Work of a speech pathologist teacher in a secondary school
Work of a speech pathologist teacher in a secondary school
In connection with the transition to new Standards and a qualitatively different paradigm of the educational process, the content of the professional activity of a specialist in an educational institution working with children with disabilities - a teacher-defectologist - is also undergoing changes.
The standard takes into account the educational needs of children with disabilities; it assumes the creation of special conditions in an educational institution for their learning and development, ensuring the correction and overcoming (complete or partial) of disorders in the child’s development.
The activities of a teacher-defectologist in a general education school are aimed at solving the problems of teaching and raising children whose difficulties are persistent and require prolonged observation and specialized assistance at different age stages (including situations where the child received long-term specialized assistance at an early age and preschool period).
The recipients of help from a speech pathologist are children with disabilities. The category of children with disabilities (CHD) currently includes children whose health condition prevents them from mastering educational programs of general education outside of special conditions of education and upbringing, i.e. These are disabled children or other children under the age of 18 who are not recognized as disabled children in the established order, but have temporary or permanent deviations in physical and (or) mental development and need to create special conditions for education and upbringing. Children with disabilities may have physical and (or) mental development disorders of different nature and severity, ranging from temporary and easily remediable difficulties to permanent deviations that require an individual education program adapted to their capabilities or the use of special educational programs.
Thus, we are talking about a wide range of students, some of whom have a developmental problem that can be solved by one specialist, for example, a speech therapist, while others require the help of a number of specialists to solve it, with special learning conditions and prolonged timing of correctional work. The main criterion for classifying a child into the group of children with disabilities is the presence of developmental deficiency(s), which determines the child’s special educational needs. The special educational needs characteristic of children with disabilities will differ in children of different categories, “since they are determined by the specifics of mental development disorders, which determine the special logic of constructing the educational process,” which should be reflected in the structure and content of education (N.N. Malofeev , E.L. Goncharova, O.S. Nikolskaya, O.I. Kukushkina).
Currently, a number of educational institutions are creating special conditions at their base that make it possible to provide variable forms of education to children with disabilities in accordance with their characteristics and the public’s request for educational services. Parents (legal representatives) are given the right to choose an educational institution available at their place of residence and the form of education. Inclusive practices and integrated education are becoming widespread, providing an opportunity for the successful appropriation of cultural experience by each child, taking into account his age characteristics, internal resources, health status and individual capabilities.
Integration processes involve a variety of variable forms of inclusion of children with disabilities among their peers.
In general education schools, the following types and forms of integration of children with disabilities are provided, identified on the basis of existing developments in scientific, theoretical and practical terms (L.M. Shipitsyna, N.N. Malofeev, N.D. Shmatko, E.A. Ekzhanova, etc.).
In appearance it is educational (pedagogical) and social integration.
Social integration presupposes the social adaptation of a child with disabilities into the general system of social relations and interactions, primarily within the framework of the educational environment into which he is integrated. Pedagogical (educational) integration is the formation in children with disabilities of the ability to master educational material determined by the general education program, that is, the general curriculum.
Based on modern scientific and methodological developments of the IKP RAO (N.N. Malofeev, N.D. Shmatko N.D., 2008, etc.) and the innovative experience of integration educational institutions, the following variable forms of integrated education of students within a comprehensive school should be highlighted. The forms presented below are determined in accordance with the general level of readiness of the child for socio-educational integration: permanent, combined, partial, temporary.
Full integration - this form of integration is used for children who, in a compensatory preschool educational institution or other specialized conditions (special groups in a combined preschool educational institution, variable forms of preschool education, attending correctional classes in primary care centers) have reached the level of psychophysical development of the age norm. In this form, children with disabilities are taught in general education classes on a general basis and, if necessary, receive assistance from specialists.
Partial integration - this form of integration is used for children experiencing persistent learning difficulties and receiving education in a special (correctional) class or compensatory education class. With this form of integration, students are included in a single educational space with normally developing schoolchildren; they are involved in all school-wide educational and training activities on an equal basis with students in general education classes. This form is also used for children in individual education, who can attend separate lessons in the class together with the main group of students.
Temporary integration - this form of integration is used for children who are home-schooled, in which students with disabilities have the opportunity to socially communicate with healthy peers (participation in extracurricular educational activities, in general school activities).
