins to bypass them, looking for ways to get rid of too burdensome responsibilities. Here deviant behavior arises, or rather, deviant - for adults, but naturally for a child in a situation that has arisen.
Today, the opinion is increasingly expressed that a child needs almost unlimited freedom in his development. Then, they say, he grows up a free, liberated person. In this case, they usually refer to the theory free education and her supposedly positive results- the formation of a creative personality. She is especially supported by educators and teachers who have withdrawn themselves from the complex and difficult educational process. Maybe one in a hundred, under favorable circumstances, will be lucky enough to grow up a normal person. The rest of the children, left to their own devices, only increase inappropriate, inappropriate behavior. Look at the children from the manholes growing freely and independently. You will not wish your worst enemy such "freedom." No, it is not freedom that should be given to the child, but the right leadership of his upbringing. It is necessary to remove unnecessary obstacles that prevent an inexperienced child from adapting to life. Everyone knows well that a child who does not yet possess either a developed mind or experience of life will not independently comprehend all its complexity. It is a crime to throw it into the stormy sea of life.
In what difficult situations does the child find himself, which especially traumatizes him? These are, first of all, grievances, often repeated, offending pride, mockery of his parents and loved ones, of himself, rejection of the game or company, a conflict situation in the family (parents are busy sorting out the relationship and do not pay attention that the child reacts very painfully to this) , all cases of deprivation and many other reasons. Unfortunately, they cannot be eliminated only school correction.
Deviant behavior is not dangerous for discipline. Even the most significant disturbances in order can be experienced. It's about the consequences. Deviant behavior has a very significant effect on the formation of character, which determines the entire future life of a person. If this behavior is not stopped and corrected in time, then society will get unbalanced, morally immature, subject to various influences.
Without life principles and a moral core, a weak, neurasthenic person. That is why behavior correction is not a good wish, but a vital necessity, which must be approached with all seriousness and responsibility.
Until the age of 12, the formation of the spiritual, social and physical in a person is especially intensive. During this period, imprinting in oneself occurs. inner image actions and external behavior of adults. As adults do, so does the child. A child with all his soul and vision is open to following an example from adults.
The law of the sequence of impressions states that what is most significant in the life of an adult is imprinted in the child first of all. A child sees an adult differently from us. He feels the inner essence of another person intuitively, and perceives the outside directly. The expression of adulthood for him is, first of all, adult attributes: clothes, demeanor. How many tears were shed because mom does not allow the girl to wear high-heeled shoes, and dad does not allow his son to use the swear words that he himself utters with such relish in his presence!
All unhealthy tendencies should be noticed and prevented in childhood. It is dangerous, immoral and inhuman to close our eyes to the fact that in the future may ruin a person's life. The child is not to blame for the way he was raised. All responsibility rests entirely with his parents and teachers. We need calmness, endurance, firmness, patience, perseverance, necessarily a calm tone, benevolence, reasoning, if we have taken responsibility for a person's future. Avoiding difficulties, abandoning a child to the mercy of fate is immoral and criminal. Without the help of adults, the child will not understand that he is crippling his future life, disfiguring fate.
Society imposes on the child as its future member quite certain norms and requirements. You need to learn to observe them. And so far there are only two ways to this: either to arrange so that the child himself wants to fulfill this or that norm of behavior, or to force him. The first way is preferable, but also more difficult. The second is easier, but more dangerous: the action of compulsion disappears along with the action of the compulsion itself. Whether the child will comply with the norms without this is unknown. The third way is also open. It is fast and efficient. But it requires great pedagogical skill, love for children, interest in their life. We can call it simply - realistic upbringing, or we can call it professionally - a combination of independence, initiative of a child with exactingness and help. We will go this way. It is designed to make fulfillment social norms more attractive to the child than the desire to act on immediate motivation. In these cases, the unwanted need will not only be suppressed, but will be defeated from within by another, stronger positive motive. As such a motive can be the student's desire for the approval of an adult, the desire to please another person.
Children do not grow like weeds in the field. What character, what habits and inclinations are inherent in childhood, so a person will go through life. Correctional education is based on the formation of a habit of correct behavior, i.e. such a habit when the child can no longer act otherwise, when correct behavior becomes his need.
The most obvious is the characteristic of deviant behavior in terms of levels and content. Violations - from weak, almost imperceptible, do not go beyond the norm, to strong, bordering on serious violations - every teacher can easily distinguish. By degree social danger, as well as depending on the age characteristics of children, deviant behavior is divided into the following levels
Disobedience is the most common form of resistance in preschool and early childhood to demands, requests, advice from teachers and parents, and moral standards public behavior... It can act in the form of prank, mischief, misconduct.