Combined integration - this form of integration is considered as the inclusion of a child with disabilities in a general education class, providing him with qualified assistance from specialists and creating specialized learning conditions in accordance with his characteristics. With this form of integration, the educational process of a child with disabilities is individualized in accordance with his special educational needs. Currently, this form of integration is more often considered as inclusion.
A special education teacher accompanies students with disabilities who are integrated into the general education school environment and who have special educational needs due to the severity of the main disorder and which impede the favorable course of adaptation and learning processes. Practice shows that the specialist focuses on children with disabilities studying in a special class (partial integration) and those in a combined form of integration.
The purpose of the specialist’s activity is to provide timely specialized assistance
for students with disabilities who have learning difficulties in mastering the mandatory minimum content of education in a public school setting. The correctional pedagogical work of a defectologist, based on the principles of correctional pedagogy, is built taking into account the age and individual characteristics of students, in accordance with the structure and nature of the disorders, their impact on educational activities and the overall development of the child.
A teacher-defectologist in his work is based on a differentiated approach within the category of children with disabilities in order to determine individually oriented methods of correctional work. At the same time, the very content of the specialist’s correctional pedagogical work is built on the basis of an integrated approach, which, first of all, involves ensuring interaction between participants implementing the correctional program of work with the child. Thus, a teacher-defectologist, through recommendations and consultations, includes parents, teachers, and, if necessary, the administration in the process of correctional education. The interaction of the defectologist with other specialists is mandatory, which is carried out within the framework of the school psychological, medical and pedagogical consultation.
This approach also provides for the implementation of a set of measures to ensure the effective conduct of individual and group classes. A teacher-defectologist not only conducts correctional classes, but also provides holistic correctional pedagogical (defectological) support in the form of observation of the education and upbringing of each student in need, which includes dynamic observation of the child’s development and assimilation of knowledge in accordance with the mandatory minimum content of education, advisory work with parents and teachers. Correctional pedagogical support is also necessary for those students in special (correctional) classes who do not need systematic lessons from a defectologist.
The content of the specialist’s correctional work depends on the population of children with disabilities, the specifics of their disorders and developmental characteristics. With children with visual impairments, the following main directions of correctional work are traditionally identified, implemented by a teacher-defectologist (typhlopedagogue): visual perception, social and everyday orientation, sensorimotor development, spatial orientation.
With children with hearing impairment, the following main areas of correctional work are traditionally identified, implemented by a teacher-defectologist (teacher of the deaf): auditory-speech development, development of pronunciation skills, development of communicative function, emotional and social development and the formation of life competence.
The main activity of a specialist in a comprehensive school is aimed at children with mental retardation (MDD), who continue to experience difficulties in mastering educational knowledge, skills, and abilities in special educational conditions, including in correctional classes. As a rule, these are children with mental retardation of cerebral-organic origin (according to the classification of K.S. Lebedinskaya), which is caused by organic damage to the central nervous system in the early stages of ontogenesis, which negatively affects the overall development of the child, his intellectual activity and is characterized by limited possibilities for compensating for the disorder .
According to scientific research, children with mental retardation of cerebral-organic origin (COG) are characterized by significant heterogeneity and polymorphism within the category itself. The existing partial disorders of the central nervous system are combined with the relative preservation of others, which determines individual differences and features of the structure of the disorder. To qualify the difficulties of students with mental retardation of the central nervous system, a detailed analysis of development is necessary, not only taking into account the identification of pathogenic factors, preserved and impaired functions, primary and secondary developmental disorders, but also determining their mutual influence in the overall picture of the child’s development. Therefore, children in this category always require comprehensive assistance with varying degrees of participation from specialists in various fields.
This manual examines the work of a speech pathologist teacher working with children with learning difficulties, and the assistance of a typhoid teacher and a teacher of the deaf is requested as necessary as additional services from external specialists
The content of the activity of a teacher-defectologist is implemented in the following areas of work:
, providing an integrated approach to its organization: diagnostic, correctional, analytical, advisory, educational and preventive, organizational and methodological. In addition to traditional areas of work, analytical ones are additionally highlighted, which determines the interaction of specialists in work, and also allows you to adjust lesson programs in accordance with the achievements of students.
Each of the areas in the specialist’s work has its own characteristics that ensure the satisfaction of the special educational needs of the category of students in question.
Diagnostic direction.