A prank is a short, episodic segment of a child's behavior, in which his activity, initiative, and ingenuity are clearly manifested. A feature of the prank is its positive tone, the experience of great pleasure from what has been done, and always a kind attitude towards others.
Mischief is also an episode in a child's behavior. And in it fiction, initiative, activity are manifested. However, unlike a prank, a mischievous person already deliberately violates the established rules, deliberately, deliberately commits actions that harm a peer or elders. The purpose of mischief is to annoy, take revenge, or gain benefit for yourself.
A misdemeanor is already a socially dangerous phenomenon. The main difference between mischief and mischief is its repetition and thoughtfulness. If a child repeats misconduct more than once, there is every reason to talk about the negative character traits that are developing in him. Most often, misconduct is explained by age characteristics, the inability of the child to arbitrarily suppress his momentary desires and consciously manage behavior.
Children's negativism (from Lat. - I deny) is manifested as unmotivated and unreasonable resistance of the child to the influence of the people around him. It can be active and passive. Passive is a type of stubbornness that is expressed in refusing to perform the required action. Active - when the child performs actions opposite to those expected of him.
In terms of the duration of manifestation, negativism is stable and episodic. The first lasts a long time, and the second appears only occasionally.
The main reasons for the emergence of child negativism:
* overexcitation of the nervous system;
* overwork;
* protest against insensitive, unfair treatment;
* the whims of a spoiled child.
The main correction method is reasonable exactingness. When neglected, special methods are used.
Stubbornness is a child's behavior that is close to negativism. This is a negative feature of behavior, expressed in unreasonable and irrational opposition to requests, advice, demands and instructions from teachers and parents. This is a kind of stubborn disobedience for which there are no visible, clear motives. Stubbornness is also manifested in the desire to continue the initiated action, even in those cases when it becomes obvious that it is meaningless and does not bring benefit.
The danger of stubbornness is that it gives rise to childish deceit, and can also lead to a disorder of the nervous system: neuroses, irritability, a tendency to scandals, and mild excitability. And if such manifestations turn into a chronic state, then significant problems arise in upbringing.
Whims are a feature of a child's behavior, expressed in inappropriate and unreasonable actions, actions, in unreasonable opposition and resistance to instructions, advice, requirements of adults, in an effort to insist on one's own. Outwardly, they manifest themselves in discontent, irritability, crying, motor overexcitation. May be episodic, but may develop into a common form of behavior. Causes of occurrence: fragile nervous system, predominance of excitement over inhibition.
Whims arise as a result of overwork, overexcitement, and strong impressions. Sometimes they are caused by fatigue or malaise. But mostly whims are the consequences of an unconscious and fragile will (“But I want”, “But I will”).
The main reason for the emergence of whims is wrong upbringing... Unreasonable love, praise, adoration, lack of exactingness, unquestioning fulfillment of any whims of the child do not develop his will, but, on the contrary, weaken it, make the child nervous and easily excitable.
Main focus teaching activities for the prevention of whims at all age levels, strengthening and hardening of the child's nervous system, a calm, without irritability tone in dealing with him, tactful suggestion, stimulation of the development of creative forces and initiative should be considered. Correction consists of reasonable limits, correct organization life, activities, creating a healthy atmosphere, calm exactingness, eliminating excessive attention, inclusion in a team, teaching a child to limit his desires, to take into account the opinions and interests of other people. You cannot threaten, break by force; gross suppression is contraindicated. But begging is also harmful.
Basic methods and techniques of correction:
* strengthening the nervous system;
* distracting the child from what caused the whim;
* calm ignorance of manifestations of capriciousness:
* refraining from direct actions and punishments:
* application of the method of natural consequences when the child is given the opportunity to experience the consequences of his capriciousness (remained hungry, did not take for a walk, etc.);
* calm exactingness;
* lack of irritability;
* tactful suggestion;
* hint correct actions;
* bringing the requirements to the end;
* support.
Self-will arises as a result of the developing independence and volitional element in the behavior of the child, his desire to assert himself and the inability to choose adequate means for this,
A common mistake of teachers and parents in overcoming children's willfulness is the excessiveness, inadequacy of the strength of their influence, as a result of which they not only suppress the willfulness of the child, but also, achieving absolute, blind obedience, destroy the child's will in the very embryo, the ability to initiate, independent action.
Rudeness, impudence, disrespectful attitude towards adults arise as a result of a child's or adolescent's incorrect realization of the desire for adulthood, a false shame to show affection, obedience. Often the reasons for rudeness are incontinence, weakness, inability of the child to control himself.
Lack of discipline is especially common in boys. It can be of two types: malicious and non-malicious. As a rule, mischief and prank lead to non-malignant violations of discipline. Serious violations of discipline are more dangerous. As a rule, they are no longer situational and have a repetitive nature.
Offenses. In conditions of social and pedagogical neglect, the transition of children and adolescents to the level of criminal behavior is possible. They are capable of committing significant illegal actions, violations and even crimes - hooliganism, theft, fraud, fraud, bandit raids, robberies. Crimes within a group become especially severe and cruel. Having crossed the boundaries of what is permissible, having lost control over themselves, juvenile delinquents become especially daring. Special methods are used to prevent and combat offenses. You can familiarize yourself with them by visiting the children's room of the police in your area.
Of course, the child's behavior may deviate from normal to a greater or lesser extent. All children have minor deviations. In different periods of life, children develop or disappear the desire for deviant behavior. Experts even talk about the presence of sensitive, i.e., the most favorable for the emergence of deviant behavior, periods. If this is so, then the teacher professionally must learn to recognize how much the manifested deviations are dangerous for each student. Will children's pranks pass without a trace with age or leave a mark for life? Will not an innocent prank develop first into negativism, then into rudeness and insolence, and end up with an offense?
Children would not have to "fight" and their upbringing would not present any difficulties if the drives, desires, direction of thoughts and feelings of children always coincided with the aspirations of their educators.
"Difficult children" in school and educational activities
Children with complicated behavior give any team a lot of trouble and trouble. And the work of a teacher with "difficult" students in the educational team is, first of all, pedagogical rehabilitation. It should include: the ability to respond to mental tension; providing conditions for bad habits; switching the teenager's interests to a socially positive norm with the support of self-confidence.
The entire pedagogy of re-education of A.S. Makarenko. His pedagogical experience in creating specials. The boarding school for "difficult" teenagers, described in detail in the "Pedagogical Poem", became a real sensation. In his activities and related research, he tried to introduce each pupil to the life of the collective, taking into account its individual characteristics. The result of his work was the return of dozens of former "difficult" children and adolescents to normal social life.
A.S. Makarenko, urging to build teaching and educational work, taking into account the individual characteristics of students, spoke about pedagogy “ individual action", Designed for each specific person with all its individual originality. At the same time, he emphasized that an individual approach is not "paired pedagogy", not chamber education, not "scattered fuss with each pupil."
This point of view, expressed in the last century, is fully supported by the majority of our contemporaries.
First of all, the teacher needs to know the children well, to see individual, peculiar features in each of them. The better the educator understands the individual characteristics of schoolchildren, the more correctly he can organize the educational process, applying educational measures in accordance with the individuality of the pupils.
The pedagogical position in relation to the "difficult" student should be combined in a reasonable combination of measures that support the positive aspirations of the individual and suppress the development of negative ones. The teacher must be able to find positive principles in the character of his pupil, be able to correctly and in time to encourage or punish him.
It is useful to praise one student, as this strengthens his faith in his own strength; in relation to another, it is better to refrain from praise, so as not to lead him to complacency, self-confidence. Likewise, highlighting the student's shortcomings can play a negative role in relation to an insecure child and a positive one if the student is too self-confident and not self-critical.
An individual approach is also expressed in the application of the measure and form of punishment. Some schoolchildren are affected by simple condemnation, while others are not impressed by such forms of condemnation and are perceived as condescension or softness of the educator. Stricter penalties should be applied to such students. But at the same time, a clear motivation for a higher punishment measure is necessary (so that schoolchildren do not have an opinion about the inconsistency and injustice of the teacher).
When asked how a teacher should organize his work with pedagogically neglected children, V.A. Sukhomlinsky replied: "The main thing is to prevent these children from experiencing their" inferiority ", to prevent them from becoming indifferent to school work, not to dull the sense of honor and dignity." This goal was achieved by a set of techniques.
First, “it is necessary to teach and educate such children in a mass comprehensive school: create some special for them educational establishments no need". This is necessary not only so that an insufficiently capable child never feels his “inferiority”, it is important here that he be in the atmosphere of a full-fledged spiritual life of the school ”.