The diagnostic work of a special teacher is an integral part of a comprehensive study of the child by school PMPK specialists. The results of the defectological examination are necessarily compared with psychological, medical, and pedagogical data and discussed at council meetings. The diagnostic line of work includes: primary defectological examination; systematic stage-by-stage observations of a specialist over the dynamics and correction of mental development; checking the compliance of the chosen program, methods and techniques of teaching with the real achievements and level of development of the child.
The main task
This direction is a forecast of possible learning difficulties at its initial stage, determination of the causes and mechanisms of educational problems that have already arisen. Therefore, in the examination of children with disabilities by a speech pathologist, two aspects are distinguished: psychological and pedagogical. At the same time, the psychological aspect is the basis for qualifying a child’s school difficulties and determining whether the level of current development corresponds to his educational achievements. It includes the study of the level of mental, speech and motor development of the student, the characteristics of gnosis and praxis, inter-analyzer interaction, spatio-temporal concepts, and the nature of the student’s voluntary activity.
The purpose of the pedagogical examination is to identify difficulties in the formation of knowledge, skills, and abilities, to determine the stage at which these difficulties arose, and the conditions for overcoming them. To do this, a study of the level of mental development of the child is carried out, analysis of written work (qualitative characteristics of errors), observation of students in educational frontal activities and, if necessary, additional study of the development of school skills and abilities.
The diagnostic activity of a specialist can solve various problems. In this regard, the following stand out:
Primary diagnosis
students with disabilities. Its goal is to determine the level of actual and “zone of proximal development” of the child, the causes and mechanisms of learning difficulties, and identify children in need of specialized help. The diagnostic study is carried out during September (tentative dates are September 1-15). Based on its results, the following occurs: the distribution of children into groups according to the leading disorder, the determination of optimal conditions for individual development, and the enrollment of students in individual or group classes. The defectologist draws up an examination protocol and a defectological presentation for the student.
Dynamic learning
students. It is carried out with the aim of tracking the dynamics of the child’s development, determining the correspondence of the selected forms, techniques, and teaching methods to the student’s development level. In the process of dynamic study, the problem of differentiating similar conditions of developmental disorders and identifying children who are not subject to education in a comprehensive school, even in an integrated form of education, are also solved. Dynamic study is carried out at least twice a year (September-October - May). The results are discussed at a meeting of the school PMPk and are formalized in the form of a defectological presentation for the student. Dynamic study also includes a comparison of the results of students’ development with the results of educational success in subjects, therefore it contains an analysis of tests and current work of students, determination of the formation of educational skills and methods of educational work (skills and skills of perceiving information, planning educational activities, self-control, etc.)
Staged diagnostics.
This type of diagnosis is necessary to ascertain the effectiveness and determine the effectiveness of corrective influence on the development of educational and cognitive activity of children attending classes with a defectologist. The results of the specialist’s stage-by-stage conclusions are reflected in the Child’s Dynamic Development Card.
Current diagnostics
. The diagnostics is aimed at examining students in mass school classes at the request of parents, teachers, and school council specialists. This stage has no time frame; the examination is carried out throughout the academic year as needed.
Corrective direction.
The correctional direction of work of a teacher-defectologist is a system of corrective influence on the educational and cognitive activity of a child with mental retardation in the dynamics of the educational process. Depending on the structure of the defect and the degree of its severity, the content of the correction work is determined.
The main form of organization of defectological work is group and individual classes. Children with a homogeneous disorder structure are enrolled in groups. The number of children in groups varies depending on the severity of the disorder (from 2 to 6 people). Group classes are held during school hours, taking into account the school's operating hours. Classes are correctional, developmental and subject-oriented. The frequency and duration of classes depends on the severity and nature of the disorder, and the total load on the child is determined taking into account the work of other specialists with him. Topics of group and individual lessons, as well as attendance records, are reflected in the standard class register.
To the main directions
correctional and developmental work include:
sensory and sensorimotor development;
formation of spatio-temporal relations;
mental development (motivational, operational and regulatory components; formation of age-appropriate general intellectual skills, development of visual and verbal forms of thinking);
formation of universal educational actions, normalization of leading age activities;
formation of diverse ideas about objects and phenomena of the surrounding reality, enrichment of vocabulary, development of coherent speech;
readiness to perceive educational material;
formation of skills and abilities necessary for mastering program material.
Based on the child’s characteristics, the defectologist’s priority area of work with him (one or more) is identified, which serves as the basis for building a correction program.
A special feature of conducting correctional classes is the use of special techniques and methods by the defectologist to ensure the satisfaction of the special educational needs of children with mental retardation, providing students with dosed assistance, which allows the correctional process to be individualized as much as possible. An important result of the classes is the transfer of the skills and abilities developed during them into the child’s educational work, therefore, it is necessary to link the specialist’s correctional programs with the program educational material.
The main time in the correctional work of a teacher-defectologist is allocated to classes with children of primary school age. However, classes can also be conducted with students in grades 5–9 - with those schoolchildren who have already attended classes with a defectologist, but due to the persistence of the disorder (a pronounced form of mental retardation of cerebral-organic origin) need continued correctional work. Preference in correctional work is given to the formation of methods of mental activity and methods of educational work of students based on the material of various academic disciplines. We are talking about the formation of “broad” techniques that are used in the lesson regardless of the field of knowledge and are interdisciplinary in nature. These include techniques such as examining an object from different points of view, logical processing of text, highlighting the main meaning of the context, concise retelling, etc.
Analytical direction.
Analytical direction - involves analyzing the process of corrective influence on the development of a student and assessing its effectiveness, as well as analyzing and assessing the interaction of specialists.
The need for this area of activity of a defectologist is due to the need for an integrated approach to solving a child’s problems, which involves:
1) a systematic analysis of the personal and cognitive development of the child, which allows not only to identify individual manifestations of mental development disorders of the student, but also to determine the causes of the violation, to trace their relationship and mutual influence on each other;
2) creation of comprehensive individual correctional and developmental programs aimed at the interconnected development and correction of various aspects of the child’s personal and cognitive development;
3) providing specialized support for the training and education of students. Depending on the underlying developmental disorder, each child may be supervised by one or another specialist who ensures the interaction of those specialists whose help the child needs;
4) prevention of student overload. Corrective work of specialists should be planned taking into account the total load on the student;
5) interaction of specialists within the school psychological-medical-pedagogical council.
Thus, this direction ensures interdisciplinary interaction between specialists, allows us to evaluate the effectiveness of correctional interventions and adjust correctional training programs in accordance with the child’s achievements. For this purpose, a comprehensive dynamic examination of children is carried out (September-October - April-May). The results are discussed at school PMP meetings. Based on the results of the consultation, the correctional work of the defectologist with students with disabilities is adjusted, and comprehensive recommendations are drawn up for parents and teachers.
Advisory - educational and preventive direction.
This direction involves providing assistance to teachers and parents of students in matters of raising and educating a child, preparing and involving parents in solving correctional and educational problems, as well as working on the prevention of secondary and tertiary developmental disorders.
The teacher-defectologist develops recommendations for parents and teachers in accordance with the age and individual-typical characteristics of children, the state of their somatic and mental health; At the request of parents and teachers, additional examinations of students are organized, individual consultations and thematic parent meetings are held, and speeches are held at methodological associations of teachers.
The recommendations developed by the specialist are specific and general in nature. Thus, for working with individual students, recommendations are drawn up that allow the teacher to take into account their individual characteristics in front-line work in the classroom. In other cases, the recommendations are general. Such recommendations should be preceded by a speech by the defectologist at a meeting or methodological association, in which he explains in more detail to parents or teachers the features of any developmental disorder.
Organizational and methodological direction.
This area of activity of a teacher-defectologist includes preparation for consultations, meetings of methodological associations, pedagogical councils, participation in these events, as well as preparation of documentation, organization of examination of individual students at the PMPK of the city, district for the removal of needy students to special (correctional) institutions.
When preparing a consultation, a special teacher draws up a defectological presentation for each student, which contains the main diagnostically significant characteristics of the child’s developmental characteristics for qualifying his disorder.
The correctional work of a teacher-defectologist is based on programs for general education institutions, using correctional techniques for each area of work.
Comprehensive prevention of developmental disorders in young children
Over the past decades, negative phenomena in the health of children have been increasing. With developmental anomalies, with long-term illnesses of early age, pronounced disorders can occur, which lead to limitation of life and social functions, in the most severe cases leading to social failure. The literature indicates a high prevalence of developmental disorders in children. This percentage, without significant changes, is observed throughout the early and preschool years - on average for all parameters - 65%. Developmental disorders in young children affect further mental and intellectual development, and the problem acquires not only medical and pedagogical, but also social significance. The problem of integrating children with developmental disorders into the general developmental environment poses a task for specialists - the search for new, holistic forms of early prevention, which simultaneously prevents the worsening of general underdevelopment and contributes to the formation of a developing human personality in all its manifestations[7].