Secondly, in the classroom, children with reduced learning ability should receive assignments that would guarantee their success in work. To do this, the teacher should identify the most strong side in the mental abilities of the student and, relying on it, to offer appropriate assignments. Success in doing even one thing strengthens the child's faith in their own strength. As a result, he starts the next task with a "presentiment of success." Experiencing the joy of success is a necessary condition for normal, productive learning activities.
Most teachers offer several options for working with these children:
Suppression of their actions and deeds that can cause harm
Ignoring his intentionally harsh, provocative behavior
Involvement of the child in some kind of active activity (playing sports, games, creativity)
Summing up all the above-mentioned methods and methods, it should be said that a "difficult" child will and should always take more of the teacher's attention than a "normal" one. If we remember that a “difficult” child is most often abandoned by parents, neglected by loved ones, unloved in most groups, then such an attitude towards him will be justified.
Methods and forms of work of a social teacher with "difficult" children.
Methods are ways of interrelated activities of a social teacher and a teenager, which contribute to the accumulation of positive social experience that contributes to the socialization or rehabilitation of a teenager.
In addition to methods in social - pedagogical activity, the concepts of "method" and "means" are widely used. The technique is understood as a particular expression of the method, its concretization, is in relation to the method of a particular, subordinate character. The relationship between method and technique can be viewed as the interaction of generic (method) and specific (technique) concepts. In fact, each method is implemented through a set of individual techniques that are accumulated in practice, generalized by theory and recommended for their use by all specialists.
However, the techniques can be used by the social educator regardless of the methods. E.Sh. Natanzon identified the so-called "creative" and "inhibiting" techniques. He refers to constructive techniques such as encouragement, attention, request, manifestation of grief, strengthening of the adolescent's self-confidence, trust, etc. To the inhibiting ones, he refers to such, order, hint, affectionate reproach, imaginary indifference, imaginary distrust, manifestation of indignation, condemnation, warning, explosion, etc.
The use of a particular technique by a social teacher depends on the specific socially - pedagogical situation, the motive of the adolescent's behavior, the ability to navigate in the current situation, the arsenal of techniques that they have in stock.
A means is a broader concept than a technique and a method, since the latter themselves, in certain circumstances, can act as means. Means are a combination of material, emotional, intellectual and other conditions that are used by a social teacher to achieve some goal. Nature, works of art, books, mass media and much more can be used as means of social and pedagogical activity.
The most widely used methods in working with a difficult child are persuasion and exercise. The peculiarity of using these methods lies in the fact that a social teacher deals with children who, for whatever reason, have not formed generally accepted norms and rules of behavior in society, or who have formed distorted concepts about these norms and corresponding forms of behavior.
Introduction to the norms of life accepted in a given society, morality, work, the creation of clear and accurate ideas about them, which ultimately form the convictions of the individual, her position in life, depend on knowledge of ideas about them. The persuasion method promotes the transformation of accepted norms in society into the motives of the child's activity and behavior, which contributes to the formation of beliefs.
Beliefs - the child's firm confidence in the truth and justice of moral knowledge, they are the inner urge of the individual to moral actions and deeds. A persuasion is an explanation and proof of the correctness or necessity of a certain behavior. In the process of persuasion, the social teacher influences the consciousness, feeling and will of the adolescent. Belief affects the child only through his inner sphere.
In order for the methods of persuasion to achieve their goal, it is necessary to take into account the psychological characteristics of the child, their level of upbringing, interests, personal experience. When convinced, the social educator influences the consciousness, will and feelings of the child.
The organic part of the belief is a requirement, without which it is impossible to rebuild the child's misconceptions about the rules and norms of behavior adopted in society. Requirements may be different: unconditional, non-objectionable (you cannot steal, cheat, walk around dirty, untidy, etc.), a softer requirement in the form of an appeal (please do it, otherwise you will upset your family, etc.) ... Requirements should be based on respect for the personality of the child, understanding of his state of mind, permeated with humanity, interest in the fate of the child, the rationality of the proposed actions for their implementation, they should be put forward taking into account the motives and external circumstances that caused certain actions of the child. Demand plays an auxiliary role in social and educational activities. Its main function is to set a task for the child, to bring to their consciousness the meaning of the norms and rules of behavior, and also to determine the content of the upcoming activity.
Persuasion can be realized through such methods in pedagogy; as a story, lecture, conversation, dispute, a positive example.
The story and the lecture are monologic forms of the method, which are conducted from one person of the social teacher. Both methods are used to explain certain moral concepts to children. The story used when working with children is not long, based on vivid examples of facts. In the lecture, as a rule, more complex moral concepts are revealed (humanism, patriotism, good, evil, friendship, comradeship).
Conversation and dispute - dialogical forms of the method, when used important place has the work of the children themselves. Therefore, an important place in the use of these methods plays, the choice and relevance of the topic under discussion, reliance on the positive experience of the child, positive emotional background conversations. Conversation is a question and answer method. The art of a social teacher appears in what questions he suggests for discussion: these can be questions for the reproduction of any facts and phenomena, clarification of ethical concepts, comparison and analysis specific forms behaviors, questions - problems that the children themselves must answer.
For difficult teenagers, a dispute is used - a method that contributes to the formation of judgments. The dispute reveals different points view of adolescents on ethical concepts, inconsistency in assessments different forms behavior. Therefore, it is necessary to teach adolescents to argue their views, to be able to listen to another, to object to him, the role of a social teacher in a dispute is outwardly reduced to guiding him, operational) "the direction of the course of the dispute, generalization and analysis of the statements of adolescents, summing up the results. A positive outcome of the dispute depends on careful preparation. a social teacher to him: the choice of a topic of a dispute that is understandable and close to adolescents, a careful selection of questions that will be proposed for discussion.
Ultimately, persuasion is an explanation and proof of the correctness and necessity of a certain behavior. However, their effectiveness is determined because how much the skills and habits of moral behavior are formed in adolescents or children, what kind of moral experience they have.
Any phenomenon, actions of friends, adults, the child evaluates through the prism of his experience.
In the formation of moral skills and habits the main role plays a method like exercise. Exercise is essential to ultimately shape moral behavior in children. Behavior is a broad concept, it consists of narrower ones - actions, and an action is expressed in action.
Any action and state becomes an action if it is considered in conjunction with the goals and motives of activity that generate it. If we characterize a single act, two elements can be distinguished in it: the first constitutes its external side and is expressed in action, the second - internal and is expressed in purposes, intentions and motives manifested in the attitude of the individual to society and other people.
The exercise method is associated with the formation of certain moral skills and habits in children. Developing habits requires multiple actions and repetitions.
Moral exercises are understood as the repeated repetition of the actions and deeds of children in order to educate and consolidate the skills and habits they need in life.
The formation of skills and habits includes the following methods of work: setting a task, explaining the rules for its implementation, arousing needs and striving to complete this task, demonstrating (how to do it), organizing practical training, presenting requirements, reminding you to fulfill these requirements and monitoring the correctness of their implementation ... There is a certain distance between skill and habit. In the beginning, we form skills, then over a certain period of time we systematically consolidate them and ensure that the skills grow into a habit.
Among the socially pedagogical methods a special group is made up of methods of correction, which include encouragement and punishment. The attitude to these methods of upbringing in different periods of the development of domestic pedagogical thought was different: from the need to apply punishments (including physical punishment in school) to their complete rejection.
The whole history of socio - pedagogical thought testifies that the method of correction (encouragement and punishment) - the hardest ways impact on the personality of a teenager The Law of the Russian Federation "On Education" prohibits physical and mental abuse of a child, otherwise the teacher is deprived of being one. However, these methods are still widely used, both in the activities of teachers and social teachers. To use them in practice, it is necessary to understand their nature.
Encouragements and punishments are directed towards one goal - to form certain moral qualities of behavior and character of the child. But this goal is achieved in various ways: encouragement expresses approval of actions and deeds, gives them a positive assessment, punishment condemns, wrong actions and deeds, gives them a negative assessment.
Encouragement is aimed at reinforcing positive actions, actions of the child. Success, comments and encouragement are associated with a sense of satisfaction with their own activities, the consolidation of positive actions, the stimulation of new ones. Punishment has a deterrent effect on the child's negative behavior.
There are some rules for the success of these methods that need to be known for the social educator; encouragement and punishment should be directed not at the personality of the child, but at his deed; they must be mobile and individual, applied by a person who is authoritative in the person of the child: encouragement and punishment requires respect for the child, their frequent application to the same child creates additional difficulties in working with him; in the practical activity of a social teacher, various types of these methods should be applied.
Prevention of deviant behavior in children and adolescents.
Prevention is a set of state, public, socio-medical and organizational-educational measures aimed at preventing, eliminating or neutralizing the main causes and conditions that cause various kinds of social deviations in the behavior of adolescents.