13 pages, 6430 words
Development of musical and creative abilities of secondary preschool children...
... the process of development of musical and creative abilities of children of middle preschool age. SUBJECT OF RESEARCH: pedagogical conditions for the development of musical and creative abilities of children of middle preschool age in... PROBLEM: search for psychological and pedagogical conditions for the musical and creative development of children of middle preschool age through nurturing their musical and creative abilities...
The concept of preventing developmental disorders in children is based on the principle of a differentiated approach, taking into account the state of health, the complexity of the use of medical, psychological, pedagogical and social methods of rehabilitation using all possibilities, that is, the creation of a common correctional space. The system of early comprehensive prevention we propose is structurally medical, psychological and pedagogical. In our opinion, it is necessary to begin comprehensive preventive work already in the antenatal clinic, where the expectant mother is being observed. Considering the limited capabilities of antenatal clinics, the absence of neonatologists-pediatricians, neurologists, defectologists, psychologists and child psychiatrists in these institutions, it is necessary to use visual and poster forms of education, educational booklets for future parents about the normal development of the child and possible deviations. These stands and booklets in an accessible form can help parents understand the following questions: what are developmental deviations, why a child may be at risk, how and when to start communicating with the baby, how the family situation can influence development. In addition, they can perform a coordinating, dispatching function and form an attitude in adults about the need for timely contact with specialists - a speech therapist, psychologist, psychiatrist, neurologist, which makes it possible to specify early forms of habilitation. An extremely important task in this regard is the prevention of emotional and sensory deprivation.
At the same time, the positive results of complex correctional interventions are directly related to the correct organization of correctional interventions at home. First of all, this is the establishment, under the guidance of specialists, of partnerships: doctor - parents, special education teacher - parents, psychologist - parents, with the aim of the active participation of parents in enhancing the mental and general development of the child. Secondly, the complexity and integrity of the impact make it possible to stimulate, “observe” and direct the development of the child not only in an organized form, but also in natural, home conditions. The system and methodological approaches developed and tested in various organizational forms make it possible not only to obtain adequate adaptation and a correction effect, but, what is especially important, to eliminate diagnostic errors in assessments of cognitive activity that lead to a limitation of the social perspective of the child and his family. At the same time, pharmacological influence and psychotherapeutic support are necessary parts of a general correction program that helps restore or improve the state of speech activity, communication, neuropsychic processes, emotional and behavioral reactions.
7 pages, 3221 words
Topic: features of mental development of children with sensory impairments
... the mechanisms of influence of a primary defect on the occurrence of a complex hierarchical series of secondary disorders that determine the development of the child as a whole. In the model of a sensory defect, the reverse is also indicative... of a narrow range of concepts that narrows the development of the level of generalization. A specific disorder in the development of the emotional sphere is of great importance. Thus, in a blind child, the underdevelopment of the emotional sphere is associated...
Behavioral difficulties in children of this group are associated with disorders of the nervous system and higher mental functions, with existing emotional discomfort. An incorrect stereotype of a child’s behavior is reinforced by the incorrect and inadequate attitude of adults towards him. Parents need to understand why the child develops atypically, differs from other children in behavior, and has developmental delays. Such children cause a lot of trouble for adults with their behavior. Parents, as a rule, have a hard time dealing with the negative reaction of others to the behavior of their children. They experience a feeling of helplessness, confusion, and shame for their child. This turns into irritation against the child and leads to conflicts in the family due to upbringing. Each family member begins to accuse others of self-indulgence, excessive severity, etc. In the future, this leads to uneven behavior of adults towards the child, which aggravates the situation and has a detrimental effect on the child’s condition, leading to the consolidation of pathological behavioral reactions. That is why psychotherapeutic support is required as a restructuring, reconstruction of risk factors in a child, as a recreation of harmonious relationships in the family. All components of risk factors and the connections between them are subject to psychotherapeutic support; The psychological climate of the family is normalized, parental positions in relation to children are reconstructed, parents’ awareness of the motives of family upbringing is expanded, the very course of mental development of children in the family is harmonized, the child’s self-awareness and self-esteem are developed and harmonized.
In turn, the original correctional pedagogical program structurally includes two parts: 1 – preparing parents for cooperation with specialists; 2 – direct (with a correctional teacher) and indirect (with parents) classes with the child.
Work with parents is conventionally divided into propaedeutic and main periods. The purpose of the propaedeutic period is not only to prepare the child for new forms of education, training and integration (full, incomplete or partial) into the social environment, but also to adapt the parents to the child’s condition. The influence of parents on the child during the main period can be anticipatory, parallel and reinforcing. In this regard, the development of the content of a program of complex medical-psychological-pedagogical influence includes modeling adequate social and role behavior of both adults and children; teaching a new mode of intrapsychic, interpersonal and communicative relationships. The originality of the program lies in the fact that the entire life activity of a child with deviated development is covered by stimulating the appearance of speech, the development of detailed statements, linguistic flair, linguistic competence, and the formation of creative forms of speech and cognitive activity. An important feature of the program is to stimulate the development of speech in children by teaching them to read.
The program is built from mutually complementary methodological blocks, built on a concentric principle. The content of the blocks is dynamic, which allows you to include not only a gradual complication of the material, but also take into account the individual characteristics of the child and the cognitive style of perception, awareness and assimilation of information. Each block involves the parallel work of a speech therapist, other specialists and parents. The effectiveness and optimality of the application of the proposed approaches is confirmed by the positive results of our work with children suffering from severe developmental disorders: disorders of the development of expressive and impressive speech, delays in the rate of speech and intellectual development, delays in mental development[7].
9 pages, 4308 words
Psychological and pedagogical assistance to families with children with developmental disabilities
... Parents of children with developmental disabilities take an active part in the creation of parental associations, educational foundations, charity centers and social partnerships (Down Syndrome Society; "Association of Parents of Children with Disabilities ... such programs will reduce the likelihood of developmental delays in infants and young children from risk groups, will increase the competence of family members in satisfying...
To prevent developmental disorders in children, specialists and especially future parents should know the main directions for preventing this phenomenon.
Genetic counseling is useful in family planning. Such consultations are necessary for parents in the so-called risk groups. Factors causing risk:
- hereditary diseases in parents or members of their families;
- congenital mental retardation;
- congenital hearing or vision impairments;
— physical development disorders: bone deformations, changes in joint mobility;
- primary infertility or amenorrhea (absence of menstruation);
- two or more miscarriages;
- at least one pregnancy was terminated due to impaired fetal development;
- sudden death of an infant due to unclear reasons;
- mother’s age over 35 years;
- blood marriages, etc.
Parents at risk should attend medical and genetic consultations, whose specialists will inform them about the possibilities of having children with hereditary developmental disorders, as well as the risks of having children with developmental pathologies.
All women need to undergo prenatal diagnosis, which is essential for solving the problem of family planning.
If possible, it is advisable for pregnant women to visit prenatal centers for psychological support of pregnancy.
Immunization of children is very important. Timely immunization of children prevents dangerous infectious diseases that lead to developmental disorders.
One of the few causes of developmental disorders, the prevention of which directly depends on parents and teachers, is injuries to children. All types of injuries are dangerous, both domestic and street, and sports. The most dangerous are open and closed head injuries, which cause not only a concussion, but can also cause damage to centers (vision, speech, etc.), due to which certain functions may be impaired. We would advise families with small children not to purchase double-decker cribs. Children under 6 years old should not sleep in such cribs. Children of this age still sleep restlessly, so they may fall out of bed. Scottish traumatologists note that over the course of months in this country, 85 thousand children became their patients, of whom only 85 received minor bruises, the rest ended up in the hospital due to concussions, broken bones or other injuries. Half of the affected children were under 18 years of age. Even if a preschooler does not sleep on the second tier, such furniture remains a risk factor, since it is very attractive for play. Even in an ordinary crib, you should not put large toys and pillows, as babies may fall out if they stand on them.
3 pages, 1016 words
“Theory and methodology of physical education and development of early childhood...
... have an educational effect on him. Physical education contains unlimited opportunities for the comprehensive development of a child. It helps him reveal his motor abilities, mobilize mental and physical... 2021. - 192 p. 23. Yakubovich, M.A. Correction of motor and speech disorders using physical education methods / M.A. Yakubovich, O.V. Presnova. - M.: Vlados, 2021. ...
When babies begin to walk, in order to avoid accidents, parents should consider the safety of each living space, as children of this age become real explorers.
Only with a rational approach to preventing the causes of developmental disorders by parents and teachers of child care institutions will it be possible to minimize the portion of acquired developmental disorders in children [3].