Prevention in social pedagogy means, first of all, scientifically grounded and timely actions taken aimed at:
prevention of possible physical, psychological or sociocultural circumstances in single child or minors who are at social risk;
preservation, maintenance and protection normal level life and health of the child;
assistance to the child in achieving socially significant goals and disclosing his inner potential.
Since social deviations can be caused by different reasons and circumstances, several types can be distinguished preventive measures:
neutralizing;
compensating;
preventing the occurrence of circumstances conducive to social deviations;
eliminating these circumstances;
overseeing ongoing preventive work and its results. The effectiveness of preventive measures can be ensured only under the condition of the mandatory inclusion of the following components:
focus on eradicating the sources of discomfort, both in the child himself and in the social and natural environment, and at the same time creating conditions for the acquisition of the necessary experience by minors to solve the problems that arise before him;
teaching the child new skills that help to achieve goals or maintain health;
solution of problems that have not yet arisen, prevention of their occurrence.
In preventive technologies, first of all, the informational approach stands out. It is based on the fact that deviations in the behavior of adolescents from social norms occur because minors simply do not know them. And, therefore, the main direction of work should be informing minors about their rights and obligations, about the requirements imposed by the state and society to fulfill the established for this age group social norms.
The social-preventive approach considers the identification, elimination and neutralization of the causes and conditions that cause various kinds of negative phenomena as the main goal. The essence of this approach is the system of socio-economic, socio-political, organizational, legal and educational measures that are carried out by the state, society, a specific socio-pedagogical institution, a social teacher to eliminate or minimize the causes of deviant behavior.
Among the main areas of prevention of deviant behavior, a special place, along with informational and social-preventive approaches, is occupied by the biomedical approach. Its essence lies in the prevention of possible deviations from social norms by targeted measures of a therapeutic and prophylactic nature in relation to persons suffering from various mental anomalies, i.e. pathology at the biological level.
The next approach is socio-pedagogical, which consists in restoring or correcting the personality traits of a teenager with deviant behavior, especially his moral and volitional personality traits.
In order to educate a person who knows how to reasonably use the rights and freedoms given to him by society, you need to teach him to rule over himself.
The upbringing of positive volitional qualities in adolescents should begin with the formation of the correct idea of will. This process includes a number of stages.
The first stage is the disclosure of the essence of individual volitional qualities, their correct illustration with examples.
The second stage is the development of generalized ideas about the will and strong-willed appearance of a teenager, the establishment of a relationship between courage and arrogance; persistence and stubbornness; independence and disrespect for other people's opinions. The primary task of educators at this stage is to eliminate myths about the strong-willed appearance of a teenager as an egocentric person who does not take into account other people's opinions, physically developed, etc. This allows you to achieve the beginning of self-education of a minor. It is necessary to develop in adolescents the habit of critically assessing their actions and themselves, and, consequently, the awareness of "who you are and what you can become."
The third stage is systematic self-education, the search for one's own shortcomings, ways to correct them. At this stage, the social educator must help the adolescent in forming the correct self-esteem, awaken in him intolerance of his own shortcomings.
The fourth stage is mature self-education, i.e. realization of the need for self-improvement.
Sequential passage of all stages allows you to form a socially approved role of a teenager as a law-abiding citizen.
Socio-pedagogical rehabilitation of adolescents with deviant behavior
Another technology for the work of a social teacher with maladjusted adolescents is their rehabilitation. Consideration of the problem of rehabilitation in the methodological and theoretical terms allows us to recognize the ambiguity of its definitions.
Rehabilitation can be viewed as a system of measures aimed at solving problems of a fairly wide range - from instilling basic skills to full integration of a person into society. Rehabilitation can also be considered as a result of the impact on the personality, its individual mental and physical functions.
In contrast to adaptation, which is interpreted as an adaptation using the reserve capabilities of the body, rehabilitation is understood as restoration, activation. In the process of rehabilitation, the compensatory mechanism is used to overcome the existing defect, and in the process of adaptation - to adapt to it.
Consequently, rehabilitation is a system of measures aimed at returning the child to an active life in society and socially useful work. This process is continuous, albeit time-limited.
It is necessary to distinguish between different types of rehabilitation: medical, psychological, pedagogical, socio-economic, professional, household.
Medical rehabilitation is aimed at full or partial restoration or compensation of one or another lost function of the child's body, or at the possible slowing down of a progressive disease.
Psychological rehabilitation is aimed at the mental sphere of a teenager and has as its goal to overcome in the minds of a teenager with deviant behavior the idea of his uselessness and worthlessness as a person.
Vocational rehabilitation provides for the training or retraining of a teenager in the forms of work available to him, the search for a job for him with easier working conditions and a shorter working day.
Household rehabilitation means the provision of normal living conditions for a teenager.
Social rehabilitation is the process of restoring a child's ability to live in a social environment, as well as the social environment itself and the conditions of a person's life that have been limited or impaired for any reason. Socio-economic rehabilitation is understood as a set of measures aimed at providing a teenager with cash payments due to him, protecting his legitimate interests and rights.
Social and pedagogical rehabilitation is a system of educational measures aimed at the formation of personal qualities that are significant for the child's life, the child's active life position, contributing to his integration into society; to master the necessary skills for self-service, positive social roles, rules of behavior in society; to receive the necessary education. Social and pedagogical rehabilitation of adolescents with deviant behavior is carried out, as a rule, in specialized institutions, which are called rehabilitation centers.
The main purpose of the activities of such institutions is social protection and support for children in need, their rehabilitation and assistance in life self-determination. In these institutions, social and educational rehabilitation includes three main stages: diagnostics; creation and implementation of a rehabilitation program; post-rehabilitation protection of the child.
Diagnostics involves a socio-pedagogical study aimed at determining the level of development of the emotional and cognitive sphere of a minor, the formation of personality traits, social roles, professional interests. The rehabilitation program is created individually for each child and includes the main elements: purpose, objectives, methods, forms, means, stages of activity. The main goal of the rehabilitation program is the formation and correction of moral values of the individual, helping children to acquire the skills of communicative communication.
Post-rehabilitation protection involves helping a child after leaving the rehabilitation center for recovery harmonious relationships with family, friends, school staff through regular patronage and correction of emerging conflicts.
The work of a social teacher with this category of children is focused on the social improvement of the inner world of a teenager. The social educator must master the techniques of emergency diagnosis of the situation in which he found himself this child- in the family, school, team; identifying the causes of social - personal and emotional disorders. The main activities are: individual counseling; inclusion of adolescents in training groups in order to correct negative emotionally significant situations; individual work with the child's value system; teaching social skills, methods of effective communication, constructive behavior in conflict situations. In addition, it is necessary to work with the family in order to establish meaningful relationships between the child and the parents, which involves: diagnostics of the pedagogical positions of the family; individual counseling; inclusion of parents in training groups aimed at teaching effective parental interaction with child. Other approaches are required by a child who is in a crisis state due to aggressive behavior teenager. Often this behavior is a reaction of a teenager to a problematic, unsolvable situation for him. In work with this category of children, the following are used: emergency diagnostics of the emotional state; identifying the causes of this problem; training in the skills of solving emerging problems, the ability to manage their emotions; work on the formation of a positive "I - concept".
Effective data implementation rehabilitation programs possible subject to three conditions:
) high motivation of all program participants: child, parents, social educator, specialists;
) psychological and pedagogical competence of specialists and managers of a rehabilitation institution;
) coordination of the activities of various public services: education, health care, law enforcement.
Existing technologies for working with maladapted children are aimed at putting deviant behavior under social control, which includes: first, replacement, displacement of the most dangerous forms of deviant behavior with socially useful or neutral ones; secondly, the direction of the child's social activity in a socially approved or neutral channel; third, refusal from criminal or administrative prosecution of adolescents engaged in vagrancy, drug addiction, homosexuality, prostitution, etc .; fourth, the creation special services social assistance: suicidal, narcological, etc.
Conclusions on Chapter II.
Based on the above, the following conclusions can be drawn.
When working with a difficult teenager, a complex of purposeful social and pedagogical influence is needed.
With the help of methods, a social teacher can have a purposeful impact on the consciousness, behavior, feelings of a teenager, as well as influence the social environment around him.
Introduction to the norms of life accepted in a given society, morality, work, the creation of clear and accurate ideas about them, which ultimately form the convictions of the individual, her position in life, depend on knowledge of ideas about them. Deeds, actions, habits performed without awareness of their social significance can be accidental, they do not have virgin power.
The progressive trend of the continuous growth of various manifestations of deviant behavior, their objectivity and inevitability set before society, a specific social service and a social teacher as the main tasks of finding forms, methods and technologies for working with maladjusted adolescents, concentrating efforts aimed at both the rehabilitation of the child and, what is more necessary, the prevention of deviations from social norms, i.e. elimination of conditions that directly or indirectly have a negative impact on the actions and actions of a minor. Therefore, in science and practice, two main technologies for working with adolescents of deviant and delinquent behavior have become widespread - preventive and rehabilitative.
Conclusion
Summing up the work, we can conclude that the problem of "difficult" children in modern society very relevant. Alcoholism, drug addiction, prostitution, crimes at an early age are not uncommon today. On the one hand, the public is struggling with deviation: they organize centers for psychological support and rehabilitation of “difficult” children and adolescents, try to ensure their employment in socially useful affairs, hold actions in support of a healthy lifestyle and cessation of drug addiction and smoking. On the other hand, this same society provokes such behavior, showing the “heroes” of deviation in the media and paying a lot of attention to this topic.
There is a deviant and delinquent behavior in children not by chance, but due to a number of reasons - psychological, physical and social. These include congenital genetic diseases and mental problems, but most often - problems of upbringing by family and society.
Children from disadvantaged families, who with early age see deviant behavior on the part of adults.
With age, the problems of a "difficult" child can either weaken or intensify, the whole point is who and how will deal with him. Of course, the family should play a primary role in upbringing, and if the parents respond in time to the child's antisocial behavior, he may well return to a "normal" life. On the part of teachers, it is also required increased attention and caring for such children.
This paper discusses the main ways and methods of interaction with them, the reasons for the occurrence of deviant and delinquent behavior, and also gives general definition the concept of "difficult" child.
What should a teacher remember when he has discovered the deviant behavior of schoolchildren and has set himself a humane and noble goal - to help children overcome it?
First of all, that it is necessary to take an uncompromising position and make categorical demands, to introduce active coercion to fulfill them in the case when it comes to the most important public rules behavior or laws. A child of any age is shown the limits of what is permissible, going beyond which is not only condemned, but also punished.
The teacher should not eliminate the consequences, but with the cause. Eliminate the causes of inappropriate behavior, if only these causes are removable and if teachers and parents have been able to understand them. - a real basis for the elimination of developing deviations.
The teacher establishes continuous monitoring, i.e. systematic supervision of deviations in the behavior of children with a mandatory and timely response to emerging situations. Sometimes it may “not replace” the offense if the latter is purely accidental, or the child himself has experienced it rather painfully, or, finally, the remark of the parents and teacher threatens to “overflow the cup” and cause additional complications.
The "carrot and stick" policy, i.e. the combination of punishments with exhortations, requests, advice is still the most reliable in correctional education and gives the best results. Clarification, persuasion, awakening a sense of duty, remorse, shame are combined, if useful, with intimidation, warnings, punishments. There is no need to be afraid and reject what has long been used in our national upbringing. Upbringing has gone its own way for every nation. Humanism for us today is a real help to a child. All is fair here. In our national traditions - the desire to ensure that repentance and shame, dissatisfaction with oneself are experienced deeper than punishment.
It is known that feelings can be dulled as soon as the reasons causing them become habitual. Therefore, the actions of the teacher should be perceived by children as fair ("for the cause") and proportionate to the perfect offense. Punishments should be rare, tangible, and varied. The unpleasant experiences associated with punishment are more significant than the pleasure received from committing a bad deed. The punishment should not be insulting or humiliating to the child, it should not be bullying or unreasonably cruel.
Rewards should not be perceived as obligatory by children for any good deed. Rewards should not be aimed at fostering increased self-esteem in the child. Satisfaction received from good deed, and the memory of him can be experienced by children more strongly than the encouragement for him.
Punishment threats must be real. We often and very easily promise the violator all kinds of threats, having neither the ability, nor the strength, nor the desire to carry them out. What does it bring up? Only distrust and unwillingness to listen to our words. You should not threaten with measures that are known to be impossible.
An analysis of the affective behavior of preschoolers shows that the cause of affect is that the child unambiguously perceives the situation given to him and does not have ways of rethinking it. He cannot get out of the situation and manage it. The source of the appearance of affect in behavior is the child's orientation towards the present picture, avoiding unambiguous, alternative semantic interpretations, ignoring the possible understanding of the situation as a whole. The emergence of these opportunities is associated with developed imagination The child has.
The main way to overcome affective behavior is an individual approach. An individual approach involves the ability to rely on educational work on the positive that is in the personality of each, even the most difficult, student, in particular, on his interests and inclinations (love of reading, sports, music, drawing, nature, animals), on his healthy moral tendencies, on a benevolent attitude towards comrades, even his sense of humor.
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